course structure for m. ed semester-ii - bgsb u for m.ed semester ii.pdfnote for paper setters the...

Course Structure for M. Ed

Semester-II

Course

Code

Course Title Credit

Value

Internal

Marks

External

Narks

Total

Marks

Core Courses

M.Ed-210 Sociological Perspectives of Education 4 40 60 100

M.Ed-211 Teacher Education 4 40 60 100

M.Ed-212 Advanced Educational Statistics 4 40 60 100

M.Ed-213 Comparative Education and Curriculum

Development

4 40 60 100

M.Ed-214 Dissertation Work 2 50 X 50

Choice Based Open Elective Course (Students are required to opt any one of the following

courses)

Math- 201 Mathematical Tools for Real World 4 40 60 100

I T- 202 Soft Skill in Information Technology 4 40 60 100

Comp-203 Computer Applications and

Operations

4 40 60 100

Bio- 204 Fundamentals of Biotechnology 4 40 60 100

Bot-205 Mysteries of Green Plants 4 40 60 100

Bot- 206 Botany in Rural Developments 4 40 60 100

Zol-207 Nutrition, Health & Hygiene 4 40 60 100

Arab-208 Fundamental of Arabic Language 4 40 60 100

Eng-209 Fundamentals if English 4 40 60 100

Edu-210 Higher Education 4 40 60 100

Eco-211 Principles of Banking 4 40 60 100

HT- 212 Basic of Tourism and Travel Agency 4 40 60 100

HT- 213 Tourism Recourses of J&K 4 40 60 100

Mgt - 214 Business Communication and Soft

Skills

4 40 60 100

Total 22 250 300 550

Aggregate Marks of 1st Semester = 550

Total credits= 22

2nd Semester

Course Code: M.Ed-210 Max. Marks: 100

Course Title: Sociological Perspectives of Education Internal: 40

Duration of Exam 03:00 hrs External: 60

Unit I: Educational Sociology

i) Concept and scope of sociology

ii) Concept and scope of educational sociology 10 hrs

iii) Relationship between sociology and education

iv) Difference between educational sociology and sociology of education

Unit II: Perspectives in Sociology of Education

i) Functionalism with special reference to Emile Durkheim

ii) Conflict Perspective with special reference to Karl Marx (State, ideology and

Education) 10 hrs

iii) Interactionism with special reference to George Mead

Unit III: Culture and Social Change

A. Culture and Education

i) Culture, Meaning and Nature of culture, Role of Education in cultural context.

ii) Difference between culture and civilization, Acculturation and Enculturation.

10 hrs

iii) Cultural Lag and Cultural Diffusion

B. Social Change and Education

i) Social Change: Concept & Theories

ii) Relationship between education and social change

iii) Constraints of Social Change in India (Caste, Religion, Class, Language, Region

and Ethnicity)

Unit IV: Social System and Group Dynamics

i) Concept of social system

ii) Education as a social system-its characteristics 10 hrs

iii) Relationship of Education with Kinship, Religion, Polity and Economy

iv) Concept of group dynamics; group cohesiveness, group division and factors

v) Educational implications of group dynamics

Unit V: Social Stratification, Mobility and Social Processes

i) Social Stratification and social mobility, social equality, social equity and equality

of educational opportunities. 10 hrs

ii) Education of the socially and economically disadvantaged sections of the society

with special reference to scheduled castes and scheduled tribes, minorities,

women and rural population.

iii) Education and social processes; visa-a vis Socialization, Modernization,

urbanization and globalization.

Seminars, Special lectures, Tutorials, Term Papers and Practicum 10 hrs

Note for paper setters

The question paper shall be divided into two sections. Section A will carry 10 compulsory, objective-

cum-short answer type questions; two from each unit, each carrying 1 mark. Section B shall have 10

questions, two from each unit. The students shall attempt 1 question from each unit. Each question shall

carry 10 marks

COURSE OUTCOMES

CO1: To enable the students to understand the intimate relationship between education and sociology.

CO2: It will acquaint them with the sociological perspectives of education with its contribution to

educational development.

CO3: It will also orient the learners to understand various educational problems and issues related to the

socially and economically disadvantaged sections of the society.

CO4: The course will further enable the students to understand the social system, its characteristics and

components

CO5: The course will enable student-teachers to engage with studies on Indian society and education

Reference Books

Abraham Francis and Morgan John: Sociological thought, Mc Millan Indian Ltd. 2002

Jayapalan N: Sociological theories, Atlantic Publishers and Distributors 2001.

Mathur, S.S. Sociological Approach to India Education, Vinod Pustak Mandir, Agra.

Rao, Shanker, C.N: Sociology, Primary Principles: S. Chand and Co. 2002

Sen Amritya and Dreze, Jean: India: Economic Development and Social Opportunity, oup, 2000

Srinivas, M.N. Social change in modern India, Mcmillan, India Ltd.

Yoginder Singh: Modernization of India Traditions, Rawat Publication, Jaipur.

2nd Semester


Course Title: Teacher Education Internal: 40

External: 60

Duration of Exam 03:00 hrs

Unit I: Concept of Teacher Education

i) Concept of Teacher Education

ii) Need and importance of Teacher Education. 10 hrs

iii) Objectives of Teacher Education at:

Elementary Level

Secondary Level

Higher level.

Unit II: Development of Teacher Education in India

i) Historical background of teacher education in India with special reference to the

recommendations made by various committees and commissions –Kothari

Commission (1964-66), Chattopadhayay Commission (1983-85), National Policy

on Education (1986-1992).

ii) Recommendations of Justice Verma Commission on Teacher Education (JVC)

iii) Historical Development of Teacher Education in Jammu & Kashmir.

iv) National Curriculum Framework for Teacher education (2009).

Unit III: Pre-service and In-service Teacher Education 10 hrs

i) Pre-service Teacher Training: Meaning, need, significance and objectives.

ii) In-service Teacher Training: Meaning, need, significance and objectives.

iii) Teacher training through distance and regular modes.

iv) Integrated Teacher Education courses run by RIEs.

Unit IV: Agencies and Techniques of Teacher Education 10 hrs

i) Role of NCTE, NCERT, DIET, SIE/SCERT and UGC-HRDC (ASC)

ii) Role of National schemes of education- SSA, RMSA and RUSA

iii) Techniques for Higher Learning: Conference, Seminar, Workshop, Panel

Discussion

Unit V: Teacher Effectiveness

i) Concept of Teacher Effectiveness and Characteristics (Cognitive and affective

correlates of effective teacher: Intelligence, Skills, Personality, Values and

Attitudes) 10 hrs

ii) Quality control in teacher education with reference to NAAC Parameters.

iii) Accreditation of Teacher Education Institutions.






carry 10 marks.

COURSE OUTCOMES

CO1: To enable the students to understand the meaning, need and importance of teacher education.

CO2: It will also help them to understand the aims, objectives and scope of teacher education;

appreciate the historical development with special emphasis on different documents.

CO3: The paper will enable the learners to understand the structure, administrative agencies, curriculum

methodology and evaluation of teacher education programmes in the country.

CO4: It will further help them to understand the evaluation procedure of pre-service and in-service

teacher education programmes in India.

CO5: To understand the school functioning mechanisms

Books Recommended

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

Devedi, Prabhakar (1980). Education a resource book, NCERT, New Delhi.

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

Govt. of India (1996). Education and National development, Report of Education Commissions,

New Delhi.

J. Millman, J., (1988). Handbook of Teacher Education, Boverly Hills, Sage Publishing.

Khan, Mohd. Sharief (1983). Teacher Education in India and Abroad, Sheetal Printing Press,

New Delhi.

N.I.E.P.A (1984). Report on Status of Teachers, New Delhi.

NCTE Publication (1998). Policy Perspective in Teacher Education: Critique a documentation,

NCTE, New Delhi.

Rao, D.B. (1988). Teacher Education in India, New Delhi, Discovery Publishing house.

Saxena, N.R., Mishra, B.K. and Mohanty, R.K. (1998). Teacher Education, R. Lal Book Depot,

Meerut.

Shashi Prabha, Teacher education Principles, theories and practices, Kanishka Publication.

Sheela, Mangal (2000). Teacher Education: Trends and strategies, Radha Publishers, New Delhi

2nd Semester


Course Title: Statistics in Education and Psychology Internal: 40

External: 60

Duration of Exam 03:00 hrs

Unit I: Measures of Central Tendency and Variability

i) Nature of educational data: Qualitative & Quantitative

ii) Measures of Central Tendency: Mean, Median and Mode

iii) Measures of Variability/Dispersion: Range, Quartile Deviation, Standard

Deviation; 10 hrs

iv) Measures of Relative Position: Percentiles and Percentile Rank

v) Graphic methods- Line graph, Bar diagram, Histogram, Pie chart and ‘O’-give.

Unit II: Normal Probability Curve

i) Meaning and importance of Normal Probability Curve

ii) Properties of Normal Probability Curve 10 hrs

iii) Applications of the Normal Probability Curve

iv) Conversion of Standard Scores into Z-Scores

v) Measuring divergence from normality- Skewness and Kurtosis

Unit III: Parametric Statistics

i) Parametric Statistics: Meaning and Advantages 10 hrs

ii) Critical ratio & t – Test (for correlated and un-correlated means)

iii) F-test: Concept, Assumption and uses

iv) Computation of One way ANOVA

Unit IV: Non-Parametric Statistics

i) Non-Parametric Statistics: Meaning and Advantages

ii) Sign test and Median Test: Concept, assumptions and uses

iii) Calculation of Sign and Median test

iv) Computation of Chi-square test and 2×2 contingency tables

Unit V: Correlation and Testing of Hypothesis 10 hrs

i) Meaning and Uses of Correlation

ii) Calculation of Co-efficient of Correlation- Rank Order, Product Moment and

Tetra choric

iii) Partial & Multiple Correlation: Meaning, assumptions, computation and uses

iv) Testing of Null hypothesis; one and two tailed tests; Type I and Type II errors;

Standard error, Confidence limits






carry 10 marks.

COURSE OUTCOMES

CO1: To will enable the students to understand the concept of central tendency and variability.

CO2: It will help them to make various numerical calculations by using different statistical techniques

like mean, median, mode, standard deviation and quartile deviation.

CO3: It will also help the learners to analyze and interpret quantitative data by using various advanced

statistical methods.

CO4: It will help the students to understand the concept of different types of scales.

CO5: It will help them to make various numerical calculations by using different statistical analysis like:

Descriptive, Differential, Correlation and Regression.

Books Recommended

Aggarwal, Y.P. (1998), The Science of Educational Research: A Source Book, Nirmal ,

Kurukshetra

Best, john W. and Kahn James V (1995), Research in Education, prentice Hall, New Delhi

Burns, R.B. (1991), Introduction to research in education , prentice Hall, New Delhi

Koul, Lokesh (1988), Methodology of Educational Research, Vikas, New Delhi

McMillan, James H. and Schumarcher, S. (1989), research on Education: A conceptual

Introduction , Harper and Collins, New York

Neuman, W.L. (1997), Social Research Methods: Qualitative and Quantitative Approaches ,Allyn

and Bacon, Boston

Travers, R.M.W. (1978), An introduction to educational research, Mcmillan, New York

2nd Semester


Course Title: Comparative Education &Curriculum Development Internal: 40


Unit I: Comparative Education

i) Nature and meaning of comparative education

ii) Scope and Global relevance 10 hrs

iii) Objectives of comparative studies in education

iv) Types of comparative studies in education

Unit II: Factors affecting Comparative Education

i) Geographical factors of comparative education

ii) Cultural factors of comparative education 10 hrs

iii) Linguistic factors of comparative education

iv) Political factors of comparative education

Unit III: Methods of Comparative Education

i) Descriptive Methods

ii) Interpretative Methods

iii) Juxtaposition 10 hrs

v) Scientific Methods

vi) Comparative study of the education system in UK, USA, China, Brazil and India

with special reference to Primary, secondary and Higher Education

Unit IV: Curriculum Development and Design

i) Concepts & components of curriculum development

ii) Principles & categories of curriculum Design 10 hrs

iii) Models of curriculum development: Administrative, Grass Root, Demonstration

and System Analysis.

iv) Important sources and Constructivism in curriculum Development

Unit V: Curriculum Evaluation and Analysis

i) Concept and evaluation of curriculum 10 hrs

ii) Formative and summative models of curriculum evaluation

iii) Interpretation of evaluation results

iv) Models of implementation of curriculum evaluation results






carry 10 marks.

COURSE OUTCOMES

CO1: To acquaint the students with the educational system of various countries and to develop in them

the ability to assess their efficacy.

CO2: Once equipped with this ability the students will be able to solve the problems inherent in Indian

education system.

CO3: The course has also been designed to acquaint the students about curriculum designing and the

development of curriculum with special reference to various models.

CO4: It will also orient the students in curriculum analysis and evaluation.

Books Recommended

Bob Moon and Patricia Murphy (Ed) (1999). Curriculum in Context; Paul Chapman

Publishing, London

Chomsky, N (1986). Knowledge of Language; Prager, New York

Datta, D. M. (1972). Six Ways of Knowing Calcutta University Press, Calcutta.

G.W. Ford and Lawrence Pungo, (1964). The Structure of Knowledge and the Curriculum Rand

McNally and Company, Chicago

Kelley, A. B. (1996). The Curricular Theory and Practice; Harper and Row, U. S

Margaret, K.T. (1999). The open Classroom, Orient Longman: New Delhi.

Nirantar (1997). Developing a Curriculum for Rural Women, Nirantar, New Delhi.

Padma M. Sarangapani (2003). Constructing School Knowledge; An Ethnography of learning in

an Indian Village, Sage Publication Inc, New Delhi

Paul Hirst: Knowledge and Curriculum

2nd Semester


Course Title: Dissertation Work-I Internal: 50

Preparation of Research Proposal 02 Credits

i. Allotment of Supervisor

ii. Discussion on theme & selection of research problem

iii. Review of Related Literature

iv. Preparation of Synopsis

Evaluation/Examination

Two copies of the research proposal shall be submitted by the students in their second semester

in the Office of the Head, School of Education. The synopsis shall be thoroughly examined and approved

by the Departmental Research Committee. The committee shall award the 25 marks to the concerned

students on the basis of the content, coherence and methodology adopted in the research proposal and

25 marks will be awarded to the students on the basis of their presentation of the research proposal

before the departmental research committee under the overall supervision of the Head of the

Department. The Head of the Department in consultation with the concerned supervisor/s shall co-

ordinate all the preparations for the conduct of presentations of synopsis for all the students within the

stipulated period of time.

COURSE OUTCOMES

CO1: The Dissertation for the students of M.Ed course is compulsory and it is to be completed as a

partial, fulfillment of the course.

CO2: To bridge the gaps in the preparation of a good researcher and practitioner in the Educational

Institutions, CO3: In this backdrop, the first component of the dissertation work component shall enable

the students to learn how to prepare the synopsis for any research study.

CO4: It will also enable them to scan the related literature in their research area.

CO5: It will also enable the students need to be fully groomed in the research pursuits.

2nd Semester

Course Code: Edu-210 Max. Marks: 100

Course Title: Higher Education Internal: 40


Unit I: Higher Education in India 10 hrs

i) Higher Education: Meaning, Objectives and Functions

ii) Concept of a University; types of Universities in India

iii) Contemporary Indian Higher Education- An Overview

iv) Higher education and National Development

v) The Constitutional Provisions Regarding Indian Higher Education System

Unit II: Policy perspectives in Higher Education 10 hrs

i) University Education commission (1948-49)

ii) Indian Education Commission (1964-66)

iii) National Policy on Education (1986)

iv) CABE Committee Report (2005)

v) National Knowledge Commission (2009)

vi) Rashtriya Uchithar Siksha Abhiyan (RUSA 2012)

Unit III: Regulatory Bodies of Higher Education 10 hrs

i) University Grants Commission (UGC)

ii) All India Council of Technical Education (AICTE)

iii) Indian Council of Social Science Research (ICSSR)

iv) Council of Scientific and Industrial Research (CSIR)

v) Medical council of India (MCI)

vi) National Council of Teacher Education (NCTE)

vii) National Assessment and Accreditation Council (NAAC)

(A brief Description about the nature and functions of the above mentioned regulatory bodies

with the focus on mechanism of ensuring quality control in higher education)

Unit IV: Globalization and Higher Education 10 hrs

i) Meaning and Nature of Globalization

ii) Impact of Globalization on Higher Education with special reference to:

World Trade Organization (WTO)

General Agreement on Trade and Services (GATs) in Higher Education

iii) Globalization and Challenge before Higher Education at different levels

iv) Internationalization of Higher Education-issue of mobility, brain drain, brain gain

and brain exchange

Unit V: Issues and Problems of Higher Education 10 hrs

i) Autonomy and Quality in Higher Education

ii) Open and Distance Learning (ODL) at the Tertiary Level.

iii) University Governance

iv) Private initiatives in Higher Education

v) Private Public Partnership in Higher Education

Seminars, Special lectures, Tutorials, Term Papers and Practicum etc 10 hrs





carry 10 marks.

COURSE OUTCOMES

CO1: To acquaint the students with the basic concepts of Indian Higher Education System.

CO2: It will enable the students to develop an understanding about the integration of higher education

with the national development.

CO3: It will also lead the students to develop the critical perspective of the issues prevailing in the

Higher education System in India particularly relating to Quality, Autonomy, Governance, Privatization

and Internationalization.

CO4: It acquainted them with various regulatory bodies that govern the higher education system in the

country.

CO5: It familiarizes the students regarding various issues that emerge as a result of migration of

students, teachers and technician abroad

Books Recommended

Agarwal, P. (2009), Indian higher education- envisioning the future, Sage publication.

Kidwai, A.R. (2012), Higher education: Issues and Challenges, Viva books.

Kohli V.K. Current Problem in Indian Education.

Mohanty, J. (2002), Current trends in Higher education, Deep and Deep publisher

Powar, K.B. (2003), Internationalization of Higher Education : Focus on India, Published by Amity

University press and Amity Foundation for Higher Learning, New Delhi

Powar, K.B. (Ed. 2002), Internationalization of higher education, Published by Association of

Indian Universities, New Delhi

Ramachandran, C.M. (1987), Problems of higher education in India, Mittal Publications.

Rao, K.S. (1999), Management of autonomy in autonomous colleges, Vikas, New Delhi

Rao, K.S. et. al (1999), Autonomous and Non- autonomous colleges: selected case studies, Vikas,

New Delhi,

Reddy, G.M. (1996), Higher education in India- conformity, crisis and innovation, Sterling Pub

Private Ltd .

Reddy, K.V. (1996), New directions in higher education in India, creative books.

Sam Pitroda, National knowledge Commission, (2005) New Delhi: MHRD.

2nd Semester

Course Code: Edu-215 Max. Marks: 100

Course Title: Instructional Technology Internal: 40


Unit I: Teaching & Models of Effective Instructions

i) Concept, Characteristics and Phases of Teaching

ii) Principles and Maxims of Teaching

iii) Models – Concept Attainment (J. Bruner) 10 hrs

iv) Meaning & Importance of Teaching devices (with special reference to Home

Assignment, Discussion, Dramatization, Illustration, Lecturing & Narration.

Unit II: Taxonomy of Educational Objectives

i) Meaning, Objectives & Types,

ii) Writing Objectives in behavioural terms. 10 hrs

iii) Bloom’s Taxonomy of instructional objectives: Cognitive, Affective &

Psychomotor domains.

iv) Formulation of Instructional Objectives (Mager’s Approach).

Unit: III: Audio-Visual Aids & Computer Applications

i) Meaning, Advantages & Types of A-V-aids.

ii) Projected (Film, Film Straps, Overhead Projector, Slides), Non-Projected

(Graphics, 3-D aids, Display boards, Audio aids), Use of Radio, TV & Newspaper

as teaching aids. 10 hrs

iii) Multimedia Approach: concept, characteristics and uses in education.

iv) Computer Assisted Instruction (C.A.I.) : Concept, characteristics and uses in

education

Unit IV: A. Communication and Teaching Learning

i) Concept, Sources and Principles of communication

v) Classroom communication – Verbal and Non-verbal 10 hrs

ii) Barriers of communication.

B. Techniques of Teacher-Preparation

i) Micro-teaching,

ii) Simulated Teaching,

iii) Blended Learning

iv) Team Teaching

Unit-V: A detailed discussion of the following

i) Play way Method

vi) Dalton Plan 10 hrs

ii) The project Method

iii) Heuristic Method






carry 10 marks.

COURSE OUTCOMES

CO1: To develop and enhance Teaching skills and competencies among the learners in order to make

teaching learning process more effective.

CO2: It will make them familiar with the various innovative techniques used in educational technology.

CO3: The course will help the learners to gain mastery in Teaching devices, digital tools and computer

techniques used in teaching learning process.

CO4: It will also enable the students to understand about the important structures, steps and techniques of

teacher preparation.

CO5: It will make the students aware with the various methods, strategies and techniques used in

educational technology.

Recommended Books

Dwight, A. and Ryan, K. (1969) Micro Teaching, Addison Wesley Pub Co.London

Austin, F.M. (1961) Art of Questioning in the Classroom, University of London Press Ltd. London

Davide, B. (1960) The Process of Communication, Holt & Rinehart New York.

Bhatta B. D. and Sharma, S.R. (1992) Educational Technology- concept and techniques, Kanishka

Pub House, New Delhi

Buch, M.B. and Santharam, M.R. (1972) Communication in Classroom, CASE, Faculty of Ed. and

Psy. M.S. Univ. Baroda

Cherry, C. (1968) On Human Communication, MIT Press, Massachusetts

Dale, E. (1961) Audio Visual Methods in Teaching (Revised) Holt Rinehart and Einston, New York.

Das R.C. (1993) Educational Technology-A Basic Text, Sterling, New Delhi.

Irork, D. (1971) The Management of Learning, McGraw Hill London

Jangira N.K. and Singh, A. (1982) Core Teaching skills: The Micro Teaching Approach, NCERT,

New Delhi

Joyce, B & Weil, M. (1982). Models of Teaching, Prentice Hall, New Jersey.

course structure for m. ed semester-ii - bgsb u for m.ed semester ii.pdfnote for paper setters the...

Documents