Study & Evaluation Scheme of Master of Education (M. Ed.) [Applicable w e. f. Academic Session 2015-16]


(Established under Govt. of U.P. Act No. 30, 2008)



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(Established under Govt. of U.P. Act No. 30, 2008)

Delhi road, Moradabad (U.P.)

Study & Evaluation Scheme

of

Master of Education (M.Ed.)

SUMMARY

Programme : Master of Education (M.Ed.)

Duration : Two year course

Medium : English/Hindi

Minimum Required Attendance : 75%

Maximum credits : 86

Minimum credits required for the : 82

degree


External

Internal

Total

70

30

100



Evaluation of theory Papers :


Class Test

I

Class Test

II

Class Test

III

Attendance

Total

Best two out of the three




10

10

10

10

30
Internal Evaluation of theory Papers :


External

Internal

Total

50

50

100
Evaluation of Practicum/Dissertation :

& Project Reports


External

Internal

3 hrs

1.5 hrs


Duration of examination :
To qualify the course a student is required to secure a minimum of 50% marks in aggregate including the semester end examination and teachers continuous evaluation.(i.e. both internal and external).

A candidate who secures less than 40% of marks in a course shall be deemed to have failed in that course. The student should have secured at least 50% marks in aggregate to clear the semester. In case a student has secured more than 40% in each course, but less than 50% overall in a semester, he/she shall re-appear in courses where the marks are less than 40% to achieve the required aggregate percentage (50%) in the semester.

Question Paper Structure

1. The question paper shall consist of eight questions. Out of which first question shall be of short answer type (not exceeding 50 words) and will be compulsory. Question No. 1 shall contain 8 parts representing all units of the syllabus and students shall have to answer any five (weightage 4 marks each).

2. Out of the remaining seven questions, student shall be required to attempt any five questions. There will be minimum one and maximum two questions from each unit of the syllabus. The weightage of Question No. 2 to 8 shall be 10 marks each.


B.Ed. Semester syllabus applicable w.e.f. Academic session 2015-16 ii



Teerthanker Mahaveer University, Moradabad

Faculty of Education

Two Year M.Ed. Syllabus 2015-17

First Year Syllabus of M.Ed. Programme

First Semester

S.No.

Course Code

Course/Paper

Periods

Credit

Evaluation Scheme

L

T

P

Internal

External

Total Marks

Common Core

1

MED 105

Psychology of Learning & Development

04







04

30

70

100

2

MED 106

Education Studies

04







04

30

70

100

3

MED 107

Introduction to Research Methods

04







04

30

70

100

Specialisation Branches (any one out of the following)

4.

MED 121

Distance Education

04







04

30

70

100

MED 122

Value Education

04







04

30

70

100

MED 123

Comparative Education

04







04

30

70

100

MED 124

Inclusive Education

04







04

30

70

100

MED 125

Guidance & Counseling

04







04

30

70

100

Practicum

5.

MED 153

Practicum based on the Course paper







08

04

50

50

100

6.

MED 154

Psychological Test







04

02

50

50

100







Total

16




12

22

220

380

600


Second Semester

S.No.

Course Code

Course/Paper

Periods

Credit

Evaluation Scheme

L

T

P

Internal

External

Total Marks

Common Core

1.

MED 201

Philosophy of Education


04







04

30

70

100

2.

MED 202

Historical & Political Perspectives of Education

04







04

30

70

100

3.

MED 203

Curriculum Studies


04







04

30

70

100

Foundation Course (any one out of the following)

4.

MED 211

English Communication

04







04

30

70

100

MED 212

fgUnh laizs’k.k


04







04

30

70

100

Practicum

5.

MED 251

Practicum based on the course paper







08

04

50

50

100

6.

MED 252

Research Leading to Dissertation: Synopsis Presentation







04

02

50

50

100







Total

16




12

22

220

380

600



Second Year Syllabus of M.Ed. Programme

Third Semester

S.No.

Course Code

Course/Paper

Periods

Credit

Evaluation Scheme

L

T

P

Internal

External

Total Marks

Common Core

1.

MED 301

Advanced Research Methods


04







04

30

70

100

2.

MED 302

Sociology of Education

04







04

30

70

100

Foundation Course

3.

MED 311

Elementary Education

04







04

30

70

100

Specialisation Branches (any one out of the following)

4.

MED 321

Educational Technology

04







04

30

70

100

MED 322

Gender Education

04







04

30

70

100

MED 323

Education for marginalized group

04







04

30

70

100

Practicum

5.

MED 351

Practicum based on the course paper








08

04

50

50

100

6.

MED 352

Internship







04

02

50

50

100







Total

16




12

22

220

380

600



Fourth Semester

S.No.

Course Code

Course/Paper

Periods

Credit

Evaluation Scheme

L

T

P

Internal

External

Total Marks

Common Core

1.

MED 401

Teacher Education

04







04

30

70

100

Foundation Course

2.

MED 411

Secondary Education

04







04

30

70

100

Specialisation Branches (any one out of the following)

3.

MED 421

Educational Measurement & Evaluation

04







04

30

70

100

MED 422

Management Planning & Financing of Education

04







04

30

70

100

MED 423

Environmental Education

04







04

30

70

100

MED 424

Peace Education

04







04

30

70

100

MED 425

Information & Communication Technology

04







04

30

70

100

8.

MED 426

Administration & Leadership

04







04

30

70

100

Practicum

4.

MED 451

Practicum based on the course paper







6

03

50

50

100

5.

MED 452

Research Leading to Dissertation







10

05

50

50

100







Total

12




16

20

190

310

500


Teerthanker Mahaveer University, Moradabad

Faculty of Education

Two Year M.Ed. Syllabus 2015-17

First Year Syllabus of M.Ed. Programme

First Semester

S.No.

Course Code

Course/Paper

Periods

Credit

Evaluation Scheme

L

T

P

Internal

External

Total Marks

Common Core

1

MED 105

Psychology of Learning & Development

04







04

30

70

100

2

MED 106

Education Studies

04







04

30

70

100

3

MED 107

Introduction to Research Methods

04







04

30

70

100

Specialisation Branches (any one out of the following)

4.

MED 121

Distance Education

04







04

30

70

100

MED 122

Value Education

04







04

30

70

100

MED 123

Comparative Education

04







04

30

70

100

MED 124

Inclusive Education

04







04

30

70

100

MED 125

Guidance & Counseling

04







04

30

70

100

Practicum

5.

MED 153

Practicum based on the Course paper







08

04

50

50

100

6.

MED 154

Psychological Test







04

02

50

50

100







Total

16




12

22

220

380

600


PSYCHOLOGY OF LEARNING & DEVELOPMENT


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-

4


Course Code – MED 105
Objectives: To enable the students to:


  • Differentiate between Growth and Development and to understand general principles of development.

  • Explain various aspects of development during adolescent years so as to enable them to solve the problems of adjustment of their pupils.

  • Explain major approaches to learning and interpret them vis-à-vis instructional applications, so as to be able to facilitate the learning of their pupils as an individual and as a member of the group for their personal and social development.

  • Explain the need and significance of guidance and counseling and to create an awareness of the approaches and strategies followed.

  • Explain the concept of thinking process and to understand its application.


Unit-I Introduction of Psychological basis of Education & child development


  • Educational Psychology: Concept, concerns and scope, contribution of psychology to education.

  • Human Development: Factors influencing development and their relative role.

  • Theories of Piaget and Bruner, major concepts and stages and implications for education.


Unit-II Learning


  • Learning: Concept, Theories of learning and their implications Gagne’s conditions of learning,

Guthrie’s Contiguous conditioning, Levin’s field theory
Unit-III Group dynamics


  • Group Dynamics: Group process, interpersonal relations sociometric grouping

  • Social emotional climate of the classroom and influence of teacher characteristics.

Unit-IV Intelligence & creativity


  • Intelligence: Guilford’s structure of intellect (SI) and Howard Gardner’s Theory of Multiple intelligence, Sternberg’s theory, PASS Model intelligence, theory of emotional intelligence.

  • Measurement of intelligence.

  • Creativity: Definition, factors fostering and guiding creative children.

Unit-V Personality & Assesment of Personality


  • Personality: Concept, development, detrminates of personality. Theories of personality- Eysenck, psycho-analytic approach of Freud, Behavioral approach-Miller and Bandura, Humanistic approach of Maslow cognitive approach of George Kelly.

  • Assessment of personality: Techniques (a) Personality inventories, rating scales. Projective techniques: Rorschach lnkblot Test, TAT.


Suggested Readings:


  • Abramson, Paul.R (1989): Personality, Holt Rinehart and Winston, New York.

  • Allport G.W. (1961): Pattern Growth in personality, john Willy and sons Inc., New York.

  • Baum A, Newman,s. West R & Mc Manus C (1985): Cambridge Handbook of psychology, Health and Medicine, Cambridge University Press.

  • Dicapro, N.S. (1974): Personality Theories, Harpar, New York.

  • Gangne R.M. : (1977) The conditions of Learning. Chicago Holt, Rinehart & Winston, New York.

  • Elizabeth Horlock (1990): Stages of Human Development. McMillan, New York.

  • Kundu, C.L. & Tutto, D.N.(1988): Education Psychology. Sterling Publication Pvt. Ltd. New Delhi.

  • Woolflock. Anita (2008): Educational Psychology. Pearson Publication, New Delhi.

  • Berdine W.H. & Blackhurst A.E. (eds) (1980): An Introduction to special Education, Harpes collins Publishers, Boston.



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EDUCATION STUDIES

Course Code – MED 106

Objectives: To enable the students to:

  • Sensitize students regarding assumptions, principles and theories of education.

  • Expose students to the epistemological and axiological issues in education.

  • Acquaint students with concepts and theoretical perspectives of sociology of education.

  • Enable students to comprehend meaning of modernization, social change and role of school as a place for social change.

  • Help the students to understand the concept of social equity & equality; social mobility and social stratification.


Unit-I Education

  • Concepts, Principles and Assumptions of education

  • Prioritizing the aims of education in the context of national values enshrined in the constitution of India


Unit-II Epistemology and Education

  • Epistemology and Education: Knowledge; methods of acquiring valid knowledge with special reference to logical analysis, positive relativism and constructivism.

  • Axiological issues in education


Unit-III Sociology & Education

  • Sociology of Education: Concept and Theoretical Perspectives (Functionalist, Conflict & Interactionist).

  • Social Change: Concept and determinants of Social Change, Modernisation, Education as an agency of Social Change.

  • School as a site of struggle for social change.


Unit-IV Social Equity

  • Education as related to social equity and equality of educational opportunities with special

reference to socio-economically disadvantaged sections of society based on caste, gender,

locale, income disparity and different disabilities.



Unit-V Social Stratification

  • Social Stratification and Social Mobility; Concepts, Factors affecting;

  • Education in relation to Social Stratification and Social Mobility with special reference to

Indian Society.

Suggested Readings:

  • Aggarwal, J.C. (2005). Theory and principles of education. New Delhi: Vikas Publishing

House Pvt. Ltd.

  • Banerjee, A.C. & Sharma S. R. (1998). Sociological and philosophical issues in education,

aipur: Book Enclave.

  • Beyer, L.E. (Ed.) (1996). Creating democratic classrooms: The struggle to integrate theory

and Practice. New York: Teachers College Press.

  • Blake, N., Smeyers. P. et.al. (2008). The Blackwell guide to the philosophy of education.

U.S.A.: Blackwell Publishing Ltd.

  • Brubacher, J. S. (1969). Modern philosophies of education. New Delhi: Tata McGraw-Hill

Publishing Company Pvt. Ltd.

  • Bruner, J.S. (1960/1977). The Process of education. Cambridge, M.A.: Harvard University Press.

  • Bruner, J.S. (1996). The Culture of education. Cambridge, M.A.: Harvard University Press.

INTRODUCTION TO RESEARCH METHODS


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-

4



Course Code – MED 107

Objectives: To enable the students to:

  • The meaning of scientific method, scientific inquiry , paradigm , theory and its implications in educational research .

  • The characteristics of philosophical ,psychological ,sociological researches in education .

  • The different methods of educational research .

  • How to develop the research proposal.

  • The various techniques of sampling.

  • The various types of tools of data collection.


Unit-I Educational Research

  • Meaning, nature, need and importance of educational research.

  • Areas of educational research.

  • Types of educational research – Fundamental, Applied.


Unit-II Methods of Educational Research

  • Experimental Research

  • Historical research

  • Action Research

  • Descriptive Research- Survey, Case Study , Document Analysis, Ex-post facto Research


Unit-III Research Proposal

  • Developing a research proposal

  • Problem and its sources; Selection and definition of the problem

  • Variables and its types

  • Hypothesis- Nature, Characteristics, Sources, Types.

  • Research Design


Unit-IV Data Analysis- I

  • Organization and tabulation of data

  • Graphical Representation :Histogram ,Frequency polygon ,Ogive ,Pie chart

  • Percentile rank and Percentile


Unit-V Data Analysis- II

  • Measures of central tendency: Mean, Median and Mode.

  • Measures of variability – Range, Q.D., S.D.

  • NPC- importance, characteristics and application (1 &2)


Suggested Readings:

  • Best, J.W. and Kahn research in Education (9th Ed. Prentice of India, Pvt, Ltd, New

Delhi,1982)

  • Tuckman Bruce W: Conducting educational Research (Harcourt Brace Javanovich, Inc. New

York, 1978)

  • Garrett H.E. Statistics in Education and Psychology (Yakills Fitter & Simsons Pvt. Ltd.,

Bombay, 1973)

DISTANCE EDUCATION


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-

4
Course Code – MED 121

Objectives: To enable the students to:


  • To orient students with the nature and needs of Distance education in the present Indian society

  • To expose students to various Information and Communication technologies and their use in

teaching – learning process

  • To understand different modes of student supports services (S S S) and develop skills to manage

such services for various programs undertaken through distance education.

  • To evaluate programs of distance education and to develop ability to enhance the quality and

standards of different D.E programs for Rural and Urban development.
Unit-I Distance Education


  • Distance education and its development

  • Some definitions and teaching learning components.

  • Need and characteristic features of distance education.

  • Growth of distance education.

  • Distance teaching learning systems in India.


Unit-II ICT & Distance Education


  • Intervention strategies at a distance

  • Information and communication technologies and their Application in distance education

  • Designing preparing self-instructional material.

  • Electronic media (T.V) for education


Unit-III Role of Distance Education in Development


  • Learning at a distance

  • Student-support-service in distance education and their management.

  • Technical and vocational programmes through distance education

  • Programmes for women through distance education

  • Distance education and rural development.


Unit-IV Quality Enhancement


  • Quality enhancement and programme evaluation

  • Quality assurance of distance education.

  • Mechanisms for maintenance of standards in distance education

  • Programme evaluation.


Unit-V New Dimension in Distance Education


  • Cost analysis in DE-concept, need and process.

  • New dimension in distance education-promises for the future.



Suggested Readings:


  • Daniel, J.S. et al; (1982): Learning at a Distance: A world Perspective. Athabasca University, Edmonton.

  • Garrison, D.R. (1989): Understanding Distance Education Framework for Future. Routledge, Chapman and Hall, London.

  • Holmberg, B. (1986): Growth and structure of Distance Education. London: Croom Helm.

  • Holmberg, B. (1985): Status and Structure of Distance Education (2 Ed.). Lector Publishing, London.

  • Holmberg, B. (1989): Theory and Practice of Distance Education. Routledge, Chapman & Hall, London.

  • IGNOU (1988): Growth and Philosophy Of Distance Education. (Block 1, 2 & 3). IGNOU, New Delhi.

  • Kaye, & Rumble (Ed) (1981): Distance Teaching for Higher and Adult Education, Croom Helm London.

  • Keegan, D. (1989): Foundations of Distance Education, Routledge London.

  • Race, Phil (1994): The Open Learning Handbook, Second Edition, Kogan Page, London.

  • Rathore, H,C,S, (1993): Management of Distance Education in India. Ashish Publishing House, New Delhi.



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VALUE EDUCATION

Course Code – MED 122
Objectives:To enable the students to:


  • Understand the need and importance of Value-Education as a means of helping oneself and in turn others in society.

  • Understand the nature of values, moral values, moral education and to differentiate such form religious education, moral training or moral indoctrination as a means to identify principles of life.

  • Get sensitized about the importance of Value Education in Personality development by applying these principles in daily living.

  • Realize the importance of self-transformation for social transformation.

  • Get acquainted to the National and International values for Global development by following unilateral ethics.


Unit-I Conceptual Framework: Value Education


  • Need and importance of Value Education for individual development and the formation of interpersonal, inter-community and international relations on positive lines.

  • Objectives of value education: inculcating duty-consciousness in individuals.

  • Types: extrinsic and intrinsic values. Dysfunctionality of values. Importance of inculcating intrinsic values in individuals for their extrinsic manifestation in society.

  • Basis of values: Philosophical, psychological, socio-cultural, secular and religious.

  • Valuation of culture: Indian Culture and Human Values such as ahimsa (nonviolence), mutual respect, harmony etc.


Unit-II Moral Education


  • Moral Education vis-à-vis religious education. Moral instruction and training vis-à-vis moral indoctrination.

  • Language of moral education: motivational; not prescriptive. Characteristics of a morally educated person.

  • Importance of justice and care—the two dimension perspectives in morality— in performance of duties.

  • Use of reason over passion.

  • No moral policing. Self-introspection, own moral judgment and moral action for moral upliftment of self and in turn society.


Unit-III Personal Development


  • Character Formation towards Positive Personality Development: truthfulness, compassion, constructivity, sacrifice, sincerity, self-control, altruism, tolerance, patience, scientific vision, objective thinking, realism, accountability, humility, modesty, duty-consciousness, non-confrontation, righteous speech and action, equity, nonviolence, reconciliation and self-reliance.


Unit-IV Value development


  • Theories, Models and Approaches of Value Development: Theories of Value Development Psycho- analytic, - Learning theory – social learning, Cognitive development – Piaget and Kohlberg

  • Models of Value Development: value-imbibing through value analysis and inquiry for social action.


Unit-V Value Education towards National and Global Development: Related Values


  • Constitutional or national values - Democracy, social-consciousness, opportunity, secularism, equality, justice, liberty, freedom and fraternity.

  • Social Values: Compassion, probity, self-control, universal brotherhood.

  • Professional Values: Knowledge thirst, sincerity in profession, regularity, punctuality and faith.

  • Religious Values: tolerance, patience, wisdom, character-building, realism, social ethics and golden rule.

  • Aesthetic values: love and appreciation of literature and fine arts and respect for the same.

  • National Integration and international understanding with emphasis on patriotism and nation-building.


References:

  • Carey, S.M. “Attitudes and Values”, Education Forum, Vol. VII, No. 3, 1962.

  • Guber, F.C. Aspects of Value. University of Pennsylvania Press, Phildelphia, 1963.

  • Khan, Wahiduddin. Moral Vision, Goodword Books, 1999.

  • Kluckhokhn, C. “The Study of Values”. In D.N. Barett (ed), value in America, Norte Dame, University of Norte Dame Press, 1961.

  • Kothari D.S. “Education and Values”, Report of the orientation coursecum-workshop on Education in Human Values. New Delhi.

  • Malhotra P.L. Education, Social Values and Social Work – the Task for the New Generation, N.C.E.R.T., New Delhi.

  • Morris, Charles, Varieties of Human Values Chicago University of Chicago press, 1956.

  • Mujeeb, M. Education and Traditional Values. Meenakshi Prakashan, Meerut, 1965.

  • Mukerjee, R.K., Social Structure of Values. S. Chand and Co., New Delhi, 1969.

  • Rokeach, M. The Nature of Human Values, Jessy Brass, New York 1978



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COMPARATIVE EDUCATION

Course Code – MED 123

Objectives: To enable the students to:

  • To understand the need and importance of comparative education.

  • To explain the factors affecting the system of education of a country.

  • To understand the system of education of different countries.

  • To compare the salient features of system of education of different countries.

  • To understand the role of UNO and UNESCO in the field of education.


Unit-I Comparative Education

  • Comparative Education: Meaning, scope, need and importance.

  • Development of Comparative Education.

  • Factors affecting the system of education of a country: geographical, philosophical, social, political, economical and technological.


Unit-II Different Level of Education

  • Primary Education in UK, USA, Russia, China, Japan, Israel and India:

Development, Administration, Finance, aims, Curriculum and methods of teaching.

  • Secondary Education in UK, USA, Russia, China, Japan, Israel and India:

Development, structure, administration, finance, aims, curriculum and methods of teaching.

  • Higher Education in UK, USA, Russia, China, Japan, Israel and India:

Development, structure, administration and finance, aims, curriculum, methods and teaching.
Unit-III Structure of Education

  • Administration and Finance of Education in UK, USA, Russia, China, Japan, Israel

and India.

  • Structure of Education in UK, USA, Russia, China, Japan, Israel and India.


Unit-IV Teacher Education

  • Teacher Education in UK, USA, Russia, China, Japan, Israel and India: development,

structure, Administration and finance, aims, Curriculum, selection procedure for admission, training programme, evaluation and placement.

  • Adult Education in UK, USA, Russia, China, Japan, Israeland India: Administration and finance, organization, aims and methods.


Unit-V Recent Trends and Innovations in Education

  • Recent Trends and Innovations in Education in UK, USA, Russia, China, Japan, Israel and India.

  • Distance Education in UK, USA, Russia, China, Japan, Israel and India: administration, organization and Strategies.

  • Globalization of Education: meaning, need and importance.

References:

  • Sharma, Y.K- Comparative Education, Kanishka Publication New Delhi

  • Sharma, T.S.- A Text book of Comparative Education, Vikas Publication House, New Delhi

  • Chaube, S.P.- Comparative Education, Vikas Publication House, New Delhi

  • Sharma, R.A.- Comparative Education, R Lal Book Depot, Meerut

  • Sharma, R.N.- Comparative Education, Subjeet Publication, New Delhi

  • Sharma, R.A.- Tulnatmak Shiksha, R Lal Book Depot, Meeru




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INCLUSIVE EDUCATION

Course Code – MED 124

Objectives


  • demonstrate knowledge of different perspectives in the area of education of children with disabilities;

  • reformulate attitudes towards children with special needs;

  • identify needs of children with diversities;

  • plan need-based programmes for all children with varied abilities in the classroom;

  • use human and material resources in the classroom;

  • use specific strategies involving skills in teaching special needs children in inclusive classrooms;

  • modify appropriate learner-friendly evaluation procedures;

  • incorporate innovative practices to respond to education of children with special needs;

  • contribute to the formulation of policy; and

  • implement laws pertaining to education of children with special needs.



Unit-I Introduction


  • Concept, Meaning and importance of Inclusive Education.

  • Historical perspectives of Education of children with Diverse Needs.

  • Difference between Special Education, Integrated and Inclusive Education.

  • Social Exclusion based on gender and caste.


Unit-II Historical perspectives of Inclusive Education


  • Policies of gender and social inclusion, The Rehabilitation Council of India Act, 1992 (RCI Act

The Persons with Disabilities (Equal Opportunities, Protection of Rights and Full

Participation) Act, 1995 (PWD Act);); and The National Trust for Welfare of Persons with

Autism, Cerebral Palsy, Mental Retardation and Multiple Disabilities Act, 1999; RTE Act,

2009.


  • Goals and Strategies in the Comprehensive Action Plan for Including Children and Youth with

Disabilities in Education, MHRD, 2005, Scheme of Inclusive Education for the Disabled at

Secondary School (IEDSS, 2009).



Unit-III Children with Diverse Needs and utilization of Recourses


  • Definition and characteristics of children with sensory (hearing, visual and physically challenged) intellectual (gifted, talented and children mentally challenged children), developmental disabilities (autism, cerebral palsy, learning disabilities), social and emotional problems, scholastic backward ness, underachievement, slow learners, children with special health problems, environmental / ecological difficulties and children belonging to other marginal groups

  • Role of teachers working in inclusive settings and resource teacher in developing and enriching academic skills for higher learning.



Unit-IV Teacher Preparation for Inclusive Education


  • Skills and competencies of teachers and teacher educator for secondary education in inclusive settings

  • Roles, responsibilities and professional ethics of an inclusive education teacher and teacher educators

  • Role of different national and international agencies {institutions, universities} in promoting inclusive education.



Unit-V Inclusive Practices in Classrooms


  • School's readiness for addressing learning difficulties.

  • Pedagogical strategies to respond to individual needs of students: Cooperative learning strategies In the classroom, peer tutoring, social learning, buddy system, reflective teaching, multisensory teaching, etc.

  • Supportive services required for meeting special needs in the classroom — special teacher, speech therapist, physiotherapist, occupational therapist, and counselor.


Suggested Readings:


  • Burt Cyril The Backward Child, University of London Press.

  • Cruickshank, William M: Education of Exceptional Children and Youth by Prentice Hall, Inc.

  • Frampton, M. & E. Gall: Special Education for the Exceptional (Boston: Proter Sergeant)

  • Kuppuswamy, B: A Text Book of Child Behavior & Developments, New Delhi, Vikas Publishing House, 1976.

  • NCTE (2003). Discrimination Based on Sex, Caste, Religion and Disability, New Delhi.

  • Wadin, A.R. (ed.): The Handicapped Child, Bombay, Tata institute of Social Sciences.


GUIDANCE AND COUNSELING

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Course Code – MED 125

Objectives: To enable the students to:


  • To understand aims, principles and problems of different modes of guidance.

  • To understand the need of guidance for the children with special needs.

  • To familiarize with concept , purpose and significance of counseling in Education

  • To develop an understanding of various procedures adopted for organizing different guidance programs and services.

  • To recognize the importance of vocational guidance for career development.


UNIT-I Guidance: Concept


  • Guidance: concept, principles, objectives and scope.

  • Need and importance, basic assumptions of Guidance, and its types.

  • Educational Guidance – concept, need, Educational Guidance at various level, principles and process of Educational Guidance.

  • Measuring devices in education guidance- types of data , sources of data, cumulative record, sources of information, types of information, isolates in classroom.

  • Guidance of special children- problem and needs.

  • Guidance of gifted, creative and under achieving learners.

UNIT-II Vocational Guidance


  • Vocational guidance- nature, objectives, scope.

  • Career development and adjustment

  • vocationalisation of secondary education and career development.

  • Group guidance: concept concern and principles, procedure and techniques of group guidance.

  • Information orientation services, placement service and follow up service, Evaluation of guidance programs


UNIT- III Counseling


  • Counseling : nature, concept, meaning, importance and techniques

  • Counselor and counselee, Counseling process- directive, non directive electic, counseling interview.

  • Types of Counselling- individual, group, educational, vocational.

  • Special areas of counselling- family adjustment and career Counselling.

  • Use of psychological tests in Counselling.

UNIT-IV Guidance and Counseling


    • Testing in guidance and counseling.

    • Use of tests in guidance and counseling.

    • Tests of intelligence: aptitude, creativity, interest and personality.

    • Administering, scoring and interpretation of test scores.

    • Communication of tests results as relevant in the context of guidance programme.



UNIT V Mental Health


  • Human adjustment and mental health.

  • Psychological foundation of adjustment.

  • Role of motivation and perception in adjustment.

  • Principles of mental hygiene and their implication of effective adjustment.

  • Mental health and development of integrated personality.


Suggested Readings:


  • Jones J.A. (1998): Principal of Guidance. Bombay, Tata McGrow Hill, New York.

  • Pandey K.P. (2000): Educational and vocational guidance in India. Vishwa Vidhyalaya Prakashan chowk, Varanasi.

  • Mc Grown J.P. Chmdit, (1962): Counseling reading in theory and practice. Rinehart and wiston, New York.

  • Tolbert H.L. (1996): Introduction of counseling. McGrow Hill, New York.

  • Strang, Ruth (1992): Counseling Techniques in college & Secondary schools. Harper, New York.

  • Taxler, A.E. (1964): Techniques of guidance. McGraw Hill, New York.

  • Robinson (1998): Principles and Procedures in student counseling, Harper & Row, New York.

  • Super D.E. Schmilt (1962): Apprising vocational fitness by means of Psychological Testing. Harper & Row, New York.



M.Ed. Semester-I (Practicum Course)


P

C

8

4
Course Code – MED 153 (Practical based on the course paper)

PSYCHOLOGY OF LEARNING & DEVELOPMENT

Practicum

  • Case study of a problematic child or Action Research related to Psychological issues.













EDUCATION STUDIES

Practicum: (Any one of the following)

• To compile articles from newspapers, magazines, and the internet on educational issues. Prepare a report with suggestion for solutions.



• Comparative study of educational contribution of Indian and western educationists













INTRODUCTION TO RESEARCH METHODS

Practicum

  • Formulate a research proposal as part of the course requirements
















DISTANCE EDUCATION

Practicum

  • Critically analyses (Any one of the following):

  • Distance Education

  • Open Learning

  • New dimension distance Education

  • ICT in distance education














VALUE EDUCATION
Practicum: (Any one of the following):

  • Content analysis of morning assemblies in institutions.

  • Interview of any spiritual leader with the aim of learning moral principles for applying in life.

  • To make self, analysis and introspection a daily habit through maintaing a diary (modern method of introspection).















COMPARATIVE EDUCATION
Practicum: (Any one of the following)

  • Comparative Study of Administration and Finance of Education of any two countries.

  • Comparative Study of Structure of Education of any two countries.

  • Comparative Study of Teacher Education of any two countries.

  • Means and ways to make the Adult Education programme successful.













INCLUSIVE EDUCATION
Practicum: (Any one of the following)

  • Write a comprehensive and critical essay on any theme related to the course prescribed.

social, emotional and academic inclusion of children with diverse needs.

  • Evaluation of Textbooks from the perspective of differently abled children

  • Field visit to a school /institution promoting inclusive practices and discussion with teachers and observation and analysis of teaching learning practices.

  • Analysis of policy document (national /international) related to diversity.

  • Visit to special, integrated and inclusive classrooms.














GUIDANCE & CONUNSELING

Practicum:

  • Interview of a school counselor.

  • Administration of an individual test and preparing a report.


P

C

4

2
Course Code – MED 154- PSYCHOLOGICAL TEST

Practicum:

Conduct Psychological Test (Any Eight)

  • Learning

  • Intelligence

  • Creativity

  • Motivation

  • Personality

  • Values

  • Adjustment

  • Attitude

  • Aptitude

  • Interest

  • Other relevant test


Evaluation of Practicum
The assessment will be done in two components: Internal 50% and External 50%

  • The External assessment shall be done by the external examiner appointed by the controller of examination of university.

  • The Internal assessment shall be done by the Faculty Concerned or internal examiner appointed by the principal.



Practical

Internal Examiner (Marks 50)

External Examiner (Marks 50)

Performance

10

20

File Work

20

20

Viva

10

10

Attendance

10

-


Second Semester

S.No.

Course Code

Course/Paper

Periods

Credit

Evaluation Scheme

L

T

P

Internal

External

Total Marks

Common Core

1.

MED 201

Philosophy of Education


04







04

30

70

100

2.

MED 202

Historical & Political Perspectives of Education

04







04

30

70

100

3.

MED 203

Curriculum Studies


04







04

30

70

100

Foundation Course (any one out of the following)

4.

MED 211

English Communication

04







04

30

70

100

MED 212

fgUnh laizs’k.k


04







04

30

70

100

Practicum

5.

MED 251

Practicum based on the course paper







08

04

50

50

100

6.

MED 252

Research Leading to Dissertation: Synopsis Presentation







04

02

50

50

100







Total

16




12

22

220

380

600



PHILOSOPHY OF EDUCATION


L

T

P

C

4

-

-

4
Course Code – MED 201

Objectives: To enable the students to:

  • Understanding the nature and functions of philosophy of education.

  • Logical analysis, interpretation and synthesis of various concepts, philosophical assumptions and issues about educational phenomena.

  • Enable to know about various Indian schools of philosophy and their educational implications.

  • Critical appraisal of contributions made to education by prominent educational thinkers Indian and western.


Unit- I Education and Philosophy

  • Education- Meaning, Nature and Concept

  • Philosophy- Meaning, Nature and Concept

  • Relationship between Education and Philosophy


Unit- II Philosophy & Education

  • Philosophy of Education

  • Functions of philosophy of education (speculative, normative, analysis) logic, logical empiricism, positive relativism.


Unit-III Fundamental Philosophical issues

  • Metaphysical, epistemological and Axiological issues

  • Idealism, Naturalism, Pragmatism, Humanism, Existentialism and with special reference to knowledge, reality and values.

  • Their contribution to the field of educational objectives and aims


Unit-IV Indian Schools of Philosophy

  • Sankhya, Yoga, Nyaya, Vedanta (Advait and Vishitvedanta).

  • Critical appreciation of the contribution of Indian philosophy-, Buddhism, Jainism.

  • Their application in day to day teaching learning process in education.


Unit-V Educational Thought of great Philosophers

  • Indian Philosophers- Swami Vivekanand, Mahatma Gandhi, Sri Aurobindo, Ravindra Nath Tagore, J. Krishnamurti, Giju Bhai.

  • Western Philosophers- Plato, Herbert Spencer, John Dewey, Rousseau, Paul Freire


Suggested Readings

  • Asher Delcon (1976) Life long learning, A philosophy or a strategy UNESCO Regional Office Bangkok.

  • Bodo, Beyd. H. Modern educational theories (1937) Mac Graw Hill Book Co. New York.

  • Brubacher John S. (1981) Modern Philosophies of education.

  • John Dewey (1963) Democracy of education, Mac Millan, New York.

  • K. Patirick (1963) Philosophies of education, Mac Millan & Co. New York.

  • Kabir Humayun (1961) Philosophy of education, Asia Publishing House Bombay.

  • Kabir Humayun(1971) education in modern India. Middlesen. England.

  • Lal Avam Palore (2007) Shaishik Chinton Avam Prayog, R. Lal Book Depo. Meerut. (in Hindi).

  • Mathur S.S. (2008) Shiksha ke Darshanik tatha Samajik Aadhaar, Agarwal Publications Agra-s.

  • Thomas B. (2004) Moral and Value education, Aavishkar Publication, Jaipur.

  • Wingo G. Max(1975) Philosophies of education, Sterling Publication Pvt. Ltd., New Delhi.

  • Radha Krishnnan , Indian Philosophy

HISTORICAL AND POLITICAL PERSPECTIVES IN EDUCATION


L

T

P

C

4

-

-

4
Course Code – MED 202

Objectives: To enable the students to:

  • the development of education in historical perspectives.

  • The approaches to the history of education

  • Development of education during different periods of Indian history and factors affecting it.

  • Development of Indian National Consciousness and role of education.

  • The visualization of education in independent India and its future.


Unit-I Education in Ancient India

  • Concept and aims of education in Ancient India.

  • Salient features of Vedic, Brahmanic and Buddhist education

  • Role of society and state in education


Unit-II Education under East India company

  • Charter Act 1813, Lord Macaulay's minutes 1835

  • Woods Despatch1854

  • Hunter Commission 1882

  • Impact of education on political, social, economic and the cultural life of the people in 19th

century.
Unit-III Indian Education in 20th Century

  • Saddler Commission

  • University Education Commission

  • Secondary Education Commission

  • Education Commission: 1964-66

  • National Policy on Education 1986, POA-1992


Unit-IV Education for the Indian National Consciousness

  • Growth of National consciousness

  • Wardha Plan

  • Education for social justice


Unit-V Constitutional provisions regarding education

  • Implications of Justice, Liberty & Equality in Education.

  • Fundamental Rights with special emphasis on Right to Education


Suggested Readings

  • Agarwal, J.C. (1998). Landmarks in the History of Modern Indian Education, New Delhi: Vikas Publishing House.

  • Altekar, A.S. (2010). Education in Ancient India, Delhi: Isha Books.

  • Das, Santosh Kumar (1933).The Educational System of Ancient Hindus, Calcutta

  • Das-Gupta, Devendra Chandra(1942).Jaina System of Education, Calcutta.

  • Sharma, R L. (2006) Comprehensive History of Modern Education. New Delhi: Cyber Tech Publications.

  • Desai, D.M.(1957) A Critical Study of Primary Education in India. Baroda: The M.S. University.

  • Kabir, H. (1959) Education in New India. London: Allen & Unwin Ltd.

  • Keay, F.F. (1973) A History of Education in India and Pakistan. Calcutta:Oxford University Press.

  • Mukherjee, L. (1975) Comparative Education. Bombay: Allied Publishers.


CURRICULUM STUDIES

L

T

P

C

4

-

-

4
Course Code – MED 203
Objectives: To enable the students to understand

        • To define curriculum

        • To identify the components of curriculum

        • To describe the vario

        • us principles of curriculum development To explain various determinants of curriculum

        • To Explain various considerations for curriculum development.

        • To Describe various guiding principles for selection and organisation of learning experiences.

Unit-I nature, principles and determinants of curriculum

  • Meaning and concepts of curriculum;

  • Curriculum as a body of organized knowledge, inert and live curriculum

  • Components of curriculum: objectives, content, transaction mode and evaluation

  • Philosophical and ideological basis of curriculum

  • Principles of integration

  • Theories of curriculum development

Unit-II Approaches and types to Curriculum development

  • Subject centred

  • Learner centred

  • Curriculum frameworks of school education and teacher education

  • Humanistic curriculum : characteristics, purpose, role of the teacher, psychological basis of humanistic curriculum

Unit-III Models of Curriculum Development

  • Tylers -1949 model

  • Hilda taba 1962 model

  • Need assessment model

  • Futuristic model

  • Vocational/ training model

Unit-IV Selection and Organization of learning experiences

  • Principles and criteria for developing learning experiences

  • Points to be considered while selecting learning experiences

  • Designing integrated and interdisciplinary learning experiences

  • Integration of learning experience related work experience, sensitivity to gender parity, peace oriented values, health and needs of children with disabilities, arts and India’s heritage of crafts



Unit-V Text Books

  • Infusion of environment related knowledge and concerns in all subjects and levels.

  • Diversity among teachers in their competences

  • Problem of curriculum load


Suggested Readings

  • Dewey, J. The Child and the Curriculum. The University of Chicago Press.

  • Diamond Robert M. (1986) Designing and Improving Courses in Higher Education: A Systematic Approach, California, Jossey-Bass Inc. Publication.

  • Joseph, P.B. et al; (2000): Cultures of Curriculum (studies in Curriculum Theory). New York. Teacher College Press.

  • Oliva, Peter F. (1988) Developing the Curriculum. Scott, and Foresman and Co.



ENGLISH COMMUNICATION

L

T

P

C

4

-

-

4
Course Code – MED 211
Objectives: To enable the students to understand

  • Understand, read, write and speak with intelligible pronunciation present day English with current usage in official work.

  • Communication skill to express themselves fluently in English.

  • Develop basic skills and competencies for formal and informal communication and comprehension.

  • Provide sufficient practice in writing personal and official letters.


Unit-I

  • Letter writing: Principles of letter writing

  • Format. Informal & formal letters. Writing Invitation, Letter of Acceptance, declining the invitations. Letter of Enquiry. Letter to Editor.

Unit-II

  • Expository writing: Meaning , Concept and components of effective communication. Strategies of effective communication, Role and usage of ICT in effective communication. Effective expository writing giving instructions, information & observing tone/ mood & attitude.

Unit-III

  • Writing Job Applications: Writing Biodata, Resume & C.V. Difference between C.V. & Resume. Types of Resume’.

  • Understand, read, write and speak with intelligible pronunciation present day English with current usage in official work.

  • Communication skill to express themselves fluently in English.

  • Develop basic skills and competencies for formal and informal communication and comprehension.

  • Provide sufficient practice in writing personal and official letters.


Unit-IV

  • Reports writing: Characteristics & objectives of Reports. Types, Significance, Structure & purpose of Reports. Important steps in writing reports. Project reports.

Unit-V

  • Thesis & Dissertation Writing: Research- meaning. Difference in Research paper, dissertation & thesis. Writing process.

Suggested Readings

  • Ruther Ford A., Basic Communication Skills, Pearson Education, New Delhi.

  • Arora V.N. et al, Improve Your Writing, OUP, Delhi.

  • Mohan K. & Sharma R. C, Business Correspondence.


fgUnh laizs’k.k


L

T

P

C

4

-

-

4
Course Code- MED 212

mn~ns”;&

  • Nk=ksa esa Hkk’kk dks le>us rFkk ewY;kadu djus dh n`f’V c

  • “kCn lajpuk izfdz;k ds izfr Nk=ksa dk /;kukd’kZ.k djkukA

  • Nk=ksa dks iz;kstuewyd fgUnh dh O;kidrk ls voxr djkukA

  • Nk=ksa esa fgUnh laizs’k.k dkS”ky dk fodkl djkukA

  • fgUnh Hkk’kk dh O;kogkfjd mi;ksfxrk dk ifjp; nsukA

Unit-1

  • Hkk’kk f”k{k.k% vfHkizk; rFkk mn~ns”;

  • [kM+h cksyh dk lEidZ Hkk’kk ds :Ik esa fodkl

  • jktHkk’kk% rkRi;Z ,oa egRo

  • jk’VªHkk’kk fgUnh dh leL;k;sa ,oa lq>ko

Unit-2

  • laizs’k.k dh vo/kkj.kk vkSj egRo

  • laizs’k.k dh izfdz;k ,oa lq>ko

  • laizs’k.k dh ck/kk,¡

  • laizs’k.k ds izdkj

  • d{kk laizs’k.k

  • tu laizs’k.k

  • laizs’k.k dks izHkkoh cukkus okys dkjd

Unit-3

  • dk;kZy;h; i=kpkj] lkekU; ifjp;

  • dk;kZy; ls fuxZr i= ¼Kku] ifji=] vuqLekjd] i`’Bkadu] vkns”k] lwpuk,¡ fufonk vkfn½

  • fjDr inksa ij HkrhZ gsrq foKkiu

  • vkosnu&ys[ku

Unit-4

  • “kSf{kd vfHkys[k (Bio Data ) ,ao dk;Z vuqHko ys[ku ¼C.V)

  • “kSf{kd laf{kIr fooj.k ,oa izk:i (Resume)

  • Lkk{kkRdkj& mnns”;] izdkj] ykHk ,oa lhek;sa

Unit-5

  • Ikfj;kstuk izfrosnu ys[ku ¼Project Report writing½

  • y/kq”kks/k izfrosnu ys[ku ¼Dissertation Report writing½


lUnHkZ&

01& jktHkk’kk fgUnh& xksfoUnkl& fgUnh lkfgR; lEesyu] iz;kxA

02& jk’VªHkk’kk vkUnksyu& xksiky ij”kqjke&egkjk’Vª lHkkA

03& fojke fpUg& egsUnz jktk tSu& fdrkc?kj] fnYyh

04& iz;kstuewyd fgUnh& jkeizdk”k] jk/kkd`’.k izdk”ku] fnYyhA

05& iz;kstuewyd fgUnh& lajpuk ,oa vuqiz;ksx] jkeizdk”k] jk/kkd`’.k izdk”ku

fnYyhA

06& iz”kklfud ,oa dk;kZy;h fgUnh& jkeizdk”k] jk/kkd`’.k izdk”ku] fnYyhA



07& fgUnh Hkk’kk dk iz;kstuewyd Lo:i& dSyk”k pUnz HkkfV;k] r{kf”kyk

izdk”ku] fnYyh

08& iz;kstuewyd dkedkth fgUnh& dSyk”k pUnz HkkfV;k] r{kf”kyk izdk”ku]

fnYyh


09& iz”kklfud fgUnh fVIi.k] izk:i.k ,oa i= ys[ku& gfjeksgu] r{kf”kyk

izdk”ku] fnYyh



M.Ed. Semester-II (Practicum Course)

P

C

8

4
Course Code – MED 251 (Practicum based on the course paper)

Philosophy of Education
Practicum:

  • Presentation of paper related with philosophy of education on given topic.

  • Study of any one thinker original literature and write review on it.
















Historical and Political Perspectives of Education
Practicum:

A critical study of the problems related to any one of the following:



















Curriculum Studies
Practicum:

Critical Review of National Curriculum Frameworks related to any one of the following:



  • NCERT (NCF-2000 and 2005)

  • NCFTE 2009

  • NPE-1986 (modified version 1992)

  • POA on NPE-1986, 1992















English Communication
Practicum:

  • Workshop on preparation of Presentation (PPT)

  • Workshop on Dissertation Writing.















fgUnh laizs’k.k

izSDVhde

  • Loa; dk dk;Z vuqHko ys[ku cukukA

  • y/kq”kks/k izfrosnu ys[ku rS;kj djukA


















P

C

4

2
Course Code – MED 252- Research Leading to Dissertation: Synopsis Presentation

Practicum:


  • Preparation of Synopsis/Research Proposal

  • PPT presentation of Synopsis /Research Proposal


Evaluation of Practicum
The assessment will be done in two components: Internal 50% and External 50%

  • The External assessment shall be done by the external examiner appointed by the controller of examination of university.

  • The Internal assessment shall be done by the Faculty Concerned or internal examiner appointed by the principal.



Practical

Internal Examiner (Marks 50)

External Examiner (Marks 50)

Performance

10

20

File Work

20

20

Viva

10

10

Attendance

10

-



Second Year Syllabus of M.Ed. Programme

Third Semester

S.No.

Course Code

Course/Paper

Periods

Credit

Evaluation Scheme

L

T

P

Internal

External

Total Marks

Common Core

1.

MED 301

Advanced Research Methods


04







04

30

70

100

2.

MED 302

Sociology of Education

04







04

30

70

100

Foundation Course

3.

MED 311

Elementary Education

04







04

30

70

100

Specialisation Branches (any one out of the following)

4.

MED 321

Educational Technology

04







04

30

70

100

MED 322

Gender Education

04







04

30

70

100

MED 323

Education for marginalized group

04







04

30

70

100

Practicum

5.

MED 351

Practicum based on the course paper








08

04

50

50

100

6.

MED 352

Internship







04

02

50

50

100







Total

16




12

22

220

380

600


ADVANCED RESEARCH METHODS


L

T

P

C

4

-

-

4



Course Code – MED 301
Objectives: To enable the students to understand:


  • The meaning of scientific method, scientific inquiry, paradigm, theory and its

implication for educational research.

  • The significance of philosophical, psychological and sociological research in education.

  • The different strategies of educational research.

  • The techniques of developing a research proposal.

  • The meaning and application of sampling techniques in statistics.


Unit-I Sample & Sampling


  • Population- Concept

  • Sampling- Concept and Need, characteristics of good sample

  • Probability sampling: Simple Random sampling, use of random number table, Cluster, Stratified and multistage sampling

  • Non probability sampling (Quota, judgment and purposive.)

  • Errors in sampling &non sampling


Unit-II Tools


  • Observation

  • Interview Schedule

  • Questionnaire

  • Tests-achievement, intelligence, aptitude, and personality.

  • Opinionative-attitude scale, rating scale, check list.

  • Preparation of tools, Qualities of a good measuring tool and standardization procedure



Unit-III Research Report


  • Format, Style, content and cauterization

  • Bibliography, Appendices

  • Characteristics of a good Research Report


Unit-IV Advanced Statistics I


  • Correlation – Concepts, types and uses; assumption and uses of rank difference ,computation of rank difference correlation and Product Moment Method, partial and multiple correlation


Unit-V Advanced Statistics II


  • Testing hypothesis: level of significance, degrees of freedom, types of error- Types I, type II

  • Test of significance of mean (t-test).

  • F-test and ANOVA(one way analysis only)

  • Non-parametric Statistics: uses and computation of Chi-square test


Suggested Readings:

  • Best, J.W. and Kahn research in Education (9th Ed. Prentice of India, Pvt, Ltd, New Delhi

  • Tuckman Bruce W: Conducting educational Research (Harcourt Brace Javanovich, Inc. New York

  • Garrett H.E. Statistics in Education and Psychology (Yakills Fitter & Simsons Pvt. Ltd., Bombay

  • Kuriz Albert J. and Samuel T. Mayo, Stastitics in Education and Psychology ( Narousa Publishing House, New Delhi, 1981)

  • Buch M.B., A survey of Research in Education (Centre of advanced Studies in Education, M.S. University Baroda

  • Buch m.B. et al’ second Survey of research in Education.

  • Donald Ary, Lucy Cheser Jacobs, Asghar Razavich “Introduction in research in Education” (Holt Rinehrt and Winston, New York, 19790.

  • Kreppendorff Kians contents analysis: An Introduction to its Methodology, Sage Publications. Beverly Hills, London, 1985.


SOCIOLOGY OF EDUCATION


L

T

P

C

4

-

-

4



Course Code – MED 302
Objectives: To enable the students to understand:

  • Understand the social nature of education.

  • Realize the need of studying education with sociological perspectives.

  • Understand the relationship of different social institutions with education.

  • Understand the role of education and change.

  • Understand the relationship of education and national development.

  • Understand the social foundation of education.

  • Understand the role of school in creating and fostering the socialization process.

Unit-I Education and Sociology

  • Need to understand education with sociological perspectives.

  • Concept of educational sociology and sociology of education.

  • Scope of sociology of education.

Unit-II Sociological perspective.

  • Education, Culture and Socialization.

  • Concept of social unity, unity and diversity of caste, class, religion, human language,

  • Gender in society with specific reference to Indian society with respect to living together.

Unit-III Education and Social Structure

  • Education for social unification .

  • Concept of Equality of Educational Opportunity.

  • Concept of inclusive education.

Unit-IV Education, National Integration and International Understanding

  • Education and globalization.

  • Core values of Indian constitution and its inculcation.

  • National Integration & International Understanding

Unit-V Education and Social Change

  • Concept of: social change, social development, sustainable development

  • Education as a means of social change: scope and limitations.

  • Modernization and post-modernization, liberalization-privatization-globalization (LPG).


Suggested Readings:

• Ambasht, N.K.(1971). A Critical Study of Tribal Education. New Delhi:

• Gore M.S. (1967) Papers in the Sociology: Education in India, NCERT, New Delhi.


  • Gore M.S. (1994) Indian Education: Structure & Process Rawat Publications, New Delhi.

• Ruhela S.P. (1970) Sociological Foundation of Education in Contemporary India,

Dhanpat Rai, Delhi



  • Shepard Jon M. (1981)Sociology, West Publishing Co.St. Paul.

  • Shukla Sureshchandra (1985)Sociological Perspectives in Education A Reader, Chanakya Publication, Delhi.



ELEMENTARY EDUCATION

L

T

P

C

4

-

-

4
Course Code – MED 311
Objectives: To enable the students to understand:


  • understand the need and significance of early childhood care and education

  • understand the policy perspectives on Elementary Education in India and world

  • understand social and personal development of children (3-6 years)

      • understand the quality dimensions i.e. curriculum, programmes and work force for Elementary Education

      • develop knowledge and skills for research and evaluation in Elementary Education and training of personnel.


Unit-I Elementary Education : policy and perspectives


  • Concept, significance and objectives of Elementary Education.

  • Elementary Education in India: Policies and Programmes in National Policy on Education (NPE, 1986) and POA (1992), National plan of action for children, 1992 and 2005; national curriculum framework (2005)

  • Elementary Education in global perspective : global monitoring report (UNESCO) 2007 - Concerns and issues.


Unit-II Psycho – social context of pre-school education


  • Developmental characteristics and norms – physical, cognitive, language and socio-emotional during early childhood.

  • Transition from home to school – issues and concerns

  • Socio-cultural contexts in school and home and child-rearing practices in different cultures.


Unit-III curriculum for pre-school education


  • Curriculum for school readiness – physical, cognitive, socio-emotional dimension; characteristics of learning experiences and approaches

  • Different types of pre-school curriculum / Montessori, kindergarten, balawadi and anganwadi centres


Unit-IV Strategies / approaches and resources


  • Characteristics of programmes for different settings = pre-primary and early primary grade children – need emphasis and rationale

  • General principles to curricular approaches – activity based / play – way, child – centered, theme-based, holistic, joyful , inclusive using story-telling, puppetry, musical and rhythmic exercises, dramatization, role-play, art activities, indoor and outdoor play, field trips and explorations as method in primary and early primary stages – meaning, rational, method of transaction in specific contexts.




  • Informal evaluation through observation & remediation; training of Elementary Education workers.


Unit-V Training, research & Evaluation in Elementary Education


  • Need and significance of personnel involved in Elementary Education programme.

  • Status & nature of training programmes – pre-service & in-service – a critical evaluation, issues, concerns and problems

  • Evaluation of Elementary Education programmes, methodology and implications

Suggested Readings:


  • Government of India (1986) National Policy on Education, New Delhi, MHRD.

  • Government of India (1987) Programme of Action, New Delhi: MHRD.

  • Government of India (1987) Report of the Committee for Review of National Policy on

Education, New Delhi, MHRD.

• Hayes, Denis (2008): Elementary Teaching Today: An Introduction. Routledge Publications,

• K.M. (1977) Planning Process in a District, New Delhi: Indian Institute of Public Administration

• Kurrian, J. (1993) Elementary Education in India, New Delhi: Concept Publication



EDUCATIONAL TECHNOLOGY

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Course Code – MED 321
Objectives: To enable the students to:



  • Define the scope and importance of educational technology in contemporary society

  • Explain emerging technologies exhibiting proper perspective and attitudes.

  • Acquire theoretical bases of educational technology and to know about emerging trends in its development.

  • Get awareness of computer literacy and its importance in education.

  • Understand the role of information technology in present and future needs of Education.


Unit-I Educational Technology


  • Education Technology: Concept, meaning, nature, scope and significance.

  • Components of E.T.- Software, hardware & system approach.


Unit-II Communication and Instruction


  • Concepts, Nature ,Theory and process of communication

  • Components and types of Classroom communication

  • Principles of communications

  • Models of Communication -SMCR model of communication, Sharon’s model of communication

  • Task analysis

  • Designing instructional Strategies such as team teaching, discussion, seminar and tutorials.



Unit-III Modification of teacher behavior & Programmed instruction


  • Modification of teacher behaviour, Flander’s Interaction Analysis.

  • Instructional Design: Concept, Views, Approaches.

  • Programme instruction: origin, principles and characteristics, Linear, Branching, Mathematics.

  • Development of a programme ; preparation, writing, try out and evaluation .


Unit-IV New approaches in Educational Technology


  • Computer Assisted Instruction

  • Educational Simulations

  • E-learning

  • Virtual classroom


Unit-V Emerging trends in Educational Technology


  • Educational Technology in formal ,non formal and informal education , distance education

  • Emerging trends in Educational Technology, Video tape, Radio ,Teleconferencing, CCTV,INSAT.

  • Resource Centers for Educational Technology, CIET, UGC ,IGNOU ,NOS ,State ET cell, AVRC, EMRC, NIE their activity for improvement of teaching –learning.



Suggested Readings:


  • Deceeco, John P, The Psychology of Learning and Instruction: Educational Psychology, Prentice Hall of India, New Delhi.

  • Dwight, Allen & Rayan, Micro-teaching, Addison Wesley Kevin Pub. Co., Monachustter.

  • Flander, Wed Analysing Teaching Behaviour, Addison Wesley Pub. Co., Monachustter.

  • Green, Thomas F, The Activities of Teaching, MeGraw Hill Book Co. New York.

  • Hoover, Kenneth, (1980): College Teaching Today: Handbook for Post Secondary Instruction,

Allyn Bacon, Ine, London.

  • Hurt, Thomas H.et al. Communication in Classroom, Addison Wesley Pub. Co., Monachustter.

  • Joycle, Bruce & Well, Models of Teaching, Prentice Hall, Marsha Inc.New York.

  • Tayler, John & Walford, Simulationin Class-room, Rex Penguin Books, London.

  • Lowman, Joseph, (1987): Mastering the Techniques of Teaching, Prentice Hall of India, New

Delhi.

  • Pereival, Fed & Ellington, (1984): Handbook of Educational HA Technology, Kegan Pal,

London.

  • Stones,E and Morris, S, (1972): Teaching Practice: Problems and Perspectives, Methuen &

Co.Ltd. London.

GENDER EDUCATION


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Course Code – MED 322
Objectives: To enable the students to understand:


  • Create an awareness among students regarding gender.

  • Stimulate thinking in students towards gender related problems.

  • Inculcate in students the importance of justice and laws related to gender. Understand the importance of health and education with respect to gender.

Unit-I Introduction to Gender Studies


  • Concept and need for Gender Studies- Scope of Gender Studies. -Gender studies as an academic discipline, Gender Rights Movements -National Committees and Commissions for Women.

  • Government Organizations for Women-Department of Women and Child Development.

  • Policies and programmes for gender equity in education.

  • Socio-economic and cultural aspects of gender.

Unit-II Gender & Media

  • Portrayal of Women in Mass Media (Cinema, TV, Print media), Role of Women in media

  • Development of Communication skills Alternative media- Folk art, Street play and Theatre, Act, 1986- Impact of media on Women.


Unit-III Gender and Society


  • Girl child in society – Child labors- Changing role of Women, Marriage-Single Parent, Motherhood, Widows, Women with disability. Theories of development.

  • Empowerment-Alternative approaches, Women in Development (WID), Women and Development (WAD)

Unit-IV Gender & Development


  • Gender and Development (GAD)- State Policy and Programmes Women Development

  • Approaches in Indian five – Year Plans-Collectivity and Group dynamics- Self –help groups, Women and leadership- Panchayat Raj- Political Role and - Participation- NGOs and Women Development- National and International Funding Agencies.

Unit-V Gender & Education


  • Educational disparity (gender perspective).

  • Women Education-Gender bias in enrolment- Curriculum content- Dropouts Negative

  • Capability in Education- Values in Education- Vocational Education Recent Trends in Women’s Education, Women teacher training-committees and Commissions on Education Adult Literacy and Non-Formal Education for Women’s Development..


Suggested Readings:


  • Ram Shankar Singh – Encyclopedia on women and children trafficking – Volume 1 to 3- Anmol Publications -2009.

  • Tanuja Vohra –Trafficking in Women and Children –Pacific publications –New Delhi -2009.

  • Veena Gandotra and Sarjoo Patel (Edited)-Women Working Condition and

  • Efficiency –New Century Publication -2009.

  • Abishek – Destiny of Women – Rummy Nand Lal –Chandigarh-2008.

  • Nalini Mishra-Woman Laws against Violence and abuse- Pearl Books –New Delhi -2008.

  • Anju Desai –Women Teacher Training-New Delhi-2008.

  • Dr. (Miss) P. Sarojini Reddy- Justice for Women – Sai Srinivas printers-2002.

  • Nirmala Jayaraj- Women and Society – Lady Doak College Madurai 625002 - 2001.


EDUCATION OF MARGINALIZED GROUPS

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Course Code – MED 323
Objectives: To enable the students to understand:


  • Identify diverse needs students having disabilities, disadvantages and marginalization.

  • Appreciate the meaning, need and significance of inclusive education. Describe various disability conditions and their educational implications.

  • Explain various social, economical disadvantages and marginalization and suggest educational intervention.

  • Develop capacities to apply techniques of guidance and counselling to support these students.

Unit- I Diversity and Inclusion


  • Diversity in the classroom-various forms of diversity and students exceptionality.

  • Diversity: parameters and individual characteristics and psycho-social aspects.

  • Exclusion versus Inclusion: equity, equality and right based approach to education.

  • Inclusive Education: meaning, scope and significance.

  • Inclusive versus Special Education: differences and critical issues.

Unit- II Children with Different Abilities


  • Concept of Disability: ICF and Inclusion.

  • Characteristics of students of various disabilities and factors those affect learning.

  • Development in assistive technology and their uses in educational set ups.


Unit- III Learning across various level


  • Learning across at various level: pre-school, elementary, secondary and beyond-the scope of adaptation and accommodation. Identification of gifted and creative children and educational interventions.


Unit -IV Children from families having social and economical disadvantages.


  • Deprivation and disadvantage, psychological implications, how do they affect learning?

  • Short term and long term deprivations and its impact on personality and learning.

  • Defining economical, and other disadvantages, resultant problems, coping strategies, educational interventions, teaching strategies.

  • Implications for development of school development plans.

Unit-V: Guidance and counselling for Diverse needs: Guidance and counseling


  • Nature and types of adjustment problems: academic, emotional and social.

  • Positive behaviour support (PBS): assessment and intervention.

  • Applying Guidance an counselling techniques and procedures to manage diverse needs.

  • Guidance an counselling of parents and family members.

  • Organizing support services at school level for students with diverse needs, resource room an whole school approach.

Suggested Readings:


  • Bender W. N. Learning Disability, Allyn & Bacon, London, 1995.

  • Berdine W.H. & Blackhurst Q.E. (eds.), An Introduction to special Education, Harpers Collins Publishers, Boston, 1980.

  • Crow and Crow. Mental Hygiene, McGraw Hill Book Co. New York, 2009.

  • Hallahar D.P. & Kauffman, J.M., Exceptional Children: Introduction to Special Education, Allyn & Bacon, Massachusets, 1991.

  • Hewett frank M. & Foreness Sreven R., Education of Exceptional Learners, Allyn & Bacon, Massachusets, 1984.

  • Jordern, Thomas E. The Exceptional Child, Ohio: Merril, 2007.

  • Kirk S.A. & Gallagher J.J. Education of Exceptional Children; Houghton Miffin Co., Boston, 2008.

  • Magnifico, L.X.: Education of the Exceptional Child, New York, Longmen, 1958.

  • Shanker, Uday: Exceptional Children, Sterling Publisher, New Delhi, 1976.

  • Singh, N.N. and Beale, I.L. (eds.) Learning Dishabilles – Nature, Theory and Treatment, Springer – Verlag, New York, Inc.: 1992.


M.Ed. Semester-III (Practical Course)

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Course Code – MED 351- (Practical based on the course paper)
Advanced Research Methods

Practicum: prepare the assignment on any one-

  • Sampling

  • Preparation of Research Report

  • Tools













Sociology of Education

Practicum:

  • Study of the concerns of the implementation of the RTE Act. Critical study of any social problem













Elementary Education

Practicum:

  • To prepare a critical review on schemes and programmes to achieve UEE in the state













Educational Technology

Practicum: (Any one of the following)

  • Critical Review of Educational Programme presented through T.V. CDs. Video cassettes ,Radio

  • Development of Computer aided materials/Slides/Power points

  • Development of technology based study material for school students













Gender EducationPracticum: (any one of the following):

  • List out the resources for effective implementation of gender sensitization programme.

  • Workshop on gender issues followed by report writing on Gender sensitization.

  • Compilation of articles for news papers on gender issues. Preparing a crap book on gender related issues.

  • Book Review/Documentary/movie with respect to gender issues. Organizing a debate on gender issues and report writing













Education of the marginalized Groups

Practicum: (any one of the following):

  • Analyze traditional lesson plan and transform to an inclusive plan by using UDL approach.

  • Develop a check list to evaluate inclusive practices of a school. Administer the check list and suggest the measures



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Course Code – MED 352 - Internship

Practicum:


  • Observation and supervision of five lesson in teaching subjects.

  • Ten lecture of each students in teacher education institute.

  • Educational Talk on current issues – five presentations by each students.

  • Participation in extension activities.














Evaluation of Practicum
The assessment will be done in two components: Internal 50% and External 50%

  • The External assessment shall be done by the external examiner appointed by the controller of examination of university.

  • The Internal assessment shall be done by the Faculty Concerned or internal examiner appointed by the principal.



Practical

Internal Examiner (Marks 50)

External Examiner (Marks 50)

Performance

10

20

File Work

20

20

Viva

10

10

Attendance

10

-



Fourth Semester

S.No.

Course Code

Course/Paper

Periods

Credit

Evaluation Scheme

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Internal

External

Total Marks

Common Core

1.

MED 401

Teacher Education

04







04

30

70

100

Foundation Course

2.

MED 411

Secondary Education

04







04

30

70

100

Specialisation Branches (any one out of the following)

3.

MED 421

Educational Measurement & Evaluation

04







04

30

70

100

MED 422

Management Planning & Financing of Education

04







04

30

70

100

MED 423

Environmental Education

04







04

30

70

100

MED 424

Peace Education

04







04

30

70

100

MED 425

Information & Communication Technology

04







04

30

70

100

8.

MED 426

Administration & Leadership

04







04

30

70

100

Practicum

4.

MED 451

Practicum based on the course paper







6

03

50

50

100

5.

MED 452

Research Leading to Dissertation







10

05

50

50

100







Total

12




16

20

190

310

500


TEACHER EDUCATION


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Course Code – MED 401

Objectives: To enable the students to:

  • Describe the importance and scope of teacher education.

    • Understand the roles and responsibilities of teachers and teacher educators.

    • Highlight the aims and objectives of teacher education at elementary, secondary and college level.

    • Discuss the concept and importance of professional development of in-service teachers and familiarize with programmes of faculty improvement.

    • Acquaint the students with various agencies for in-service education of teachers.

    • Describe the modes of education used for teacher education through distance mode.

Unit-I

  • Importance of Teacher Education, Teacher Educators; their roles and responsibilities. Scope of Teacher Education - Preparing teachers for Elementary, Secondary, Higher Education

  • Agencies regulating Teacher education in India (NCERT, NCTE : roles and responsibilities , Policy documents)

Unit-II

  • Pre- Service Training: Objectives and scope.

  • Quality control of Teacher Education.

  • Teacher education and practicing school.

  • Isolation of teacher education institutions.

Unit-III

  • Issues, concerns and problems of pre-service teacher education

  • NCTE, UGC, NUEPA, ICSSR, NCERT, NAAC

  • SCERT, DIET

Unit-IV

  • Profession- Concept and Characteristics

  • Teaching Profession- Concept and Characteristics

  • Professional Development-Aims and Activities

  • Competency Based Teacher Education, Accountability in Teacher Education

Unit-V

  • Total Quality Management in Teacher Education

  • E- learning and m- learning in Teacher Education

  • Teacher Education through Distance Mode

  • Integration of ICT in Teacher- in classroom as well as in administration.


Suggested Readings:

  • Aggarwal, J.C. (1984) : Landmark in the History of Modern India Education, Vikas Publishing House, Ansari Road, New Delhi-110002.

  • Chaurasia, G. (1976) : New Era in Teacher Education, New Delhi.

  • Devedi, Prabhakar (1990) : Teacher Education- a Resource Book, N.C.E.R.T., New Delhi.

  • Govt. of India (1966) : Education and National Development, Report of Education Commission, N. Delhi.

  • Govt. of India (1992) :Report of C.A.B.E. Committee Department of Education, New Delhi.

  • Khan, Mohd. Sharif (1983) : Teacher Education in India and Abroad, Sheetal Printing Press, Karol Bagh, New Delhi-110005.

  • Kohli, V.K. (1992) : Teacher Education in India, Vivek Publishers, Ambala.

  • Govt. of India ( 1986) : National Policy of Education, Ministry of Human Resource and Development , New Delhi

SECONDARY EDUCATION


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Course Code – MED 411

Objectives: The students will be able to:

  • Acquaint themselves with the need, scope and purpose of educational planning in terms of national and community needs.

  • Determine and implement objectives of planning on the basis of individual needs of the students.

  • Develop the skills in planning and implementing conventional administrative procedures.

  • Develop the skills and attitudes to utilise human energy in getting the maximum work done.

  • Understand the recommendations of different education commissions regarding secondary education Commissions.

  • Know different programmes and policies for realising the constitutional obligations related to secondary education in India.

  • Develop an idea about the structure of secondary education in India


Unit-I Introduction to Secondary & Senior Secondary Education


  • Meaning, aims, objective of secondary & Senior Secondary education

  • Purpose, function & Indigenous system of Secondary education.

  • Secondary Education in India – Historical Perspective, pre and post-independence.

Unit-II Recommendations of various committees and commissions:

  • Constitutional Provisions and centre-state relationship in India.

  • Secondary Education Commission, Kothari commission, Programme of Action, 1986,

  • NPE, Ramamurti Review Committee Janardhan Reddy Committee, Yashpal, Committee, RMSA and NCF-2005.


Unit-III Institution Planning


  • Concept, scope and nature of Institution Planning

  • Need and importance of Institution Planning

  • Types of Institution Planning

  • Evaluation of Institutional Planning.

  • Difference between inspection and supervision.


Unit-IV Principles and techniques of Educational Planning

  • Formulation of aims and objectives.

  • Methods and techniques of planning.

  • Approaches to Educational Planning: Social demand approach, Man-power approach, Rate of Return of Investment approach.


Unit-V Assessment and evaluation


  • Meaning nature and functions of evaluation & assessment, difference between assessment

  • and evaluation, testing, appraisal and examination, Types of assessment formative, diagnostic and summative assessment.

  • New trends in evaluation – grading, internal assessment, semester system, CCE, On Demand Examination System.



Suggested Readings:


  • Mudhopadyay, Sudesh and Anil Kumar K (2001) Quality Profiles of secondary schools, NIEPA, New Delhi

  • Govt. of India (1953) Report of Secondary Education Commission, New Delhi

  • Govt. of India (1996) Indian Education Commission (1964-66) Report. New Delhi

  • Govt. of India - (1986/1992) National Policy of Education, 1992 Modification and their POA's, MHRD, Dept. of Education

  • Malhotra, P.L. (1986) School Education in India: Present Status and Future Needs NCERT, New Delhi

  • Yadav, M.S. & Lakshmi, T.K.S. (2003): Conceptual inputs for Secondary Teacher Education: The instructional Role. India, NCTE.

  • Mohanty Jagannatu , (1990), “Educational Administration, supervision and school Management, Deep & Deep Publications F-159, Rajouri Garden, New Delhi-110027


EDUCATIONAL MEASUREMENT & EVALUATION


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Course Code – MED 421
Objectives: The students will be able to:

  • Acquaint with the basic concepts and practices adopted in educational evaluation.

  • Understand relevance of evaluation in education. Get acquainted with techniques of evaluation.

  • Understand how various requirements of education are measured, evaluated, interpreted and their result are recorded to help learners.


Unit-I Basic Concepts in Educational Evaluation

  • Place of Educational Objectives in Evaluation Process

  • Evaluation as an Integral Part of Teaching-Learning Process

  • Evaluation – A Dynamic Process

  • Different Types of Evaluation: formative, summative and diagnostic. -Relationship between objective, instruction and evaluation.


Unit-II Tools and Techniques of Evaluation – An Overview

  • Basic Techniques and Tools of Evaluation of Cognitive Outcomes: written, oral (viva), practicals.

  • Achievement test: objective, short answer, essay types.

  • Types of objective type: multiple choice type, multiple right answer type. -Probing questions.

  • Higher Order Learning.

  • Basic Techniques and Tools of Evaluation of Non-Cognitive Outcomes

  • Qualities of a Good Evaluation Instrument

  • Framing of Competency Based Questions, assessing mastery learning and developmental learning.

  • Development and Use of Class Room Tests.

Unit-III Construction of Achievement and Selection Tests

  • Construction of Achievement Tests

  • Standardization of Achievement Tests

  • Improving Quality of Test Items through Item Analysis

  • Use of Achievement Test for improving the effectiveness of teaching learning process.

  • Construction and standardization of Selection Tests

Unit-IV Psychological Testing and Measurement

  • Measurement of Intelligence, Aptitudes. Attitudes and Interests, Personality.


Unit-V Innovations in evaluation:

  • CCE, Open Book Examination, Examination on Demand.


Suggested Readings:

• Adams, G.S. (1964) Measurement and Evaluation in Education, Psychology and Guidance. New

York: Rinehart and Winston.

• Anastasi, A. (1968) Psychological Testing (3rd Ed.). New York: Macmillan. •Fruchter, (1954)

Introduction Factor Analysis. New York: Benjamin Norstand Co. •Bloom, (1971) Handbook on

Formative and Summative Evaluation of Student Learning. New York: McGraw Hill.

• Child, D. (1970) the Essentials of Factor Analysis, London: Holt, Rinehart and Winston.

• Garret, H.E. (1969) Statistics in Psychology and Education (5th Ed.). Bombay: Vakils, Feffers and



Simons.

• Guilford,T.P. (1965) Fundamental Statistics in Psychology and Education. New York: McGraw Hill.



MANAGEMENT, PLANNING & FINANCING OF EDUCATION


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