Guru gobind singh indraprastha

Course Title: Teaching of History

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Course Title: Teaching of History

Course Code: 141 Credits - 4

Time Allotted: 64 Hours

MM: 100 (External 75, Internal 25)

Course Content:

Unit-I: Meaning, Nature and Significance of History   (08 hours)

  • Meaning and nature of History

  • The place of history in secondary school curriculum

  • Curriculum development in History

  • Integration of History with other subjects

Unit-II: Objectives Based Teaching and Pedagogical Analysis (13 hours)

  • Objective based Teaching of History

(i)  Aims and objectives of teaching with particular reference to Indian History.

(ii)       Types of objectives

(iii)    Statement of objectives in behavioral terms.


  • Pedagogical analysis of the Subject

(i)      Identification of concepts from a unit/chapter

(ii)     Pedagogical analysis of a unit/chapter

(iii)       Listing behavioral outcomes 

Practical: Evaluation of History Curriculum 

Unit-III: Approaches and Instructional Media (30 hours)

  • Learner centered and Activity Based Approach

(i)   Teaching of history through monuments

(ii)    Discussion method

(iii)    Question answer method

(iv)     Source method

(v)      Symposium

(vi)     Role play


  • Teaching Aids and Co-Curricular Activities in History

(i)    Text Book

(ii)      Low cost teaching aids

(iii)     Maps

(iv)     Site visits

(v)      Radio, films and television 



Unit-IV: Evaluation in History       (13 hours)

(i)   Comprehensive and continuous evaluation

(ii)        Evaluation devices: written, open book examination, oral,

observation, record.

(iii) Remedial Teaching 



Suggested Readings:

  • Burton, W.H. (1972), Principles of History Teaching, London: Methuen.

  • Chaudhary, K. P. (1975), The Effective Teaching of History in India, New Delhi: NCERT.

  • Dhanija Neelam (1993), Multimedia Approaches in Teaching Social Studies, New Delhi, Harman Publishing House.

  • Dixit , U. and Bughela (1972), Itihas shikshan, Jaipur: Hindi Ganth Academy.

  • Ghate, V. D. (1956), Teaching of History (English & Hindi), Bombay: Oxford University Press.

  • Gunning, Dennis (1978), The Teaching of History, London: Goom Helm Ltd.

  • Jarvis, C. H., Teaching of History.

  • Khan S.U. (1998), History Teaching-Problems, Prospective and Prospect, New Delhi: Heera.

  • Kochar, S. K. (1972), The Teaching of History, Delhi: Sterling Publishers.

  • Lewis, E.M. (1960), Teaching History in Secondary Schools, Delhi: Sterling Publishers.

  • Mujeeb, M. (1960), World History: Our Heritage, Bombay: Asia Publishers

  • Shaida, B. D. and Singh, S. (1973), Teaching of History, Jullendur: Dhanpat Rai & Sons.

  • Tara Chand, A History of Indian People, Aligarh: P.C. Dwadesh & Co.

  • Weech, S.K.I. (1951), History of the World London: Odhas Press Ltd.


Semester I

(School Experience Program)

School Experience Program (SEP)

All the Pupil Teachers must experience the school environment, the work field for the professional life of the teacher. The School Experience Program would be spread over to the first semester but, some of the data collected during experience may be analyzed, interpret and examined in the second semester. SEP would include experiencing the live school environment including the work culture, and the preparation for the same should initiate in the college. The Teacher Educators should orient the Pupil Teachers about the School Experience Program in the initial sessions, followed by sharing/imparting the teaching skills. Although they (the teaching skills) are part of the Core paper in the same semester, yet the lesson transactions in relation to teaching skills should proceed independently. The success of the School Experience Program depends upon the efforts of the stakeholders jointly but, the role of the Teacher Educators as ‘the potters’ crowns the list. Hence the Teacher Educators must share the ‘pious’ work of imparting and polishing the teaching Skills as a Team Teaching (Effort) and each one of should work as the skill master for a particular skill leading to sharing of, at least six core teaching skills, with the budding teachers. This must follow simulation sessions. Efforts would be made by the Teacher Education Institution to arrange schools for the School Experience Program in relation to admitted student - teachers.

Outline for School Experience Program

Duration: One Semester
Stage I: Preparation for School Experience Program (SEP)

Content Enrichment Program

Focused Theoretical Sessions: School and Classroom Environment, Importance of Planning Lessons, Components/Format of a Lesson Plan [especially Specific Objectives, Instructional Methods, Instructional Media (including Teaching Aids), Teaching Skills and related concepts of Micro Teaching and Simulation]

Professional Ethics and Code of Conduct for Teachers

This should include orientation about the workings of the school environment and the School Experience Program, preparations for the program, especially, outlining the components of a Lesson Plan, including general and specific objectives, and essentially, imparting the Teaching Skills. All this may be shared by the concerned Teacher Educator or the School Experience Program Coordinator, except the teaching skills, which should be shared through the joint efforts of the faculty members in the institution. It is necessary to add that Experts in Methodology (Teaching Method/Subject Educators) must have liberty to polish or share the components of the lesson plan as per their preferred teaching learning approach.

Content Enrichment Program: It should mark the initiation of School Experience Program. The Teacher Educators (Subject Experts) should encourage the pupil teachers to perform an informative study about the prevailing school curriculum & the prevalent text books at schools in different grades/classes. Existing School Curriculum & many prevalent text books, especially by NCERT, SCERT, CBSE and ICSE are available through their respective websites. Pupil teachers (by means of self study) must update the content knowledge in their respective teaching subjects.
Focused Sessions: Special sessions should be organized for sharing the importance of planning a lesson, components/format of a Lesson Plan, with focus on: Specific Objectives, Instructional Methods & Media. Attention should simultaneously be paid towards use of teaching aids. Efforts are also necessary to be directed towards imparting theory about Micro Teaching, Skills in Teaching, Simulation and indeed preparing Lessons for Micro teaching and Simulation sessions. The pupil teachers should be told about the criteria on which their lessons would be evaluated.
Professional Ethics and Code of Conduct for Teachers: Efforts should be made by the Teacher Educators to update budding teachers about the ethics prevailing in the teaching profession, and indeed share the code of conduct for teachers at school level.
Stage II: Personalized Professional Sessions (SEP)

Focused Sessions: Micro Teaching, Simulation, Book reviews, Case Study, Action

Research, Standardized Psychological Testing, School Profile, Aspects in a school,

Peer observation and Self appraisal.

Micro - Teaching Sessions: Six micro lesson transactions by the pupil

teachers spread over to six working days.

Simulation Sessions: At least two per subject per student, spread

over to ten working days.

Total Duration: Sixteen working days

Micro Teaching Sessions: This would include conducting compulsorily the MT sessions, followed by Simulation. Six groups may be carved for the total strength of admitted students. Sessions for MT should be spread to six days, when each of the skill masters would be polishing each pupil teacher (for the particular teaching skill) in the group as an observer but, a different group on each day (rotation). Each pupil teacher would be transacting a planned micro lesson for that particular skill, followed by suggestions by the peer group & the Teacher Educator/Observer.
Simulation: Accumulating the experiences gained through MT sessions & the components of a fully fledged lesson plan, the teacher educators should get ready the pupil teachers to work with a combination of different teaching skills. At least two Model lessons for the particular subject should be demonstrated by the respective subject experts. This should follow Simulation sessions, with adequate written planning & use of the necessary teaching aids by the Pupil Teachers. This may boost up the confidence level of the budding teachers & give a firsthand experience to transact a plan with all the necessary components, especially focusing the integration of different Teaching Skills. As the duration of each simulated lesson may be around 35-40 minutes (followed by suggestions by the peer group & the observer) and the pupil teacher has to transact for two lessons in two different methods/subjects, therefore, at least ten days should be reserved for simulation sessions. Teacher Educators may observe & give suggestions to the student - teachers on rotation.
School Environment related projects: Teacher Educators should familiarize the budding teachers about the projects which they have to carry out simultaneously with the transaction of the prepared lessons. Special Sessions should be arranged to share the concepts and process of Book Reviews, Case Study, Action Research, Achievement Test conducting and data recording with analysis and interpretation (refer specific practical courses for coverage). It should also include sessions about preparing School Profile, Comparing for Aspects in the school, peer observation and maintain self appraisal record.

Stage III: School Experience

Lessons - Plan and transact: At least 40 Lessons (20 in each method).

Lessons - Discuss with Subject Experts/Teachers: 05 in each subject

Peer Lesson Observation: 20

Lessons - Self Appraised: 20 in each subject
Duration : Thirty working days

School Experience: All the pupil teachers will undergo full time intensive School Experience program for thirty working days during the first semester (preferably October 15th onwards) as per convenience of the respective Practice Schools. Pupil Teachers are required to prepare and transact at least twenty lessons for each pedagogical course, out of which five (in each subject) to be discussed with the Subject Expert, before particular lesson transaction. Minimum 50% of the lessons (at least ten in each subject) transacted by the student-teachers will be observed and evaluated by the faculty from the Teacher Education Institution. Twenty lessons transacted by peer in the same school have to be observed. For this, peer observation schedule (as developed, adopted or adapted by the Teacher Education Institution) may be used by the pupil teachers. A self appraisal record is also to be maintained by each pupil teacher, after each lesson transaction (at least twenty in each subject), which should also accommodate their daily experiences at the school. For appraisal of the lessons transacted, Teaching Skill Assessment Battery or any such scale may be used. Further, it is advised to conduct practice teaching in the nearby schools so that the Teacher Educators/supervisors and the pupil teachers could come back from the school to the college for discussion of Lesson Plans and so on, as and when required as per college schedule.
Conducting Focused Studies: Within the period of thirty school days, the pupil teachers should also conduct and gather data for the focused studies as such: Action Research, Case Study, Achievement Test Record, School Profile, School Aspect, Standardized Psychological Test and other school related activities.

NB: The Pupil teachers should collect data (at the time of experiencing School Environment) in the first semester for the practical courses, as if, Case Study, Action Research, Achievement Test Record, School Profile, School Aspect; which are to be examined in the second semester.


Teacher Educators, indeed internal supervisors for the Pupil Teachers, act as examiners, with a continuous watch for the performance. But formally, External (University) evaluation will be done (First week of December) by a board of Examiners comprising of an Internal and External examiner as appointed by the University. For total 100 marks (in each course), External Examiner would award out of 60 and Internal Examiner would award out of 40. A criterion may be stated to quantify assessment in both the cases and will include the Lessons prepared and transacted, the related teaching aids, content knowledge of the pupil teacher in respective subject, Book Reviews, attitude and performance in Micro (teaching) and Simulation lessons, peer group observation and self appraisal records maintenance.

Course Title: Teaching Skill Development Examination I

Course Code: 143 Credits - 5

Time Allotted: 160 Hours

MM: 100 (External 60, Internal 40)

Duration of School Experience program is one semester. During Micro - Teaching Sessions, Pupil teachers have to transact three planned Micro Lessons based on teaching skills. (Out of the total six Micro Lessons transacted, three would be examined as part of Second Teaching Skill Development Examination). Two full fledged lessons on pedagogy/subject must be planned and transacted sincerely in Simulation Sessions. After that, Pupil Teachers will experience school environment (full time) for thirty working days. Apart from cooperation/participation in different school activities, they must rigorously work for the professional development and maintain records as stated:

  • Pupil Teachers are required to prepare and transact at least twenty lessons for pedagogical course, out of which five are to be discussed with the subject expert, before particular lesson transaction.

  • Minimum 50% of the lessons (at least ten in the subject) transacted by the Pupil teachers must be observed and evaluated by the teacher supervisor from the Teacher Education Institution.

  • Ten lessons transacted by peer in the same school have to be observed.

  • Twenty Lessons are to be self appraised.

The Pupil Teachers are also required to conduct & record (written) a Book Review for school subject/level text book related to the pedagogical course for which they are professionally preparing.


Teaching Skill Development Examination will be examined jointly by the External and Internal Examiners in the School Environment. The criterion may be as stated:

Criterion for External Evaluation: MM: 60


Marks Division

Final Lesson Observation as per specified parameters


Assessment (viva) for content knowledge (Teaching Subject I) of the pupil teacher


Visual Aids prepared and justification for using them in the Final Lesson transaction


Text Book Review (Teaching Subject I)




Criterion for Internal Evaluation: MM: 40


Marks Division

Internal regular Observation as per specified parameters


Teaching Skills and Competencies

Attitude & Performance in Micro lesson transaction (Three): 03

Attitude & Performance in Simulation lesson transaction (Two) : 04


Peer group observation

(dedication in recording, learning and adaptability from peer behavior)


Self appraisal record maintenance

(dedication in recording and learning day by day from self experience)


Text Book Review (Teaching Subject I)




(Internal Evaluation should be on Continuous and Comprehensive basis.)

Course Title: Teaching Skill Development Examination II
Course Code: 145 Credits - 5 Time Allotted: 160 Hours

MM: 100 (External 60, Internal 40)

Duration of School Experience program is one semester. During Micro - Teaching Sessions, Pupil teachers have to transact three planned Micro Lessons based on teaching skills. (Out of the total six Micro Lessons transacted, three would be examined as part of First Teaching Skill Development Examination). Two full fledged lessons on pedagogy/subject must be planned and transacted sincerely in Simulation Sessions. After that, Pupil Teachers will experience school environment (full time) for thirty working days. Apart from cooperation/participation in different school activities, they must rigorously work for the professional development and maintain records as stated:

  • Pupil Teachers are required to prepare and transact at least twenty lessons for pedagogical course, out of which five are to be discussed with the subject expert, before particular lesson transaction.

  • Minimum 50% of the lessons (at least ten in the subject) transacted by the Pupil teachers must be observed and evaluated by the teacher supervisor from the Teacher Education Institution.

  • Ten lessons transacted by peer in the same school have to be observed.

  • Twenty Lessons are to be self appraised.

The Pupil Teachers are also required to conduct and record (written) a Book Review for school subject/level text book related to the pedagogical course for which they are professionally preparing.


Teaching Skill Development Examination will be examined jointly by the External and Internal Examiners in the School Environment. The criterion may be as stated:

Criterion for External Evaluation: MM: 60


Marks Division

Final Lesson Observation as per specified parameters


Assessment (viva) for content knowledge (Teaching Subject II) of the pupil teacher


Visual Aids prepared and justification for using them in the Final Lesson transaction


Text Book Review (Teaching Subject II)




Criterion for Internal Evaluation: MM: 40


Marks Division

Internal regular Observation as per specified parameters


Teaching Skills and Competencies

Attitude & Performance in Micro lesson transaction (Three): 03

Attitude & Performance in Simulation lesson transaction (Two) : 04


Peer group observation

(dedication in recording and adaptability for peer behavior)


Self appraisal record maintenance

(dedication in recording and learning day by day from self experience)


Text Book Review (Teaching Subject II)




(Internal Evaluation should be on Continuous and Comprehensive basis.)

Semester II

(Core Courses)

Course Title: Education in Emerging Indian Society
Course Code: 102 Credits - 3 Time Allotted: 48 Hours

MM: 100 (External 75, Internal 25)

  1. To help the pupil teacher to understand the importance and role of education in the progress Indian Society & Social Context.

  2. To develop understanding of the ideals and values of emerging Indian Society based on philosophical social and cultural traditions.

  3. To sensitize the human beings that they are budding teachers, for education of the human beings.

  4. To sensitize the pupil teachers towards the various facets of the realm of education.

  5. To help them to understand various concept involved in expounding a theory of education and experiential pursuits in the social context.

  6. To familiarize the pupil teachers with the prevalent educational system in India.

Course Content:

Unit - I: Education and the Indian Society (18 hours)

    • Society and Education

  • Relationship between society and education

  • Distinctive features of Indian society

  • Sociology: Meaning, interdependence of sociology and education.

  • Meaning, relevance of Sociological aspect of Education and Social Inquiry

  • Social Process: Socialization, Social Stratification, Social Change, Social Mobility

  • Analysis of the concept Democracy, Discipline, Freedom and Secularism.

  • Educational Aspirations of Indian Society.

  • Culture

  • Concept, Meaning of culture in Indian and Global context

  • Analysis of the concepts of Cultural Lag, Cultural Conflicts, Cultural Pluralism, Ambivalence and Cultural Tolerance.

  • Role of Education in preserving, conserving and developing culture.

    • Impact of other systems (history, culture, economy, politics and technology) on education and the role of education there in.

    • Role of Home, School, Community and Impact of Mass Media (including Internet) on the Educational Processes.

Unit - II: Impact of Values on Education and Indian society (10 hours)

  • Meaning of Values.

  • Values in education: Meaning, Need and Importance.

  • Classification of values, Criteria of value classification with respect to Indian society

  • Causes of Value degeneration

  • Role of Education in resolving Value Crisis.

  • Methods and Techniques of inculcation of values in education.

Unit - III: Preparing a Humane Teacher (10 hours)

  • Human rights and Education of human rights with special emphasis on child rights.

  • Concept of National Integration, International Understanding and their relationship with education.

  • Concept of Education for Peace

  • Education for conservation of Environment

  • Role of a teacher as a reflective practitioner.

Unit - IV: Educational system in Indian society (10 hours)

  • Types of School Systems

  • Decentralization of Educational Administration with reference to types of schools (public, private)

  • Parallel Systems of Educational Administration

  • Administrative Hierarchy

  • Role of Teacher, Principal and Community.

  • Agencies of Education



  • NCTE and UGC

Suggested Readings:

    • Anand, C L (1993) Teacher and Education in the Emerging Indian Society, New Delhi: NCERT.

    • Bhatacharya and Sriniwas (1971), Society and Education, Society and Education, Calcutta: Academic Publishers.

    • Coombs, Philips H., (1985), the World Crisis in Education, New York: Oxford University Press.

    • Delors, Jacques (1996) learning the Treasure within, UNESCO: Report to UNESCO of the International Commission on Education for Twenty first Century.

    • Durkhiem, Emile (1956), Education and Sociology, New York: Free Press.

    • Govt. of India (1993), Education for All: The Indian Scene, Widentry Horizons, New Delhi: MHRD.

    • Joshi. D. (2005). Value Education & Civic Sense. New Delhi: Kanishka Publishers.

    • Joshi. D. (2006).Value Education & Globalization, New Delhi: Lotus Publishers.

    • Kar, N. K.: Value Education - A Philosophical Study, Ambala, The Associated Publication, 1996.

    • Kashyap, Subbash (1993), Perspectives on the constitution Delhi, Shipra publications.

    • Mohanti, J. (1987), Democracy and Education in India, New Delhi: Deep and Deep Publishers.

    • Nayar, P. It, Dave, P.N., and flora, K. (1982) Teacher and Education in Emerging Indian Society, New Delhi.

    • Panday, V. C.: Value Education and Education for Human Rights, Editor, Delhi, Isha Books 2005.

    • Passi, B. K. :Value Education, Agra, National Psychological Corporation, 2004

    • Ram Murti Acharya (1990), Towards an Enlightened and Humane Society - A Committee Report; New Delhi MHRD.

    • Ross, James (1962), Groundwork of Educational Theory, London: George Harre and Sons.

    • Ruhela, S. P. (1969), Social Determinants of Educability in India, New Delhi: Jam Publishers.

    • Saiyidain, K. G. (1970), Facts of Indian Education, New Delhi: NCERT.

    • Singh, M.S.: Value Education, Delhi, Adhyayan, publication and Distribution, 2007.

    • Srimali, K. L. (1970). The Prospects for Democracy in India, Southern Illinois: University Press.

    • Tyagi, P. N. (1991), Education for All: A graphic Presentation, New Delhi: NTEPA.

Course Title: Policy Framework and Issues in Education
Course Code: 104 Credits - 3 Time Allotted: 48 Hours

MM: 100 (External 75, Internal 25)

After this course, the student-teachers will be able to:

  1. understand the importance of educational policies and programs during the pre and post independence period.

  2. analyze the forces affecting the educational system.

  3. appreciate the role of education in human resource development.

  4. develop competencies to understand the various issues related to education and accordingly take necessary remedial measures.

  5. develop vision for futuristic programs in education.

Course Content

Unit - I: Pre-independence Developments in Education (8 hours)

  • Charter Act 1813

  • Macaulay’s Minutes

  • Wood’s Despatch

  • Hunter Commission

  • Basic Education

Unit - II: Post-independence Developments in Education (20 hours)

  • Radhakrishnan Commission (1948-49)

  • Mudaliar Commission (1952)

  • Kothari Commission (1964-66)

  • Constitutional Provisions of Education

  • National Policy of Education 1986 and Program of Action 1992

  • Yashpal Committee

  • Delors Commission (1997)

  • Knowledge Commission (Special Reference To School Education)

  • Right to Education (RTE) 2009

Unit - III: Issues of Indian Education (12 hours)

  • Concept of Wastage & Stagnation in Education

  • Vocationalization of Secondary Education

  • Child Education with special focus on Girl Child Education, Women Education

  • Inclusive Education

  • Student Unrest (special reference to the recommendations of Lyndoh Committee)

  • Examination Reforms (spl. reference to CCE, Grading System & Non Detention Policy)

Unit - IV: National Educational Programs (8 hours)

  • Universalization of Elementary Education

  • Sarva Shiksha Abhiyan

  • Universalization of Secondary Education

Suggested Readings:

  • Agarwal J.C. - Development and Planning of Modern Education.

  • Agarwal J.C. - School organization, Administration and management, Doaba House, Delhi 06.

  • Aggarwal (2002) - Landmarks in the history of Modern Indian Education, Vikas Publishing House Pvt. Ltd., New Delhi.

  • Aggarwal, J.C. (2002) – Development of Modern Indian education, Vikas Publishing House, New Delhi.

  • Baldev Mahajan & Khullar K.K., Educational Administration in Central Government, Vikas Publishing House, (2000)

  • Bhat, K.S. & Ravishankar S. (1985). Administration of Education, Seema Publication, Delhi 07.

  • Biswa Ranjan Purkait (2001) - Milestones in Modern Indian Education, New Central Book Agency, Calcutta

  • Christopher Molander & Jonathan W; Managing Human Resources; Routledge London and NY.

  • Dash, M. (2000) – Education in India-Problems and Perspectives, Atlantic Publishers, New Delhi.

  • David N. Aspin; Quality Schooling; Casselli.

  • Gupta L.D., Educational Administration, Oxford and IBH Publishing Co., New Delhi, (1986)

  • Jacquie Bambrough; Training your staff; SIT Management series.

  • Kochhar S. K. Secondary School Administration, University Publisher Delhi (1964)

  • Kochhar S.K., Secondary school Administration, Sterling Publishers ( 1971)

  • Mathur S. S. (1990) - Educational Administration and Management, The Indian Publications, Ambala Cantt.

  • Mohanthy, J. Educational Administration supervision and school, Deep & Deep (1990)

  • Murthy S.K., Essentials of school organization and administration, Tandon Publisher

  • Murthy, S.K.; School Organization and Administration; Tandon Publication

  • Nancy Letts; The Caring Classroom; Scholastic Professional books.

  • Nurullah S. & Naik J.P. (1981)- Student history of Education in India, Macmillan, Bombay  

  • Pandya S.R., Administration and Management of Education, Himalaya Publishing House, (2001)

  • Rai B.C. - School Organization and Management, Prakashan Kendra, Lucknow.

  • Rao, N.P.; Education and Human Resource Management; APH Publishing.

  • Rastogi, P.N.; Building a learning organization; Wheeler Publishing.

  • Raymond. M. Nakamura; Healthy Classroom Management; Wadsworth, USA.

  • Richard D. Freedman (1982) - Management Education, John Walia & sons, New York.

  • Sachdeva M.S., School Organization & Administration, Prakash Bros., (1997)

  • Safaya, R.N. and Shaida, B.D. (2000)- School administration and organization- Dhanpat Rai Publishing Company, Daryaganj, New Delhi.

  • Sukhia, S.P. (2000) – Educational administration, organization and health education, Vinod Pustak Mandir, Agra.

  • Terry & Franklin, Principles of Management 8th edition, AITBS Publishers and distributers, (1997)

  • Vasantha R. Patri, Education in India – policies and Programs, Super Book Service, Bangalore, (2000)

  • Vashist, S.R.; Classroom Administration; Anmol Publication.

  • Vijayakumari Kaushik, S.R. Sharma; School Administration Organization; Anmol Publication.

  • Walia, J.S. - Foundation of school administration and organization, Paul Publisher, Punjab.

Course Title: ICT Mediated Education
Course Code: 106 Credits - 3 Time Allotted: 48 Hours

MM: 100 (External 75, Internal 25)


After undergoing this course, the student teachers will be able to:

  1. Appreciate the concept of integration of Information and Communication Technology with Education

  2. Assure a positive role in Technology Medicated Communication in the classroom

  3. Benefit from the computers and internet for Educational research and interaction.

  4. Employ various technological equipment/amenities and the application software in, skillfully and intelligently producing, structured Educational Courseware for use in methodologies (teaching subjects)

  5. Develop and evaluate plans based on NTeQ model as a learner, and devote efforts for working on the same as if, a school student.

  6. Evaluate Educational Software and Computer Based Educational Courseware.

Course Content:

Unit - I: Concept of Information and Communication Technology (ICT) (8 hours)

  • ICT in Education: Concept, need and importance of ICT in Education. Difference between Educational Technology, Communication Technology and Information Technology. Challenges in integrating Information and Communication Technology in School Education.

  • Psychological Bases of employing ICT in Education: Dale’s Cone of Experience, Multi-Sensory Instructional approach and Constructivist approach.

  • Governmental Plans/Policies: National Policy on ICT in School Education.

  • Technology Mediated Communication: Concept of Classroom (Technology Mediated) Communication. Components and Techniques through which the ICT can mediate. Role of a Teacher in Technology Mediated Communication.

Unit - II: Interaction through Computers and Internet (12 hours)

  • Computer Fundamentals: Meaning, characteristics, Basic components (hardware and software) and functioning of a computer (through Block Diagram)

  • Using Computer in Schools: Instruction (including Computer Based Instructions, Computer Assisted Instructions, and Computer Managed Instruction), Computer Based Education and Computer Managed Education (with special focus on Admission, Administration, and Evaluation).

  • Difference between Conventional Teaching, Computer Based Instructions and Computer Assisted Instructions.

  • Internet: Use of Internet in Education, Research & Communication; including e-learning and Educational uses of search engines, e-mail, educational chat rooms, blogs, discussion groups/boards, e - conferencing.

  • Managing student’s access to Computers (Hardware and Software) and the internet;

  • Ensuring safety and security (including safety of the data) on computer and internet

Unit - III: Education through Multimedia (14 hours)

  • Multimedia Courseware: Concept, Definition and characteristics.

  • Development of Computer Based Instructional Courseware (MM Lessons) with a special focus on:

    • Basic features/functions in the Presentation software

  • Fair use Guidelines for Educational Multimedia.

    • Story Board the Content

    • Cognitive Theory of MM learning and Designing Principles.

    • Quoting references for Media (APA format)

  • Multimedia Enhancing the teaching - learning process

  • Evaluation of lessons transacted through Computer Based Instructional Courseware (MM Lessons). The criteria may be:

  • Need for the presentation through Computers

  • Quality and organization of the content shared (including Content knowledge), relevance of courseware for the particular grade

  • Overall visual appeal, grammar, punctuation, spellings and selection of appropriate element of media

  • Designing Principles (followed) as suggested by Cognitive theory

  • Teaching Skills incorporated while transacting lesson through technology

  • Presence of Element of Interaction, Entertainment and Curiosity satisfaction

  • Consideration towards testing

  • Content under Fair use Guidelines for Educational Multimedia and the references quoted.

  • The iNtegrating Technology for inquiry (NTeQ, pronounced “in-tech”) model

  • Components in the NTeQ philosophy: The Teacher, Student, Computer, Lesson and Multidimensional Environment.

  • Integrating Internet and application software (word processor, spreadsheets, presentation software, Hot Potatoes) with the NTeQ model

  • HOTS: Using technology to promote Higher Order Thinking Skills (like analysis, synthesis, critical thinking, problem solving)

Unit - IV: ICT and Evaluation (14 hours)

  • Educational Software: Concept, need and Evaluation of Educational software.

  • Question Bank Development in school scenario (with inbuilt Evaluation mechanism): Developing Question Bank using Hot Potatoes with different types of questions such as multiple choice, short answers, jumbled sentences, crossword, match, order, gap-fill exercises.

  • Technology supported presentations/projects/assignments: Concept, need and Evaluation of Students’ Educational MM presentations/projects/assignments.

  • Plagiarism: Concept of plagiarism with technology supported students’ assignments/projects and measures to reduce plagiarism in Education.

  • Spreadsheets: Using Spread sheets as tool for student/school records with a focus on inserting and filtering data; creating formulae and using functions; presenting the data in pictorial form.

NB: Teacher Educators should inspire the use of Open Educational Software in the teaching learning process.

Suggested Readings:

  • Candau, D., (2007). X-elerated Professional Development for Integration of Technology in Teacher Education. Pre-service Curriculum with CD ROM and Hand Book for Teacher Educators. ND: Learning Links Foundation (Intel Corporation)

  • Chauhan, S. (Ed.) (2008). Sankalan-Collection of Technology Supported Lesson Plans. Delhi: University School of Education. Guru Gobind Singh IP University.

  • Computers and Communication Technology. (2008). Part I & II (Class XI), available online on the National Council of Educational Research and Training, New Delhi website:

  • Computers in Education (2000). Indira Gandhi National Open University, Delhi:

  • Dutt, N.K. & Jaiswal, L.C. (2008) Computer Shiksha. Delhi: Doaba Book House.

  • Goel, H.K. (2007). Computer Shiksha. Merrut: Surya Publication.

  • Guide to measuring Information and Communication Technologies in Education. (2009). Canada: UNESCO Institute for Statistics. Retrieved from:

  • Hot Potatoes™ available at

  • Lowther, D. L., Grant, M. M., Marvin, E. D., Inan, F., Cheon, J., & Clark, F. (2005). Teacher’s technology handbook: A resource to support effective technology integration. Appalachian Technology in Education Consortium and the University of Memphis, Memphis, TN.

  • Mayer, R.E. & Moreno, R. (2003). Nine Ways to Reduce Load in Cognitive Learning. Educational Psychologist. 38(1), 43-52.

  • Mayer, R.E. (2002). Cognitive Theory and the Design of Multimedia Instruction: An Example of the Two - Way Street between Cognition and Instruction. New Directions for Teaching and Learning. Number 89. 55-71.

  • Menaria, S. & M. M. (2006). Computer Shiksha. Udaipur: Ashutosh Publication.

  • Morrison, G.R., Lowther, D.L. & Demeulle L. (1999). Integrating Computer Technology into the Classroom. United States of America: Merrill (Prentice Hall)

  • Moursund, D. (2005). Introduction to Information and Communication Technology in Education. Retrieved from website of University of Oregon:

  • National Policy on ICT in School Education. (2010). New Delhi: Department of School Education and Literacy. Ministry of HRD, GOI. Retrieved from:

  • Rajasekar, S. (2010). Computers in Education. ND: Neelkamal Publications Pvt. Ltd.

  • Roblyer, M.D. (2008). Integrating Educational Technology into Teaching. New Delhi: Pearson Education, South Asia, India.

  • Shiksha Mein Computer (2001). Available on website of Indira Gandhi National Open University, Delhi:

  • Singh, Kamal Deep. (2012). Lesson through Multimedia. N. Delhi: Arya Book Depot.

  • Singh, Kamal. D., & Kaur, D. (2008). Using Computers in Education. New Delhi: Dhanpat Rai Publishing Company (Pvt.) Limited.

  • Varanasi, L., Sudhakar, V. & Mrunalini, T. (2004). Computer Education. New Delhi: Neelkamal Publications Pvt. Ltd.

  • Walia, J.S. (2008). Foundations of Computer Education and Applications. Punjab: Ahim Paul Publishers.

Semester II

(Elective Courses)

Course Title: Educational Guidance and Counseling

Course Code: 108 Credits - 4 Time Allotted: 64 Hours

MM: 100 (External 75, Internal 25)


To Enable Student Teacher to: 

  1. Understand the nature, purpose and need for guidance and counseling

  2. Understand the responsibilities and moral obligation of a counselor

  3. Understand the techniques and procedures of guidance

  4. Know about the sources of occupational information, their types and modes of dissemination

  5. Understand the concept, importance and theories of career development

  6. Know career pattern, career maturity, vocational career

  7. Understand and Guide students with special needs

Course Content:

Unit-I:  Understanding Guidance (18 hours)

  • Guidance: Concept, aims, objectives, functions and principles.

  • Need & Procedure for (Educational, Psychological and Social) guidance

  • Group Guidance: Concept, Need, Significance and Principles, Organization of Guidance programs in schools

Unit-II: Understanding Counseling    (16 hours)

  • Counseling: Meaning, Principles and approaches of counseling, Individual and Group Counseling.  

  • Process of counseling (Initial disclosure, In-depth Exploration & Commitment to Action)

  • Dealing with depression and academic stress (with regard to their identification and intervention)

  • Qualities (including Skills for Listening, Questioning, Responding, Communicating) & Qualifications of a good / effective Counselor

  • Role of teacher as a Counselor, Professional Ethics and Code of Conduct

Unit-III:  Techniques and Procedures of Guidance       (18 hours)

  • Standardized and Non-Standardized techniques: Meaning, purpose, need and   uses of various standardized (viz. Aptitude, attitude, interest, achievement, personality) and non-standardized tests (viz. the questionnaire, observation, sociometry, rating scale, anecdotal record, case study, cumulative record, autobiography, interviews )

  • Responsibilities of the users of Standardized Tests


Unit-IV: Occupational Information and Guiding Students with Special Needs

(12 hours) 

  • Meaning, collection, types, classification and dissemination of occupational information, Career development: Teacher’s role in career planning

  • Behavior problems of students with special needs, viz. socio-emotional problems of handicapped and deprived groups such as SC, ST and girls, provision of facilities at governmental and non-governmental level. 


Suggested Readings 

  • Aggarwal, J. C., (2000). Educational & Vocational Guidance and Counseling, Jalandhar : Doaba House.

  • Asch, M. (2000). Principles of Guidance and Counseling, New Delhi: Sarup and Sons.

  • Barki B.G Mukhopadhyay (2000); Guidance and counseling - A manual

  • Bengalee M D: Guidance and counseling

  • Bengalee Mehroo D: Child Guidance

  • Bhatia, K. K., (2002). Principles of Guidance and Counseling, Ludhiana: Vinod Publications.

  • Bhatnagar, R. P.; Rani. S. (2001); Guidance and Counseling in Education and Psychology.

  • Chauhan S S: Principles and Techniques of Guidance

  • Joneja G. K. (1997); Occupational information in Guidance, NCERT publication

  • Kochhar S.K.: Educational and Vocational guidance in Secondary Schools

  • Kochhar S.K. (1999) Guidance and counseling in colleges and universities

  • Nambiyar K: Strategies Guidance Based Education

  • Nanda S.K.; Chadha P.C.: Educational and vocational guidance

  • Nayak A.K. (2004); Guidance and Counseling

  • Oberoi S.C (2000); Educational, Vocational Guidance and Counseling

  • Patterson L E; Welfel E R. The counseling Process

  • Rao S. N. (1991) Counseling and Guidance.

  • Safaya, B.N., (2002). Guidance & Counseling, Chandigarh: Abhishek Publications.

  • Sharma R A Fundamentals of Guidance and Counseling

  • Sharma, R. N. (2004); Guidance and Counseling

  • Sharma, Tara Chand, (2002). Modern Methods of Guidance and Counseling, New Delhi: Sarup and Sons.

  • Shertzer, Bruce and Stone, Shelly C., (1974). Fundamentals of Counseling, London: Houghton Missli.

  • Shirley, A. Harmin and Guilford, E., (1987). Guidance in the Secondary Schools, New Delhi: NCERT.

  • Sidhu, H. S., Guidance and Counseling, (2005), Twenty First Century, Patiala.

  • Sodhi, T.S. & Suri, S. P., (1999). Guidance and Counseling, Patiala: Bawa Publication.

Course Title: Educational Technology

Course Code: 110 Credits - 4 Time Allotted: 64 Hours

MM: 100 (External 75, Internal 25)

To enable the teacher trainees:

  1. To understand the need, nature, concept and scope of Educational Technology.

  2. To understand the basic components, principles of communication and factors influencing communication.

  3. To evaluate the effectiveness of communication.

  4. To develop the understanding of the concept of system approach, designate implications for teaching learning activities.

  5. To understand the concept of individualized instruction and multimedia packages.

  6. To develop the awareness of recent innovations in the field of Educational Technology.

  7. To develop the basic skills of resources management.

Course Content:
Unit - I: Conceptual Framework of Educational Technology (12 hours)

  • Meaning, Nature, Scope and Functions of Educational Technology

  • Need of Educational Technology in the Schools

  • Components of Educational Technology (Hardware and Software)

  • Systems Approach: Concept and Characteristics; System Analysis; System design and its’ Implications for the Teaching-Learning Activities

Unit - II: Communication and Teaching Technology (18 hours)

  • Communication: Concept, Nature, Components, Process, Types, Modes and Principles; Barriers to Communication.

  • Concept of Classroom Communication, Classroom Interaction (Verbal and Non- Verbal Interaction), Interaction Pattern. Criteria for Effective Classroom Communication.

  • Techniques of enhancing teaching effectiveness through Micro-teaching, Simulation & Interaction Analysis (Glaser’s and Flander’s Interaction Analysis).

Unit - III: Audio – Visual Aids and Innovations in Educational Technology (18 hours)

  • Audio-Visual Aids: Concept, significance and process to use of different aids.

  • Innovations in Educational Technology: Video Lesson, Talk Back Experiment, Computer Assisted Instructions, Interactive Video, CAL and Language Laboratory, E-Learning, E-Readers, I-Learning, Teleconferencing; CCTV, ECTV.

  • Selection and Integration of Media

Unit - IV: Programmed Learning and use of Technology in Distance Education

(16 hours)

  • Programmed Learning: Concept, Principles, Types and Steps of Development

  • Development of Courseware and Design Considerations.

  • Distance Education: Concept, significance and use of technology

Suggested Readings:

- Agrawal, J.C.: Educational Technology and Management. Agra: Vinod Pustak Mandir. 2003.

- Agrawal, Rashmi: Educational Technology and Conceptual Understanding. New Delhi: Prabhat Prakashan, 2001.

- Brown, J.W., R.B. and Hercheroad: A.V. Instruction Technology Media and Method. New York: McGraw Hill Book Company, 1977.

- Chand, Tara: Educational Technology. New Delhi: Anmol Publication, 2002.

- Davis, I.K.: The Management of Learning. London: McGraw Hill Book Company, 1971.

- Dececo, John, P.: Educational Technology: Readings in Programmed Instruction. London: Holt Rinehert and Winston, 1964.

- Jerone, P. L. and Clarence, M. W.: A Guide to Programmed Instruction. J. Wiley and Sons, New York, 1975.

- Kulkarni, S. S. (1986), Introduction to Education Technology, New Delhi; Oxford – IBH Pub. Co.

- Kumar, K.L.: Educational Technology and Conceptual Understanding. New Delhi: New Age Publication, 2001.

- Mangal, S.K.: Fundamentals of Educational Technology. Ludhiana: Prakash Brothers, 1988.

- Mattoo, B. K., New Teaching Technology for Elementary School Teachers, New Delhi federation of Management of Educational Institutions.

- Mukhopadhyay, M.: Educational Technology – Challenging Issue. New Delhi: Sterling Publishers Private Limited, 1980.

- Mutunalini, T. (1997), Education and Electronic Media, New Delhi, ABH Publishing Corporation    

- Pal, H.R.: Speech Communication. Bhopal: M.P. Granth Academy, 2003.

- Rao, Usha: Educational Technology. Mumbai: Himalaya, 2001.

- Richmond, W. Kenneth: The Concept of Educational Technology-A Dialogue with Yourself. London: Weldenfeld and Nicols, 1970.

- Sahoo, P. K.: Education Technology in Distance Education. Arawati Publications, New Delhi. 1999.

- Sampath, K. et al.: Introduction to Educational Technology. New Delhi: Sterling Publishers Private Limited, 1990.

- Sharma, R. A. (2000), Shaikshik Prodyogiki, Meerut: R. Lal Book Depot (Hindi)

- Sharma, R. A. (2001), Technological Foundations of Education, Meerut: R. Lal Book Depot

- Sharma, R.A.: Technology of Teaching (Teacher Behaviour). Meerut: Loyal Book Depot, 1980.

- Singh, P.: Cybernetic Approach to Teaching. The Progress Education, Pune May 1984.

- Smith, K. U. and Smith Marget, F.: Cybernetic Principles of Learning and Education. New York: Holt, Reinehart and Winston, 1966.

- Taber, J.J., Glasser, R. and Schasfer, H.H.: Learning and Programmed Instruction. Masschusetts: Addison Weller Reading, 1965.

- Walia, J. S. (2000), Educational Technology, Paul Publishers, Jalandhar.

- William, D. Bontwell: Using Mass media in School. New York: Appletion Century Crops. 1962.

Course Title: Inclusive Education
Course Code: 112 Credits - 4 Time Allotted: 64 Hours

MM: 100 (External 75, Internal 25)


To enable the teacher trainees:

  1. To develop an understanding of the concept and philosophy of inclusive education in the context of education for all.

  2. To identify and address diverse needs of all learners

  3. To familiarize with the trends and issues in Inclusive Education

  4. To develop an attitude to foster Inclusive Education

  5. To develop an understanding of the role of facilitators in Inclusive Education

Course Content

UNIT-I: Introduction to Inclusive Education (10 hours)

  • Concept, Need and Meaning

  • Philosophy: Transition from Segregation to Integration

  • Principles

  • Models

UNIT-II: Special Educational Needs (SEN) of Learners in Inclusive School (24 hours)

  • Identification of diverse needs of SEN learners and Referrals

  • Disabilities in children and their SEN: Hearing Impairment, Visual Impairment, Low Vision, Orthopaedic, Intellectual Impairment, Cerebral Palsy, Learning Disabilities and Multiple Disabilities

  • Types and Use of Assistive Devices for learners with SEN

  • Adaptations & Accommodations: Physical & Curricular

UNIT-III: Planning and Managing Inclusive Curriculum in Schools (18 hours)

  • Individualized Educational Plan (IEP): Development & Implementation

  • Practices and Classroom Management in Inclusive Education: Seating Arrangement, Whole Class Teaching

  • Activity Based Learning, Peer Tutoring and Cooperative/Collaborative Learning

  • Barriers and Facilitators in Inclusive Education: Attitude, Social and Educational

Unit - IV: Facilitators for Inclusive Education and concerned Legislation (12 hours)

  • Need for Multidisciplinary Approach

  • Role Responsibilities: General, Special and Resource

  • Teachers, Family, Community

  • Parent - Professional Partnership: Need and Relevance

  • Continual Education Programs.

  • Sarva Shiksha Abhiyan (SSA) (2002)

  • Legislations for Inclusive Education: National Policy of Disabilities (2006).

Suggested Readings:

  • Baquer, A. & Sharma,A. (1997) .Disability: Challenges Vs. responses, Can Pub.

  • Bartlett, L. D., Weisentein, G.R. (2003) Successful inclusion for educational leaders, Prentice Hall, New Jersey.

  • Bhargava, M. (1994), Introduction to exceptional Children, Sterling Publishers.

  • Blackurst & Berdine (1981), Introduction to Special Education

  • Chaote Joyce,S. (1991) . Successful mainstreaming, Allyn & Bacon

  • Daniels, Harry (1999) .Inclusive Education, London: Kogan.

  • Dash, M. Education of Exceptional Children. New Delhi: Atlantic Publisher and Distributors.

  • Deiner, P. L. (2000). Resource for Teaching children with diverse abilities, Harcourt Brace & Company, Florida

  • Dessent, T. (1987). Making ordinary school special. Jessica Kingsley Pub.

  • Gargiulo, R. M. (1997). Special education in contemporary society: an introduction to exceptionality, Wadsworth, Belmont

  • Gartner, A. & Lipsky, D. D. (1997) Inclusion and school reform transferring America’s classrooms, P. H. Brookes Pub. Baltimore.

  • Gathoo, V. (2004). Curriculum strategies and adaptations for children with hearing impairment (RCI), Kanishka Pub. New Delhi

  • Giuliani, G. A. & Pierangelo, R. (2007) Understanding, developing and writing JEPs Corwin press, sage Pub

  • Hallahan & Kauffman (1978), Exceptional Children: Introduction to special Education Prentice Hall

  • Hegarthy, S. & Alur, M. (2002) Education of children with special needs: From segregation to inclusion, Corwin press, sage Pub

  • Joyce S. Choate (1997). Successful inclusive teaching, Allyn & Ba

  • Karant, P. & Rozario, J. ((2003). Learning Disabilities in India. Sage Pub.

  • Karten, T. J. (2007) More inclusion strategies that work. Corwin press, sage Pub

  • M. C. Gore (2004). Successful Inclusion strategies for secondary and middle school teachers, Crowin Press, Sage Pub.

  • Madan Mohan Jha (2002). School without walls: inclusive education for all, Heinemann edu. Oxford

  • Mangal,S.K., Education of Exceptional Children, PHI, New Delhi

  • Mathew, S. (2004) Education of children with hearing impairment. RCI, Kanishka Pub. New Delhi

  • National Policy on Education (1986, 1992), MHRD, GOI, Delhi

  • Panda, K.C., (2003). Education of Exceptional Children, New Delhi: Vikas Publishing House.

  • Patt Daird (1980). Curriculum Design and Development, Harcott Brace, New York.

  • Rainer’s. (2007). Managing Special and inclusive education

  • Reddy, Rumar, Kusuma (2000), Education of Children with Special Needs, Discovery Pub. House.

  • Ruth E. Cook, Annette Tessier, M. Diane Klein (1996), Merrill Prentice Hall

  • Sahu, Binod Kumar, (2002). Education of Exceptional Children, Ludhiana: Kalyani Pub.

  • Samuel, A. Kirk. Educating Exceptional Children, 8th Ed., New York: Houghton, 1997.

  • Scheme of Integrated Education for the Disabled (1992), MHRD

  • Sedlak, Ribert,A. & Schloss Patrice, C. (1986). Instructional methods for students with learning and behaviour problems, Allyn & Bacon

  • Sharma, R. A. (2003), Fundamentals of Special Education, R. Lall Book Depot

  • Singh, Agyajit, Education of Exceptional Children.

  • Smith, Robert (1983), Exceptional Child : A Functional Approach

  • Sudha Rao, K. (2002). Analysis & Review of Promise and Performance. New Delhi: NIEPA

  • United Nations Standard Rules on the Equalization of opportunities for persons with disabilities, XI world Congress on Mental Retardation, 1994

Course Title: Educational Evaluation
Course Code: 114 Credits - 4 Time Allotted: 64 Hours

MM: 100 (External 75, Internal 25)

To enable the Student Teachers:

1. To develop an understanding about concept of Measurement, Assessment and Evaluation.

2. To develop an understanding about the areas and concept of internal assessment.

3. To develop an understanding of taxonomy of Educational Objectives.

4. To develop the skill of writing of objectives and specifications.

5. To acquire knowledge of different types of tools and their uses in evaluation.

6. To develop an understanding of various statistical measures and their use for interpretation of results.

Course Content: 

Unit - I: Concept of Educational Evaluation          (18 hours)


  • Meaning of Evaluation, Measurement and Assessment in Education

  • Difference among Testing, Examination, Evaluation, Measurement and Assessment

  • Principles of Evaluation and Role of Evaluation in the teaching- learning process

  • Types of Evaluation (Formative, Summative, Norm-referenced, Criteria referenced, Diagnostic), Continuous & Comprehensive Evaluation

  • Internal Assessment: Meaning, Significance & Areas (Scholastic, Co-scholastic & Personality).

  • Concept of Continuous and Comprehensive Evaluation.


Unit - II: Educational Objectives        (14 hours)  

  • Relationship between Aims and Objectives

  • Meaning and difference between Educational and Instructional objectives

  • Taxonomy of Educational Objectives

i) Cognitive Domain (Revised Bloom’s taxonomy by Anderson & Krathwohl)

ii) Affective Domain

iii) Psychomotor Domain

  • Criteria for writing statements of Objectives and Specifications.


Unit - III: Tools of Evaluation      (14 hours)

  • Meaning, purpose and steps in construction for Achievement test

  • Characteristics of good Achievement test (Reliability, Validity, Objectivity, Usability)

  • Types of test

i) Performance Tests: Oral test and Practical test (merits, limitations, suggestions for improvement, and criteria for evaluation)

ii) Written test- Essay type & Objective type (merits, limitations, suggestions for


iii) Norm- Referenced tests & Criterion Referenced tests (meaning, characteristics).

  • Observation Tools- Check list, Rating scale and Anecdotal record.

Unit -IV: Diagnostic testing, reporting and interpreting   (18 hours)


  • Concepts of Diagnostic testing

  • Steps in construction of Diagnostic test

  • Methods of Interpreting test results (Basic concept of Grade norms, percentile norms, standard scores, credit point, profiles, skill analysis)

  • Use of computers in testing & reporting

  • Remedial teaching


Suggested Readings: 

  • Agarwal, R.N. : Educational & Psychological Measurement

  • Aggarwal, J.C., (1997).Essentials of Examination System; Vikas Publications,

  • Chauhan, C.P. S.: Emerging Trends in Educational Evaluation

  • Dandekar, W.N.: Evaluation in School

  • Derek Rown Tree: Assessing Students

  • Ebel Robert L., (1991). Essentials of Educational Measurement, Prentice Hall of India.

  • Garette: Educational Statistics

  • Gay, L.R.; Educational Evaluation & Measurement

  • George Brown & Joanna Bull: Assessing Student Learning

  • Gronlund N.A., Measurement and Evaluation; Pearron Edu. Inc.

  • Gronlund, N. E. & Linn, R. L.: Measurement & Evaluation in Theory

  • Handbook of Examination, Evaluation, Measurement, Tests & Statistical Techniques; Doaba Book House, (2000).

  • Khan, Mohd. Sharif: School Evaluation

  • Kubiszyn Tom. (2003). Educational Testing and Measurement, John Wiley.

  • Lulla, B. P. et al: Essentials of Evaluation and Measurement in Education

  • Nancy Wittrock & Mitry Wiley: The Evaluation of Instructional Issues & Problems

  • Noll, V. H. & Schonnell, D.P.: Introduction to Educational Measurement

  • Patel, R. N.: Educational Evaluation: Theory and Practice

  • Phillips, R. C.: Evaluation in Education

  • Rawat, D. S.: Measurement and Statistics

  • Remmers, H.H. et al: A Practical Introduction to Measurement and Evaluation

  • Richard H. Lindeman: Educational Measurement

  • Robert Ebel & David Frisbie: Essentials of Educational Measurement

  • Schwart & Stuart: Evaluating Students’ Progress

  • Srivastava D.S., Kumari S. (2005). Education Assessment, Evaluation and Remedial; Isha Books.

  • Theodore and Adams: Measurement and Evaluation

  • Thorndike and Hagan: Measurement and Evaluation in Psychology & Education

  • Upasani, N. K.: Evaluation in Higher Education

  • Wandt, E & Brown, C.: Essentials of Educational Evaluation

  • Wrightstone, W. et al: Evaluation in Modem Education

Course Title: School Organization and Management

Course Code: 116 Credits - 4 Time Allotted: 64 Hours

MM: 100 (External 75, Internal 25)


The student teachers acquire the knowledge & understanding of:

  1. Meaning, purposes and process of educational management

  2. Management of resources in secondary schools

  3. Organization and management of school programs

  4. The concept and importance of time management

  5. The importance of students discipline and classroom management

  6. The factors affecting the total quality management

Course Content:

Unit - I: Educational Management (16 hours)

  • Concept of Management; Concept of Educational Management – Purposes, Processes and Principles of Educational Management.

  • Management of Resources in Secondary Schools: Concept of Human Resource Management; Functions of Head Master – As a Teacher, Manager and Supervisor; functions of a teacher; The school Personal, their functions in office management, Material management. School Plant; essential features of School Building Equipment, Furniture and Play Ground.

  • Management of Financial Resources; Sources of Income; Planning and preparation of school budget.

Unit - II: Organization & Management of School Programs (18 hours)

  • Admission of students-common practices of admission followed in schools.

  • Co-curricular activities – Meaning, importance and types of co-curricular activities– Principles and procedures of organizing co-curricular activities.

  • School Health Education – Meaning and importance of Health education–Essential school health services–Medical care, medical examination, health record, and follow up programs.

  • Physical education, meaning, importance and programs.

Unit - III: Management of Time, Discipline and Classroom (16 hours)

  • Concept of Time Management; Annual programming – calendar of events, importance and factors to be considered in programming. Time – table meaning, importance, principles of framing time table and types of time table; Scheduling of tests and examinations.

  • School Discipline: Concept and importance of school discipline; Causes of students indiscipline; Measures to overcome students indiscipline.

  • Class Room Management: Classroom management – concept, techniques of classroom Management

Unit - IV: Total Quality Management (TQM) in Secondary Schools (14 hours)

  • Concept and process of total quality management; Areas of TQM in schools.

  • Institutional planning–Meaning, purpose and procedure.

  • Maintenance of school records – purposes and types of school records – Management Information System (MIS) - Meaning, importance & application.

  • Supervision – meaning, purpose and procedure; School Appraisal – Role of PTA, School complex – meaning, importance and structure of school complex.

Suggested Readings:

  • Chandrashekaran Pramila: Educational Planning and Management: Sterling publishers: New Delhi: 1994

  • Dash B.N., School Organization, Administration and management, Neel kamal Publication Pvt. Ltd. Newdelhi, (2004)

  • Franklin G Stephen & Terry R. George: Principles of Management AITBS Pub., New Delhi

  • Jagannath Mohanthy, Educational Administration supervision and school management, Deep & deep publishers (2004)

  • Khana, S.D. Saxena V.K. Lamba, T.P. Murthy. V; Educational Administration Planning, Supervision and financing: Doaba House, Delhi 2000

  • Kochhar S.K., Secondary School Administration, Sterling Publishers (1996)

  • Kochhar S.K., Secondary School Admin., University Pub. Jullundur (1971)

  • Kochhar S.K., Secondary School Administration, Vichara Sahithya Pvt. Ltd. Bangalore (1971)

  • Lemiech, Johanna Kasin: Class-room management: Harpel and Row, Newyork, 1979.

  • Mathur .S.S: Educational Administration and Management, the associated publishers, New Delhi 1990.

  • Myageri C.V: Textbook of Educational Management, Vidyanidi Prakashana, Gadag 1993.

  • N.P.Rao: Education and Human Resource Management, APH Pub. Corp., New Delhi 1996.

  • Nolander Christapher: Managing Human Resources, T.R. Publications Winterton Jonathana (Pvt.), Ltd. Madras

  • Panda. U.N.: School Management, D.K. Publishers(P) Ltd., New Delhi 1989.

  • Pandya. S.R. Administration and Management of Education, Himalaya Publishing House, New Delhi

  • Parti. R. Vasanthi: Education in India, Indian Institute of Counselling, New Delhi 2000.

  • Ravi Shankar S. & K.S. Bhat: Administration of Education, Seena Pub., Delhi 1985.

  • Sachdev M.S.: A New Approach to school management New Academic Publishing Co., Julandhar 2000.

  • Sultan Mohiyuddin & Siddalingaiya M, Schol Organization and management, DPI Publishers,(1958)

  • Sultan Mohiyuddin and Dr. Siddalingaiah: School organization and Management

Course Title: Developing Computer Assisted Instructions

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