m.ed. - 2014-15 onwards sde page 1 of 27 bharathiar...

M.Ed. - 2014-15 onwards – SDE of 27

BHARATHIAR UNIVERSITY: COIMBATORE – 641 046

SCHOOL OF DISTANCE EDUCATION (SDE)

DEGREE OF MASTER OF EDUCATION

(NON-SEMESTER PATTERN)

(For the Candidates admitted from the academic year 2014-2015 onwards)

1. REGULATIONS

(Effect from the academic year 2014-15 Batch and onwards)

2. MASTER OF EDUCATION (M.Ed.) IN DISTANCE EDUCATION

The M.Ed. Programme offered by the School of Distance Education, Bharathiar

University is recognized by the National Council of Teacher Education (NCTE) and

Distance Education Bureau (DEB)-UGC, New Delhi. The M.Ed. programme with an

annual intake of 250 candidates will be conducted in the Ten approved counseling

centres.

3. ELIGIBILITY FOR ADMISSION TO THE COURSE AND EXAMINATION

Teachers/Teacher educators and administrators, who wish to pursue M.Ed.

course for professional development may be admitted to the M.Ed. course offered by

the School of Distance Education, Bharathiar University, provided she/he has passed

a B.Ed. degree examination of any University recognized by the Syndicate as

equivalent thereto with not less than an average of 50% of marks theory and

practical put together and two years teaching/professional experience after

completion of B.Ed. programme in a Government / Government recognized College /

NCTE recognized Teacher Education/Research Institution in Education is a must.

No candidate shall be admitted to the Examination unless he has taken the

qualifying B.Ed. Degree in Education.

No candidate shall be eligible for the degree of M.Ed. unless she/he has

completed the prescribed course of study and has passed the qualifying examination

and has satisfied the Examiners in a thesis on an approved subject.

4. Selection of the Candidates

Candidate will be selected for admission of the M.Ed. programme on the basis of

marks secured in the Entrance Examination and Mark secured in B.Ed. programme

and as Tamilnadu government reservation norms.


5. GENERAL FRAMEWORK

Duration of the Course:

The duration of the course shall be two academic years.

Two spells with 15 days each (10 days counselling classes and 05 days

workshop) shall be conducted during the course of study.

Minimum period to complete the course: 2 years

Maximum period to complete the course : 4 years

Medium of Instruction:

English only

Counselling-cum-Contact Programme & Workshop:

In the first year, 10 days Counselling and 5 days Workshop classes will be

conducted. There shall be 120 instructional hours in total for first year. Similarly, in

second year, 10 days Counselling and 5 days Workshop classes will be conducted.

There shall be 120 instructional hours in total for second year. In total 240

instructional hours are provided for the entire two years course.

Attendance at the Counselling–cum-Contact & Workshop Classes is

Compulsory. If the candidate does not attend the Counselling cum Contact &

Workshop classes in a particular year due to any reason, he/she will be permitted to

appear for the examination in the next academic year after satisfying all the other

formalities, including attendance of the programme.

The University reserves the right either to increase or to decrease the number

of seats at any programme centre.

The University reserves the right to add, delete or merge centres, if needed,

and also to shift students from one centre to another without notice.

Counselling cum Contact & Workshop classes of 15 days duration will be

organized in allocated study centers in each year. Attendance at the

Counselling cum Contact & Workshop is compulsory. Candidates who fail to

attend the programme will not be allowed for the examinations.


Candidates have to make their own arrangements for their stay during the

period of the programme.

The candidates will be informed about the centre and dates of Counselling

cum Contact & Workshop Classes after admission.

Internal Assessment

The M.Ed. Programme through distance education shall also have the system

of internal assessment as it is applicable in case of the regular students of

M.Ed Programme.

Internal assessment shall carry 25 marks in each paper.

The components of internal assessment in every course/paper will be as

follows:

o One class test of 10 marks,

o One assignment of 8 marks; and

o Attendance in the PCP of 7 marks

A candidate, who fails to complete the internal assessment components, shall

not be eligible to appear in the examination.

Assignment

Assignment is a means of continuous assessment of theory and practical.

Assignments will help the learners to recapitulate the theory and go back to the text

again in case students are unable to answer a particular question. Hence,

assignments also help to reinforce the learning in Distance learning system of

education.

6. COURSE OF STUDY

I Year

01 Philosophy and Sociology of Education

02 Psychology of Education

03 Methods of Research and Statistics in Education


II Year

04 Curriculum Principles and Planning

05 Teaching Theory and System

06 Evaluation in Education Theory and Practice

Dissertation

Candidates pursuing the M.Ed. Degree Course of study through the School of

Distance Education, Bharathiar University may submit their dissertation at the end of

the second year. M.Ed. dissertation will be guided by the faculty of the Department of

Education (SDE and Regular) Bharathiar University and approved guides from the

respective M.Ed. counselling centres from the beginning of the programme. Those

who fail to submit the dissertation in time will be permitted to submit the same after

six months with a penalty fee prescribed by the University. Each dissertation shall be

accompanied by a certificate signed by the supervisor and counter signed by the

course Co-ordinator and Head of the Department of Education, SDE, Bharathiar

University to the effect that the thesis has been prepared under the direction of the

Supervisor and that it had not been the basis for the award of any degree or diploma

earlier.

6. SCHEME OF EXAMINATION

There shall be examination at the end of the first and second year. The Scheme of

Examination will be as follows:

FIRST YEAR EXAMINATION

Sl.

No. Papers

Internal Mark University Exam. Mark Total Marks

Max. Min Time in Hrs.

Max. Min Max. Min

1. Philosophy and

Sociology of Education 25 12.5 3 100 50 125 62.5

2 Psychology of

Education 25 12.5 3 100 50 125 62.5

3

Methods of Research

and Statistics in

Education

25 12.5 3 100 50 125 62.5

Total 75 37.5 300 150 375 187.5


SECOND YEAR EXAMINATION

Sl.

No. Papers

Internal Mark University Exam. Mark Total Marks

Max. Min Time in Hrs.

Max. Min Max. Min

4 Curriculum Principles

and Planning 25 12.5 3 100 50 125 62.5

5 Teaching Theory and

Systems 25 12.5 3 100 50 125 62.5

6

Evaluation in

Education Theory and

Practice

25 12.5 3 100 50 125 62.5

Total 75 37.5 300 150 375 187.5

The following break up of marks will be followed for assessment of thesis.

a Internal valuation 50

b Valuation by External Examiner 50

c Viva-voce 50

TOTAL 150

Candidates who fail in the dissertation shall have to resubmit the dissertation.

S.No. Year No. of Papers Maximum Marks

1. I-Year Three Papers (1-3) 375

2.

II Year

Three Paper (4-6) 375

3. Dissertation 150

TOTAL 900


7. PATTERN OF UNIVERSITY EXAM QUESTION PAPER

For the theory papers (University Exam), there will be 7 questions in the

question paper with Part-A (1-4) and Part-B (5-7). The candidates have to answer to

any 2 questions out of the 4 questions asked in Part-A and ‘All’ questions with

internal choices in Part-B. Each question will carry 20 marks with the maximum of

100 marks (=5x20 marks). Model question paper is in the annexure-1.

8. VALUATION & PASSING MINIMUM

a. There shall be a university examination (max. 100 marks) for each of the

written papers and 25 marks as internal marks. The written papers will be

evaluated by one internal or one external examiner.

b. Each written paper will be valued by one examiner.

c. Each thesis shall be valued by two examiners, internal and external. Each

examiner shall value for a maximum of 50 marks. If both the examiners pass

the thesis by awarding 50% or more, thesis valuation shall be taken final. If

both the examiners fail the thesis by awarding less than 50% of marks, then

the candidate shall deemed to have failed in the thesis. If one examiner passed

the thesis by 50% or more marks and the other examiner fails, then the thesis

shall be sent to a third examiner for valuation. In such case, the best of the two

marks awarded by the three examiners shall be taken as final. The total marks

awarded by the two examiners will be taken as the evaluated marks for the

thesis.

d. The minimum marks for a pass in each paper and thesis will be 50% in the

university examination. The minimum marks for pass in the thesis will be

50% in the evaluation of both the Research Supervisor and the External

Examiner taken together and 50% in the total of evaluation of the thesis and

the via-voce examination.


9. CLASSIFICATION OF SUCCESSFUL CANDIDATES

Those candidate who have passed the examination in the first attempt with

75% of marks or above on an average of theory papers and dissertation put together

shall be declared to have passed the degree examination with ‘Distinction’. Those

candidates who have passed the examination with an average of 60% and above but

below 75% will be declared to have passed the degree examination in ‘First Class’.

The other successful candidates shall be declared to have passed the degree

examination in ‘Second Class’.

10. RESTRICTIONS ON EXAM APPEARANCE

Candidates shall be required to complete the course within a period of 4 years

from the date of his/her admission to the course with a maximum of 4 attempts for

each paper and dissertation.


11. SYLLABUS OF THE COURSE (THEORY)

FIRST YEAR

M.ED. 01 PHILOSOPHY AND SOCIOLOGY OF EDUCATION

BLOCK-1: MEANING AND SCOPE OF PHILOSOPHICAL INQUIRY IN EDUCATION

UNIT-1: NATURE AND SCOPE OF PHILOSOPHICAL INQUIRY IN EDUCATION

UNIT-2: NEED FOR PHILOSOPHICAL FRAMEWORK

UNIT-3: ROLE OF CONCEPTUAL ANALYSIS IN EDUCATION

UNIT-4: CONCEPTUAL ANALYSIS OF EDUCATION AND RELATED CONCEPTS

UNIT-5: CRITERIA OF EDUCATIVE PROCESS

BLOCK-2: PHILOSOPHICAL ANALYSIS OF EDUCATION

UNIT-6: CHILD CENTERED AND STUDENT CENTERED EDUCATION

UNIT-7: LEARNING SOCIETY

UNIT-8: LIFE LONG LEARNING

UNIT-9: OPEN LEARNING

UNIT-10: FREEDOM AND DICIPLINE

UNIT-11: LEARNING BY DOING

BLOCK-3: EPISEMOLOGY AND EDUCATION

UNIT-12: EPISTEMOLOGICAL ANALYSIS OF SOURCES OF KNOWLEDGE

UNIT-13: THEORIES OF KNOWLEDGE AND VALIDATION OF KNOWLEDGE

UNIT-14: LOGIC AND EDUCATION

UNIT-15: RELATIONSHIP BETWEEN EPISTEMOLOGY AND EDUCATION

UNIT-16: EPISTEMOLOGICAL BASES OF CURRICULUM

UNIT-17: DISCIPLINES AND THEIR METHODOLOGICAL IMPLICATIONS

UNIT-18: ORGANIZATION OF CURRICULUM

BLOCK-4: AXIOLOGY AND EDUCATION

UNIT-19: MEANING AND NATURE OF VALUES

UNIT-20: MEANING AND NATURE OF ETHICS AND AESTHETICS IN EDUCATION

UNIT-21: TYPES OF VALUES AND VALUE HIERARCHIES


UNIT-22: PHILOSOPHICAL PERSPECTIVES OF VALUES – IDEALISTIC, NATURALISTIC,

REALISTIC AND PRAGMATIC

UNIT-23: INDIAN VALUE SYSTEM

UNIT-24: RELATIONSHIP BETWEEN AXIOLOGY AND EDUCATION

UNIT-25: VALUES AND CURRICULUM

UNIT-26: VALUE EDUCATION AND APPROACHES TO VALUE EDUCATION

BLOCK-5: MAJOR SCHOOLS OF PHILOSOPHY

UNIT-27: IDEALISM AND EDUCATION

UNIT-28: NATURALISM AND EDUCATION

UNIT-29: REALISM AND EDUCATION

UNIT-30: PRAGMATISM AND EDUCATION

UNIT-31: MARXISM EXTENTIALISM AND EDUCATION

UNIT-32: KEY IDEAS OF PLATO, ARISTOTIC, ROUSSEAU, DEWEY

UNIT-33: KEY IDEAS OF MONTESSORI, PETALOZZI, FROEBEL

UNIT-34: CHRISTIAN AND ISLAMIC PHILOSOPHIES ON EDUCATION

UNIT-35: PHILOSOPHICAL BASES OF MEDIEVAL AND LIBERAL EDUCATION

BLOCK-6: MAJOR SYSTEMS OF INDIAN PHILOSOPHY

UNIT-36: SANKHYA AND VEDANTA – IDEAS AND IMPLICATIONS

UNIT-37: BUDDHISM AND JAINISM – IDEAS AND IMPLICATIONS

UNIT-38: CONTRIBUTIONS OF TAGORE

UNIT-39: CONTRIBUTIONS OF VIVEKANANDA

UNIT-40: CONTRIBUTIONS OF AUROBINDO

UNIT-41: CONTRIBUTIONS OF GANDHIJI

BLOCK-7: EDUCATION AND THE SOCIAL SYSTEM

UNIT-42: NEED FOR SOCIOLOGICAL APPROACH TO EDUCATION

UNIT-43: CULTURE – MEANING, SIGNIFICANCE AND CHARACTERISTICS

UNIT-44: UNIVERSALITY AND PARTICULARITY OF CULTURE

UNIT-45: SOCIALISATION AND EDUCATION


UNIT-46: CULTURE AND PERSONALITY

UNIT-47: SCHOOL AS A SYSTEM AND ITS IMPACT ON THE CHILD

BLOCK-8: EDUCATION AND THE SOCIAL ORDER

UNIT-48: SOCIAL STRATICATION – CLASS AND CASTE

UNIT-49: SOCIAL MOBILITY

UNIT-50: GROUP CONFLICT AND PREJUDICE

UNIT-51: SOCIALISTIC PATTERN OF SOCIETY

UNIT-52: SOCIAL CONTROL AND EDUCATION

BLOCK-9: EDUCATION OF THE DISADVANTAGED GROUPS

UNIT-53: DISADVANTAGED GROUPS – MEANING, TYPES

UNIT-54: EDUCATION OF WOMEN

UNIT-55: EDUCATION OF SC/ST GROUPS

UNIT-56: EDUCATION OF DISABLED CHILDREN

BLOCK-10: MODERNISATION AND EDUCATION

UNIT-57: MODERNISATION – CONCEPTS, CHARACTERISTICS

UNIT-58: SOCIAL CHANGE – CONCEPT, TYPES

UNIT-59: ADVANCES IN SCIENCE AND TECHNOLOGY – THE EMERGENCE OF KNOWLEDGE

SOCIETY

UNIT-60: ROLE OF MEDIA IN MODERNISATION

BLOCK-11: EDUCATION AND ECONOMIC ORDER

UNIT-61: ECONOMIC ORDER AND EDUCATION

UNIT-62: EDUCATION AS INVESTMENT

UNIT-63: ROLE OF EDUCATION IN ECONOMIC DEVELOPMENT

BLOCK-12: HUMAN RESOURCE DEVELOPMENT AND EDUCATION

UNIT-64: MEANING AND IMPORTANCE OF HRD

UNIT-65: PROBLEMS OF HRD

UNIT-66: MAN POWER REQUIREMENT AND EDUCATION

UNIT-67: EDUCATION AND EMPLOYMENT

UNIT-68: EQUITY OF EDUCATIONAL OPPORTUNITIES


M.ED. 02 PSYCHOLOGY OF EDUCATION

BLOCK 1 – INTRODUCTION TO PSYCHOLOGY

UNIT 1 : PSYCHOLOGY AS A DISCIPLINE

UNIT 2 : METHODS OF PSYCHOLOGY

UNIT 3 : SCHOOLS OF PSYCHOLOGY

UNIT 4 : EDUCATIONAL PSYCHOLOGY

BLOCK 2 – FOUNDATIONS OF BEHAVIOUR

UNIT 5 : GENETIC DETERMINANTS OF BEHAVIOUR

UNIT 6 : INTRODUCTION TO HUMAN NERVOUS SYSTEM

UNIT 7 : BIOCHEMICAL DETERMINANTS OF BEHAVIOR

UNIT 8 : ENVIRONMENTAL DETERMINANTS OF BEHAVIOR

BLOCK 3 – DIMENSIONS OF DEVELOPMENT I

UNIT 9 : BASIC CONCEPTS OF GROWTH AND DEVELOPMENT

UNIT 10 : METHODS OF STUDY OF GROWTH AND DEVELOPMENT

UNIT11 : DEVELOPMENTAL TASKS

UNIT 12 : PHYSICAL AND MOTOR DEVELOPMENT

UNIT 13: SOCIAL DEVELOPMENT – THEORY OF ERIKSON

UNIT 14 : EMOTIONAL DEVELOPMENT

BLOCK 4 – DIMENSIONS OF DEVELOPMENT II

UNIT 15 : COGNITIVE DEVELOPMENT – PIAGET AND BRUNER

UNIT 16 : MORAL DEVELOPMENT – PIAGET AND KOHLBERG

UNIT 17 : LANGUAGE DEVELOPMENT

UNIT18 : BEHAVIOURAL CHARACTERISTICS AND PROBLEMS – CHILDHOOD AND

ADOLESCENCE

BLOCK 5 – THEORIES OF LEARNING I

UNIT 19 : LEARNING – CONCEPTS AND TYPES

UNIT 20 : CLASSICAL CONDITIONING – PAVLOV

UNIT 21 : OPERANT CONDITIONING – SKINNER

UNIT 22 : DRIVE AND REDUCTION THEORY – HULL


UNIT 23 : CONTIGUITY THEORY – GUTHRIE

UNIT 24 : OBSERVATIONAL LEARNING -BANDURA

BLOCK 6 – THEORIES OF LEARNING II

UNIT 25 : COGNITIVE FIELD THEORYU- TOLMAN

UNIT 26 : GESTALT THEORY – KOHLER, WERTHEIMER, AND YERKES

UNIT 27 : DISCOVERY LEARNING - BANDURA

UNIT 28 : MEANINGFUL RECEPTION LEARNING – AUSUBEL

UNIT 29 : HIERARCHY OF LEARNING TYPES – GAGNE

UNIT 30 : INFORMATION PROCESSING – THEORY

UNIT 31 : HUMANISTIC VIEWS ON LEARNING – ROGER

BLOCK 7 – SPECIFIC TYPES OF LEARNING

UNIT 32 : LEARNING OF CONCEPTS AND CONCEPT HIERARCHIES

UNIT 33 : LEARNING OF PRINCIPLES

UNIT 34 : LEARNING OF PERCETUAL PSYCHOMOTOR SKILLS

UNIT 35 : LEARNING OF PROBLEM SOLVING

UNIT 36 : LEARNING OF COGNITIVE STRATEGIES

UNIT 37 : LEARNING OF ATTITUDES AND VALUES

BLOCK 8 – ISSUES RELATING TO LEARNING

UNIT 38 : INDIVIDUALISED INSTRUCTIONAL SYSTEM – PROGRAMMED INSTRUCTION

UNIT 39 : MASTERY LEARNING AND MODULAR APPROACH

UNIT 40 : REMEMBERING AND FORGETTING

UNIT 41 : TRANSFER OF LEARNING

UNIT 42 : MOTIVATION IN LEARNING

UNIT 43 : GROUP DYNAMICS

BLOCK 9 – INDIVIDUAL DIFFERENCES

UNIT 44 : INDIVIDUAL DIFFERENCES IN COGNITIVE ABILITIES – INTELLIGENCE,

APTITUDES

UNIT 45 : INDIVIDUAL DIFFERENCES IN COGNITIVE ABILITIES – CREATIVITY,

COGNITIVE STYLES


UNIT 46 : INDIVIDUAL DIFFERENCES IN ATTITUDES AND VALUES

UNIT 47 : INDIVIDUAL DIFFERENCES IN INTERESTS

UNIT 48 : MANAGEMENT OF INDIVIDUAL DIFFERENCES

UNIT 49 : EDUCATION OF EXCEPTIONAL CHILDREN

BLOCK 10 – THEORIES OF PERSONALITY I

UNIT 50 : PERSONALITY -BASIC CONCEPTS AND APPROACHES

UNIT 51 : TYPE THEORIES OF PERSONALITY

UNIT 52 : TRAIT THEORIES – ALLPORT, GUILFORD, CATTELL AND EYSENCK

UNIT 53 : PSYCHOANALYTIC THEORIES – FREUD

UNIT 54 : PSYCHOANALYTIC THEORIES – JUNG AND ADLER

UNIT 55 : NEO- FREUDIAN VIEWS OF PERSONALITY – ERIKSON, HORNEY AND FROMM

BLOCK 11 – THEORIES OF PERSONALITY II

UNIT 56 : HUMANISTIC VIEWS OF PERSONALITY –ROGER AND MASLOW

UNIT 57 METHODS OF ASSESSING PERSONALITY

UNIT 58 CONCEPT OF MATURE PERSONALITY AND ‘ SHITAPRAGNA’

UNIT 59 VALUE OF YOGA AND MEDITATION

BLOCK 12 – ADJUSTMENT AND MENTAL HEALTH

UNIT 60 : ADJUSTMENT AND MENTAL HEALTH – BASIC CXONCEPTS

UNIT 61 : MECHANISMS OF ADJUSTMENT

UNIT 62 : COMMON FORMS OF MENTAL DISORDERS

UNIT 63 : MENTAL HYGIENE

UNIT 64 : GUIDANCE- EDUCATIONAL AND VOCATIONAL

UNIT 65 : COUNSELLING


M.ED- 03 METHODS OF RESEARCH AND STATISTICS IN EDUCATION

1. INTRODUCTION

UNIT – 1 KNOWLEDGE – GENESIS AND GROWTH

UNIT – 2 CHARACTERISTICS OF SCIENTIFIC KNOWLEDGE

UNIT – 3 ACQUIRING KNOWLEDGE PHENOMENOLOGY

UNIT – 4 ACQUIRING KNOWLEDGE – DIALECTICAL AND POSITIVISTIC

APPROACHES

UNIT – 5 ACQUIRING KNOWLEDGE – SCIENTIFIC METHOD

UNIT – 6 SCIENTIFIC KNOWLEDGE AND ITS USE FOR MANKIND

2. EDUCATIONAL RESEARCH

UNIT – 7 EDUCATIONAL RESEARCH – MEANING AND SCOPE

UNIT – 8 EDUCATIONAL RESEARCH – ITS CHARACTERISTICS

UNIT – 9 PROBLEMS IN EDUCATIONAL RESEARCH

UNIT – 10 EDUCATIONAL RESEARCH – APPROACHES

UNIT – 11 VALUABLES IN EDUCATIONAL RESEARCH

3. AREAS OF EDUCATIONAL RESEARCH

UNIT – 12 CONTENT OF EDUCATION

UNIT – 13 PROCESS OF EDUCATION

UNIT – 14 LEVELS OF EDUCATION

UNIT – 15 PRIORITY AREAS OF EDUCATIONAL RESEARCH

4. RESEARCH PROBLEM

UNIT – 16 IDENTIFICATION OF RESEARCH PROBLEM

UNIT – 17 FORMULATION OF RESEARCH PROBLEM

UNIT – 18 MEANING AND ROLE OF RESEARCH PROBLEM

UNIT – 19 HYPOTHESES IN EDUCATIONAL RESEARCH

UNIT – 20 DEFINING SCOPE OF RESEARCH STUDY

5. REVIEW OF RELATED LITERATURE

UNIT – 21 IMPORTANCE OF REVIEW OF RELATED LITERATURE

UNIT – 22 RELATED LITERATURE

UNIT – 23 SOURCES OF RELATED LITERATURE – PRIMARY, SECONDARY

AND OTHERS

UNIT – 24 DOCUMENTATION OF RELATED LITERATURE

6. METHODS OF RESEARCH

UNIT – 25 HISTORICAL RESEARCH

UNIT – 26 PHILOSOPHICAL RESEARCH


UNIT – 27 SURVEY – DESCRIPTIVE, NORMATIVE AND ANALYTICAL

UNIT – 28 CORREALTIONAL AND CASUAL – COMPARATIVE STUDIES

UNIT – 29 EXPERIMENTAL AND QUASI – EXPERIEMENTAL RESEARCH

UNIT – 30 NATURALISTIC ENQUIRY – CASE STUDIES AND ETHNOGRAPHIC STUDIES

UNIT – 31 DEVELOPMENTAL STUDIES

7. DATA COLLECTION – TOOLS AND TECHNIQUES

UNIT – 32 TYPES OF DATA – QUALITATIVE AND QUANTITATIVE

UNIT – 33 CHARACTERISTICS AND SELECTION OF A GOOD MEASURING

INSTRUMENT

UNIT – 34 TOOLS OF DATA COLLECTION

UNIT – 35 TECHNIQUES OF DATA COLLECTION

8. SAMPLING

UNIT – 36 POPULATION AND SAMPLE

UNIT – 37 PROBABILITY SAMPLING

UNIT – 38 NON-PROBABILITYSAMPLING

UNIT – 39 SAMPLE SIZE

9. ANALYSIS OF DATA – QUALITATIVE AND QUANTITATIVE

UNIT – 40 ANALYSIS OF DATA IN RESEARCH – QUALITATIVE AND

QUANTITATIVE

UNIT – 41 CONTENT ANALYSIS

UNIT – 42 DESCRIPTIVE AND INFERENTIAL STATISTICS

UNIT – 43 SCALES OF MEASUREMENTS

UNIT – 44 GRAPHICAL REPRESENTATION OF DATA

UNIT – 45 MEASURES OF CENTRAL TENDENCY (CALCULATIONS)

UNIT – 46 MEASURES OF VARIABILITY (CALCULATIONS)

UNIT – 47 MEASURES OF RELATIVE POSITION (CALCULATIONS)

UNIT – 48 PROBABILITY DISTRIBUTION (CALCULATIONS)

UNIT – 49 MEASURES OF CORRELATION

10. PARAMETRIC STATISTICS AND NON-PARAMETRIC STATISTICS

UNIT – 50 SAMPLING DISTRIBUTION

UNIT – 51 RELIABILITY OF STATISTICAL MEASURES

UNIT – 52 TESTING OF HYPOTHESIS

UNIT – 53 TESTS OF SIGNIFICANCE OF DIFFERENCE

UNIT – 54 ANALYSIS OF VARIANCE ( PARAMETRIC STATISTICS)

UNIT – 55 NON-PARAMETRIC STATISTICS

UNIT – 56 COMPUTERS IN DATA ANALYSIS


11. INTERPRETAION AND GENERALIZATION OF RESULTS

UNIT – 57 RELATING OBJECTIVES OF STUDY OF RESULTS

UNIT – 58 INFERENCING – BASED ON STATISTICS

UNIT – 59 GENERALISATION OF RESULTS

UNIT – 60 IMPLICATIONS OF RESEARCH

12. RESEARCH PROPOSAL AND REPORTING

UNIT – 61 RESEARCH PROPOSAL

UNIT – 62 RESEARCH REPORT – PRELIMINARIES

UNIT – 63 RESEARCH REPORT – TEXT OF THE REPORT

UNIT – 64 RESEARCH REPORT – REFERENCES

UNIT – 65 RESEARCH REPORT – SUMMARY AND CONCLUSIONS

SECOND YEAR

M.ED-04. CURRICULUM PRINCIPLES AND PLANNING

BLOCK-1 : NATURE OF CURRICULUM

UNIT 1: MEANING OF CURRICULUM

UNIT 2: DIMENSIONS OF CURRICULUM

UNIT 3: NATURE OF CURRICULUM IN INDIA – A HISTORICAL PERSPECTIVE

BLOCK-2 : FOUNDATIONS OF CURRICULUM

UNIT 4: PHILOSOPHICAL FOUNDATIONS

UNIT 5: PSYCHOLOGICAL FOUNDATIONS

UNIT 6: SOCIOLOGICAL FOUNDATIONS

UNIT 7: APPROACHES OF CURRICULUM FRAMING – TRADITIONAL AND MODERN

UNIT 8: STYLES OF CURRICULUM THEORIZING

BLOCK-3: PATTERN OF CURRICULUM

UNIT 9: SUBJECT-CENTERED CURRICULUM

UNIT 10: EXPERIENCE AND ACTIVITY CURRICULUM

UNIT 11: CORE CURRICULUM

BLOCK 4: INNOVATIVE PATTERNS OF CURRICULUM

UNIT 12: BASIC EDUCATION CURRICULUM

UNIT 13: DALTON PLAN

UNIT 14: GARRY SYSTEM

UNIT 15: EIGHT YEAR STUDY PLAN

BLOCK 5: CURRICULUM PATTERN AT DIFFERENT LEVELS OF EDUCATION

UNIT 16: NATIONAL CURRICULUM


UNIT 17: SCHOOL CURRICULUM IN TAMILNADU

UNIT 18: CURRICULUM AT UNIVERSITY LEVEL

BLOCK 6: PRINCIPLE OF CURRICULUM CONSTRUCTION

UNIT 19: PRINCIPLES AND VALIDATION OF EDUCATIONAL OBJECTIVES

UNIT 20: ABC OF CURRICULUM

UNIT 21: SELECTION OF CONTENT

UNIT 22: DISTRIBUTION OF INSTRUCTIONAL TIME

BLOCK 7: SYSTEM APPROACH TO CURRICULUM DESIGNING

UNIT 23: CONCEPTS OF SYSTEM AND SYSTEM APPROACH

UNIT 24: SYSTEM ANALYSIS IN CURRICULUM DESIGNING

UNIT 25: CURRICULUM AS SYSTEM

BLOCK 8: CURRICULUM DEVELOPMENT

UNIT 26: CURRICULUM DEVELOPMENT AS A SYSTEMATIC PROCESS

UNIT 27: CURRICULUM DEVELOPMENT AS A CO-OPERATIVE EFFORT

UNIT 28: EVALUATION OF CURRICULUM PLAN

UNIT 29: ROLE OF AGENCIES IN CURRICULUM DEVELOPMENT

BLOCK 9: CURRICULUM TRANSACTION

UNIT 30: INSTRUCTIONAL MATERIALS

UNIT 31: ROLE OF ADMINISTRATORS AND TEACHERS

UNIT 32: CO- CURRICULUM

UNIT 33: HIDDEN CURRICULUM

BLOCK 10: EVALUATION OF CURRICULUM

UNIT 34: PRINCIPLES OF CURRICULUM IMPLEMENTATION

UNIT 35: ASPECTS OF CURRICULUM EVALUATION

UNIT 36: FORMATIVE AND SUMMATIVE EVALUATION OF CURRICULUM

BLOCK 11: DIMENSIONS OF CURRICULUM CHANGES

UNIT 37: CURRICULUM AS A DYNAMIC PROCESS

UNIT 38: CONTENT DIMENSIONS

UNIT 39: INSTRUCTIONAL DIMENSIONS

UNIT 40: ORGANIZATIONAL DIMENSIONS

BLOCK 12: CURRICULUM RENEWAL

UNIT 41: NEED FOR CURRICULUM RENEWAL

UNIT 42: APPROACHES TO CURRICULUM RENEWAL

UNIT 43: ROLE OF RESEARCH IN CURRICULUM RENEWAL

UNIT 44: CURRICULUM RENEWAL IN INDIA


M.ED.05 - TEACHING THEORY AND SYSTEMS

BLOCK 1: CONCEPT OF TEACHING

UNIT 1: CONCEPT OF TEACHING

UNIT 2: TEACHING AND LEARNING

UNIT 3: APPROACHES TO ANALYSIS OF TEACHING

BLOCK 2: THEORY OF TEACHING

UNIT 4: NEED AND FUNCTIONS OF THEORY

UNIT 5: BASES OF THEORIES OF TEACHING

UNIT 6: THEORIES OF TEACHING

BLOCK 3: MODELS OF TEACHING – I

UNIT 7: CONCEPT, NATURE AND CLASSIFICATION

UNIT 8: THE INDUCTIVE MODEL (HILDA TABA)

UNIT 9: THE INQUIRY TRAINING MODEL (RICHARD SUCHMAN)

UNIT 10: THE BIOLOGICAL SCIENCE INQUIRY MODEL (JOSEPH SUCAWAB)

UNIT 11: THE CONCEPT ATTAINMENT MODEL (JEROME BRUNER)

UNIT 12: THE COGNITIVE GROWTH MODEL (JEAN PIAGET)

UNIT 13: THE ADVANCE ORGANIZER MODEL (DAVID AUSUBEL)

BLOCK 4 : MODELS OF TEACHING – II

UNIT 14: THE JURISPRUDENTIAL MODEL (OLIVER AND SHANER)

UNIT 15: THE GROUP INVESTIGATIVE MODEL (HERBERT THELEN)

UNIT 16: THE LABORAFORY TRAINING (T-GROUP) MODEL (HERBERT SHEPPERD)

UNIT 17: THE SOCIAL INQUIRY MODEL (MESSALIAS AND COX)

BLOCK 5: MODELS OF TEACHING – III

UNIT 18: THE NON-DIRECTIVE TEACHING MODEL (CARL ROGERS)

UNIT 19: THE CLASS-ROOM MEETING MODEL (WILLIAM GLASER)

UNIT 20: THE AWARENESS TRAINING MODEL (WILLIAM SCHUTZ AND GEORGE BROWN)

UNIT 21: THE SYNECTICS MODEL (J.J GORDON)

UNIT 22: THE CONTINGENCY MANAGEMENT MODEL (RIM AND MASTERS)

BLOCK 6: STRATEGIES OF TEACHING - I

UNIT 23: STYLES OF TEACHING

UNIT 24: CLASSROOM TEACHING STRATEGIES

UNIT 25: GROUP TEACHING STRATEGIES

BLOCK 7: TEACHING SKILLS AND ACTIVITIES-I

UNIT 29: TEACHER FUNCTIONS

UNIT 30: SKILL OF INTRODUCING A LESSON

UNIT 31: SKILL OF EXPLAINING


UNIT 32: SKILL OF USING AUDIO-VISUAL AIDS

BLOCK 8: TEACHING SKILLS AND ACTIVITIES-II

UNIT 33: SKILL OF ILLUSTRATING WITH EXAMPLES

UNIT 34: SKILL OF INCREASING PUPIL PARTICIPATION

UNIT 35: SKILL OF REINFORCEMENT

UNIT 36: LESSON PLANNING

UNIT 37: MICRO – TEACHING

BLOCK 9: INTERACTIONS IN TEACHING

UNIT 38: A SYSTEM FOR ANALYZING INTERACTION – COGNITIVE FOCUS

UNIT 39: A SYSTEM FOR ANALYZING INTERACTION – AFFECTIVE FOCUS

UNIT 40: INTERACTION ANALYSIS OF CATEGORY SYSTEM - FLANDERS

UNIT 41: SOCIOMETRIC MODEL – MORENO

BLOCK 10: TEACHING EFFECTIVENESS

UNIT 42: CONCEPT AND CRITERIA OF TEACHING EFFECTIVENESS

UNIT 43: VARIABLES IN TEACHING EFFECTIVENESS

UNIT 44: TEACHER COMPETENCIES

BLOCK 11: ASSESSMENT OF TEACHING EFFECTIVENESS

UNIT 45: NEED AND PROBLEMS OF ASSESSING TEACHING EFFECTIVENESS

UNIT 46: METHODS OF ASSESSMENT OF TEACHING EFFECTIVENESS

UNIT 47: TECHNIQUES AND TOOLS OF ASSESSMENT OF TEACHING EFFECTIVENESS

M.ED.06- EVALUATION IN EDUCATION THEORY AND PRACTICE

BLOCK 1: BASIC CONCEPTS OF EVALUATION

UNIT 1: MEANING AND NEED FOR EVALUATION

UNIT 2: EDUCATIONAL MEASUREMENT

UNIT 3: SCALE OF MEASUREMENT

UNIT 4: PRINCIPLES AND FUNCTIONS OF EVALUATION

UNIT 5: MODELS OF EVALUATION

BLOCK 2: INSTRUCTIONAL OBJECTIVES AND EVALUATION

UNIT 6: MEANING, IMPORTANCE OF INSTRUCTIONAL OBJECTIVES

UNIT 7: TAXONOMY OF INSTRUCTIONAL OBJECTIVES – (COGNITIVE)

UNIT 8: TAXONOMY OF INSTRUCTIONAL OBJECTIVES – (AFFECTIVE AND PSYCHO-MOTOR)

BLOCK 3: QUALITIES OF A GOOD MEASURING INSTRUMENT

UNIT 9: VALIDITY

UNIT 10: RELIABILITY

UNIT 11: OTHER QUALITIES


BLOCK 4: TECHNIQUES OF EVALUATION

UNIT 12: CLASSIFICATION OF TECHNIQUES AND TOOLS OF EVALUATION

UNIT 13: OBSERVATIONAL TECHNIQUES

UNIT 14: RATING SCALES

UNIT 15: SCHEDULES AND CHECK-LISTS

UNIT 16: PEER AND SELF-APPRAISAL

UNIT 17: SOCIOMETRY AND OTHER TECHNIQUES

BLOCK 5: TOOLS OF EVALUATION

UNIT 18: INTELLIGENCE TESTS

UNIT 19: APTITUDE TESTS

UNIT 20: PERSONALITY INVENTORIES

UNIT 21: INTEREST INVENTORIES

UNIT 22: ATTITUDE SCALES

UNIT 23: ADJUSTMENT INVENTORIES

UNIT 24: PROJECTIVE TECHNIQUES

BLOCK 6: ACHIEVEMENT TESTING

UNIT 25: TYPES OF ACHIEVEMENT TESTS

UNIT 26: PLANNING AND CONSTRUCTION OF OBJECTIVE TYPE ITEMS

UNIT 27: PREPARATION OF QUESTION PAPER QUESTION PAPER

UNIT 28: STANDARDIZATION OF TEST

BLOCK 7: DIAGNOSTIC TESTING

UNIT 29: MEANING AND NEED OF DIAGNOSTING TESTING

UNIT 30: DIAGNOSTIC TESTING

UNIT 31: USES OF DIAGNOSTIC TESTS

BLOCK 8: REMEDIAL INSTRUCTION

UNIT 32: REMEDIAL INSTRUCTION-MEANING AND PRINCIPLES

UNIT 33: PLANNING REMEDIAL INSTRUCTION

UNIT 34: REMEDIATION FOR IMPROVEMENT

BLOCK 9: EXAMINATION SYSTEM

UNIT 35: A REVIEW OF EXAMINATION SYSTEM

UNIT 36: A CRITIQUE OF THE PRESENT EXAMINATION SYSTEM

UNIT 37: NEW TREND IN EXAMINATION SYSTEM

BLOCK 10: INNOVATIONS IN EXAMINATION SYSTEM

UNIT 38: SEMESTER SCHEME

UNIT 39: QUESTION BANK

UNIT 40: OPEN-BOOK EXAMINATION


UNIT 41: MARKING AND GRADING SYSTEM

UNIT 42: COMPREHENSIVE EVALUATION SCHEMES

BLOCK 11: PROGRAMME EVALUATION

UNIT 43: MEANING, NEED AND PRINCIPLES OF PROGRAMME EVALUATION

UNIT 44: APPROACHES TO PROGRAMME EVALUATION

UNIT 45: EVALUATION OF EDUCATIONAL PROGRAMME

UNIT 46: UTILIZATION OF DATA OF PROGRAMME EVALUATION

BLOCK 12: INSTITUTIONAL EVALUATION

UNIT 47: MEANING AND NEED FOR INSTITUTIONAL EVALUATION

UNIT 48: CRITERIA AND PRINCIPLES OF INSTITUTIONAL EVALUATION

UNIT 49: APPROACHES TO INSTITUTIONAL EVALUATION

UNIT 50: USES OF INSTITUTIONAL EVALUATION


First Year M.Ed. Degree Examination, May 2014

(ODL Scheme)

EDUCATION

Paper.1- Philosophy and Sociology of Education

Time : 3 Hours Max.Marks: 100

Instructions: Answer any two questions from Part –A and all three questions from and Part-B. All questions carry equal marks.

PART –A 2 X 20 =40

1. a. Examine the need for philosophical framework in education b. What are the implications of the concept of democracy in education?

2. a. Examine the impact of epistemology on curriculum construction. b. Explain the pragmatic perspectives on values.

3. a. Discuss indoctrination as educative process. b. Explain in brief the sources of knowledge according to Indian philosophy. 4. a. Discuss educational ideas of Jainism. b. Explain in brief the sources of knowledge according to Indian philosophy.

PART –B 3 X 20 =60

5. a. What is socialization? Examine the role of school and peer-group in socialization.

b. Explain the concept of modernization. Discuss the role of education in modernizing a society.

OR 6. a. Discuss the relationship between education and human resource development. b. Examine the causes of social change. Discus the role of education in bringing desirable social change. 7. a. Discuss – Education as investment.

b. Explain in brief the problems of disadvantaged children.

OR

8. a. What is cultural lag? Discuss the role of culture in personality development of an individual.

b. Explain in brief the role of education in social control. 9. a. What is liberal education? Explain it in briefly.

b. Explain the philosophical bases of learning society.

OR 10. a. Justify school as a social system? Discuss the role of culture in social stratification. b. Explain the impact of education technology on teaching learning processes.


First Year M.Ed. Degree Examination, May 2014

(ODL Scheme)

EDUCATION

Paper.2- Psychology of Education


Instructions: Answer any two questions from Part –A and all three questions from and Part-B. All questions carry equal marks.

PART –A 2 X 20 =40

1. a. What are the basic postulates of Behaviouristic school of psychology? Explain their implications for class teaching at secondary school level. b. Explain Bruner’s views on discovery learning. Bringout their educational implications.

2. a. Explain Gangne’s hierarchy of learning and bringout its implications for classroom teaching-learning processes. b. Explain the basic concepts of growth and development.

3. a. Explain briefly Ausubel’s meaningful verbal learning and its importance in teaching. b. Describe the Erikson’s theories of psycho-social stages.

4. a. Discuss Tolman’s theory of learning. Bringout its implications. b. Discuss the information processing approach to learning.

PART –B 3 X 20 =60

5. a. Enumerate the characteristics of mature personality. Explain the concept of adjustment and mental health.

b. Explain the concept of modernization. Discuss the role of education in modernizing a society.

OR 6. a. Explain the meaning and types of counseling. b. Explain the Piaget’s stages of cognitive development. 7. a. Discuss on basic assumptions of neo-analytic perspective on personality.

b. Explain the techniques to enhance intrinsic motivation.

OR

8. a. Describe the theories of transfer of learning. b. Explain the principles of psychoanalytic school of psychology.

9. a. Discuss the Kohlberg’s views on moral development.

b. Explain the different methods of personality assessment. OR

10. a. Explain Guilford’s theory of intelligence. b. Discuss the value of meditation in the development of personality.


First Year M.Ed. Degree Examination, May 2014 (ODL Scheme) EDUCATION

Paper.3- Methods of Research in Education

Time : 3 Hours Max.Marks: 100 Instructions: Answer any two questions from Part –A and all three questions from and Part-B. All questions carry equal marks.

PART –A 2 X 20 =40

1. a. Explain the meaning and nature of educational research. Discuss its scope. b. Describe the uses of scientific knowledge for mankind. Explain the steps of scientific research.

2. a. Explain the criteria kept in view in the selection of a research problem with suitable examples. b. Explain the purposes of review of related literature at different stages of research.

3. a. Describe different methods of acquiring knowledge. b. Explain the priority areas of educational research. 4. a. Explain the principles to be followed in preparing a questionnaire. b. Explain the characteristics of normal probability curve.

PART –B

3 X 20 =60 5. a. Explain briefly the characteristics of a good research report. b. Explain the ethical considerations in educational research.

OR 6. a. What do you mean by ‘Operational definitions’? Explain the techniques of data collection. b. Differentiate the basic research and applied research in the education field.

7. a. Bringout the significance of formulation of hypothesis in educational research. b. Explain the different types of hypothesis with examples.

OR 8. a. Define ‘Sampling’. Explain different methods of probability sampling technique used in educational research.

b. Explain primary and secondary sources of related literature with suitable example.

9. a. A school adjustment inventory is administered to boys and girls of primary schools. Find out whether two groups differ significantly from each other.

Groups N Mean Standard Deviation Boys 100 34 11 Girls 100 32 8

b. Explain measures central tendency with suitable example.

OR 10. a. Define the terms ‘Sampling error’ and ‘Standard error’. Explain Type I error and Type II error with suitable examples.

b. Find out the Chi-square value for the given data : Groups Boys Girls Total Rural 47 43 90 Urban 23 27 50 Total 70 70 140


Second Year M.Ed. Degree Examination, May 2014

(ODL Scheme)

EDUCATION

Paper.4- Curriculum Principles and Planning


Instructions: Answer any two questions from Part –A and all three questions from Part-A (1-4) and Part-B. All questions carry equal marks.

PART –A 2 X 20 =40

1. a. What are the major principles to be considered while developing curriculum? b. Explain the historical perspective of curriculum development in India.

2. a. Explain the traditional and modern approaches followed in curriculum designing. b. Mention the styles of curriculum preparation. Explain any two of them.

3. a. Explain the role of NCERT and SCERT in curriculum development. b. What is the need for conducting research in the area of curriculum. 4. a. What is evaluation of curriculum necessary? b. How do you evaluate the effectiveness of curriculum?

PART –B 3 X 20 =60

5. a. What is the role of the teacher in curriculum construction? b. Explain the role of the community and administrators in curriculum development.

OR 6. a. What is child centred curriculum? What are its advantages? b. Explain the principles involved in effective implementation of the curriculum. 7. a. Explain the principles of school curriculum.

b. Bring out the importance of co-curriculum. OR

8. a. Explain the need for evaluation in curriculum implementation. b. What are the changes needed in the Maths, Science and Social Science curriculum at the secondary stage?

9. a. How do you say curriculum as a process?

b. Explain the role of educational technology in curriculum development. OR

10. a. Explain the system concept in curriculum development. b. Explain briefly the importance of unit plan and unit test.



(ODL Scheme)

EDUCATION

Paper.5- Teaching : Theory and System



PART –A 2 X 20 =40

1. a. Define Teaching. Describe the characteristics of good teaching. b. Explain the relationship between teaching and learning.

2. a. Explain the need and functions of theories of teaching. b. Discuss the approaches for analysis of teaching.

3. a. What are information processing models of teaching? Examine the significance of concept attainment model of teaching.

b. Analyse the conditions required for social inquiry models of teaching. 4. a. Explain the group teaching strategies. Write in brief the steps involved in group discussion work. b. What is interaction analysis in teaching? Explain the Flanders interaction analysis category system.

PART –B 3 X 20 =60

5. a. Compare and Contrast Lecture and Demonstration method. b. Explain Programmed instruction.

OR 6. a. Write a brief note on Activity Based strategies of teaching. b. Explain any Three micro-teaching skills with its components. 7. a. What is the importance of communication in teaching?

b. Write a brief note on lesson plan. OR

8. a. How will you assess the teaching effectiveness? b. Differentiate Achievement test from Diagnostic tests.

9. a. What is individualization of instruction?

b. Explain the nature of assignments. OR

10. a. What are the uses of models of teaching? b. Differentiate seminar from symposium.



(ODL Scheme)

EDUCATION

Paper.6- Evaluation In Education – Theory And Practice



PART –A 2 X 20 =40

1. a. Elucidate the concept of educational measurement b. Explain the different scales of measurement.

2. a. Explain need and importance of instructional objectives b. Explain the blooms taxonomy of educational objectives

3. a. Explain different types of achievement tests b. Explain steps used for standardizing of test

4. a. Explain the meaning and need for institutional evaluation b. Explain the need and importance of open book examination.

PART –B 3 X 20 =60

5. a. Discuss about diagnostic test and achievement test b. Explain observation technique and rating scale

(OR) 6. a. Explain marking and grading system

b. write short note on Question bank

7. a. write short note on models of evaluation b. what is aptitude scale

(OR) 8. a. Explain socio-metric techniques

b. Briefly explain the need of review of examination system

9. a. Explain the principles of remedial instruction b. Explain briefly different types of reliability tests.

(OR) 10. a. Explain different evaluation schemes

b. Write short note on affective domain related taxonomy of instructional objectives

m.ed. - 2014-15 onwards sde page 1 of 27 bharathiar...

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