study & evaluation scheme of master of education (m.ed...

M. Ed. Syllabus Applicable w. e. f. Academic Session 2011-12 (22022012) of 38

Study & Evaluation Scheme

of

Master of Education (M.Ed.)

[Applicable w.e.f. Academic Session 2011-12]

TEERTHANKER MAHAVEER UNIVERSITY Delhi Road, Moradabad, Uttar Pradesh-244001

Website: www.tmu.ac.in


TEERTHANKER MAHAVEER UNIVERSITY

MASTER OF EDUCATION (M.Ed.)

ORDINANCES, REGULATIONS & SYLLABUS

1. The duration for Master of Education (M.Ed.) Programme shall be one year and examination

shall be held at the end of the academic session.

2. A candidate shall be eligible for admission to the degree of Master of Education (M.Ed.), who After

graduation passed the B.Ed.course of one year or two years duration or B.Ed of four years integrated

course/ B.Sc. B.Ed/, B.A. B.Ed. or any other examination recognized as equivalent. Thereto, pursued a

regular course of study with minimum aggregate of 55% marks in theory papers.

3. A candidate shall be required to have a minimum attendance of 75% in theory and 95% in practical /

sessional/ research work in the duration of the course (M.Ed.) taken together in an academic year

provided that the Principal/Director of the college may condone attendance shortage up to 5% for

individual student for genuine reason to be recorded. However, the Director/ Principal of the college may forward to the Vice Chancellor a request of the student for further relaxation of attendance for reasons to

be recorded, which shall not be a matter of routine and to be forwarded in exceptional cases only by the

end of the session, to make him/ her eligible to appear in the examination.

4. The Director/Principal of the college shall announce the names of all such students who are not eligible

to appear in the Annual examination, at least 10 calendar days before the commencement of the

examination and simultaneously intimate the same to the controller of examination.

5. Besides the above mentioned theory papers as per syllabus, each candidate shall have to supervise B.Ed. lesson plan during the teaching practice and present a paper in the seminar

organized by the College of Education. In addition, each candidate shall have to submit one assignment in each paper, to administer/ analysis of five psychological tests and complete and

submit his/her dissertation work before the final examination.

6. To qualify the M.Ed. course a candidate shall have to secure minimum 40% marks in aggregate

from all the theory papers and not less than 36% marks in an individual paper along with

Dissertation and practical work.

7. A candidate who secure less than 36% marks in a paper shall be deemed to have failed in that

paper. In case a student has secured more than 36% marks in each paper but less than 40% marks in aggregate, He/she shall have to reappear in the paper in which his/her score is less than 36% in

order to secure the required aggregate of 40% marks. The number of papers in which a student

can reappear is restricted to two.

8. The division shall be determined on the basis of aggregate percentage of marks of all the course

prescribed for the degree in Theory and Practical as under :

Exemplary Performance : 90% and above (All the papers to pass in first attempt) First Division with Distinction : 75% and above but below 90% (All the papers to pass

in first attempt)

First Division : 60% and above

Second Division : 50% and above but below 60%

Third Division in Theory : 40% and above but below 50%

9. If a candidate after attaining the required percentage of attendance, fails to appear in

Theory or in Practical Examination or in both , he/she will have to appear as an ex-student in

both Theory as well as in sessional / Practical /Dissertation work without attending further

regular classes.


10. A candidate shall be required to opt for the theory papers as prescribed in the syllabus .The

theory Course shall carry maximum 100 marks and minimum 50 marks to be evaluated through

both external examination (75% marks) and internal examination( 25% marks).

11. The Course MED152 (dissertation) carry 100 marks. It will be evaluated both by external and

internal examiners and course /paper-151 (Sessional / practical Work) for 50 marks to be

evaluated by internal examiner.

12. Simple calculator will be allowed to students in course M.Ed-103 & M.Ed-117.

13. The College of Education shall organize seminars/ workshop, in different subject areas, during the session in which participation of all the students is compulsory.

Note: Admission to M.Ed. course will be made as per norms laid down by N.C.T.E.,

Teerthanker Mahaveer University & Government from time to time.


Evaluation Scheme

The evaluation of the performance of a candidate appearing in M.Ed. Examination will be done as

follows:

1. The evaluation of M.Ed. course will be done for 750 marks .The division will be awarded on the

basis of marks secured in the theory papers and sessional/ practical & dissertation out of 750

marks.

2. Course code -101 to 120 shall be evaluated on the basis of performance in external (70%) and

internal (30%) examination.

3. Evaluation of course (MED151) sessional /practical work will be done through internal

examination conducted by three faculty members of the college on the basis of student’s

performance in lesson plan supervision, paper presentation in seminar, assignment work done in

different papers and administration, analysis and interpretation of psychological tests.

4. Internal Assessment Criteria

Internal assessment of 30 marks in each theory paper shall be assessed on the basis of following

criteria:

(i) There shall be three class tests of 10 marks each. The best two of the three shall be counted for internal assessment.

(ii) 5 marks shall be awarded for assignment(s) and remaining 5 marks for other activities

(including attendance).

5. Dissertation (course MED152) carries 100 marks. The evaluation will be done by both External

and Internal Examiners as follows :

i. Dissertation evaluation – 70 marks ( External 35 marks & Internal/supervisor 35 marks)

ii. Viva-Voce- 30 marks ( external examination 15 marks and convener/principal 15 marks)


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

Delhi Road, Moradabad (U.P)


Of

Master of Education (M.Ed.)

SUMMARY

Programme : Master of Education (B.Ed.)

Duration : One year (full time)

Medium : English/Hindi

Minimum Required Attendance : 75% (Theory), 95% (Practical)

Total credits required for the degree : 42

Evaluation of theory Papers

:

External Internal Total

70 30 100

Internal Evaluation of theory Papers :

Class

Test

I

Class

Test

II

Class

Test

III

Assi

gn-

men

t(s)

Other

Activity

(includin

g

attendan

ce

Total

Best two of the three

10 10 10 5 5 30

Evaluation of sessional / Practical

(Code – 151) :


- 50 50

Evaluation of Dissertation

(Code – 152) :


50 50 100

Duration of Examination : External Internal

3 hrs 1.5 hrs

To qualify the course a student is required to secure a minimum of 40% marks in aggregate in theory papers and not less

than 36% marks in individual paper. Also, he/she have to secure a minimum of 40% marks in practical papers/courses.

A candidate who secures less than 36% marks in a paper shall be deemed to have failed in that paper. In case a student

has secured more than 36% marks in each paper but less than 40% marks in aggregate. He/she shall reappear in the

course in which the marks are less than 40% in theory exam, to improve the percentage of marks in aggregate.

Question Paper Structure 1. The question paper shall consist of two sections A & B.

2. Section ‘A’ shall have eight short answer questions from the entire syllabus and is compulsory for all. Student shall

be asked to answer any five questions (weightage 4 marks each).

3. Section ‘B’ shall have seven questions and student shall be required to attempt any five questions. The weightage of

each question shall be 10 marks.

4. There shall be minimum one and maximum two questions from each unit.



Program: M.Ed. (Master of Education)

S.No. Course

Code

Subject

Periods Credit Evaluation Scheme

L T P Internal External Total

Foundation Courses- Compulsory

1. MED-

101

Philosophical and

Sociological Foundations of Education

6

-

-

6 30 70 100

2. MED-

102

Psychological

Foundations of

Education

6

-

-

6 30 70 100

3. MED-

103

Methodology of

Educational Research &

Statistics

6

-

-

6 30 70 100

4. MED-

104 English Communication 4 - 4 6 30 70 100

Elective Courses- Elect any two Courses

5. MED-

111 Educational Technology 6 - - 6 30 70 100

6. MED-

112

Guidance and

Counselling

6

-

-

6 30 70 100

7. MED- 113 Distance Education 6 - - 6 30 70 100

8. MED- 114

Value Education and Human Rights

6

-

-

6 30 70 100

9. MED-

115

Comparative Education

6

-

-

6 30 70 100

10. MED-

116

Teacher Education

6

-

-

6 30 70 100

11. MED-

117

Educational

Measurement and

Evaluation

6

-

-

6 30 70 100

12. MED-

118

Curriculum

Development

6

-

-

6 30 70 100

13.

MED-

119

Management Planning

and Financing of

Education

6

-

-

6 30 70 100

14. MED-

120 Special Education 6 - - 6 30 70 100


Note:

L – Lecture T- Tutorial P- Practical C-Credits

1L = 40Minutes 1T= 40Minutes 1P=40 Minutes 1C = 40Minutes of Theory Paper

1 C = 80Minutesof

Practical/Tutorial

15. MED-

151

B.Ed Lesson plan

supervision (20 days)

- - - 1 10

Paper presentation in

seminar (one day)

- - - 1 10 - -

Administration, Analysis

and interpretation of five

Psychological test (15

days)

- - 1 15

Assignment one in each

paper - - - 1 15 - -

16. MED-

152

Dissertation - - 4 2 50 50 100

Sessional / Practical 50 100

Total Credit 34 - 8 42 - 800


The Objectives of the M.Ed. course are:

1. To prepare competent and qualified teachers for imparting the pre- Primary and secondary level

education.

2. To prepare administrators and supervisors for responsible positions in Educational institutions, Department of Education , Educational planning & its implementation,

3. To give practical knowledge of various psychological services such as psychological testing,

personal Education and vocational guidance, statistical service with an orientation for education.

4. To develop desirable positive attitude for participation in seminars and programs of examination

reforms and evaluation system in education

5. To apply the acquired knowledge for organizing curriculum development and preparation of

instructional materials.

6. To prepare personnel through systematic study & research who will contribute for the

development of educational literature and growth of education as a discipline.

After completion of the course the students will be able to contribute earnestly in the field of

education.


PHILOSOPHICAL AND SOCIOLOGICAL FOUNDATIONS OF EDUCATION

Course Code – MED 101

L T P C

6 - - 6

Objectives:

To enable the students to:

1. Explain the discipline of education in Philosophical and Sociological perspectives.

2. Describe the role of education to bring in desirable social changes and to sustain them for socio-

economic development.

3. Define emerging issues like social equality and equity, social cohesion, democracy, secularism,

human rights, right to education and concerns for the disadvantaged.

4. Delineate the goal of education in the Indian Society.

5. Describe philosophy of Jainism, Buddhism and Western philosophers.

Content

Unit-I

• Philosophy and education.

• Its nature and significance for teachers.

• Relationship between philosophy and education.

• Impact of philosophical supposition on education made by western school of Philosophy namely

Idealism, Naturalism, Pragmatism and Existentialism.

Unit-II

• Educational thinkers and their contribution in developing principles of education

• Teachings from Upanishad, Geeta, Buddhism, Sankhya, Yoga, and Vedanta.

• Educational Thoughts: Contribution to educational thought and practice made by Great thinkers-

Plato, Rousseau, Dewey, Gandhi, Tagore and Sri Aurobindo, Vivekanand,

Unit-III

• Sociological basis of education.

• Concept and nature of sociology of education; Relationship between education and Society;

Major factors in the process of social change.

• Culture; meaning and nature of culture, Role of education in cultural context.

• Education and cultural change.

Unit-IV

• Education and society- Education as a social system, as a process of social Progress and

modernization.

• Issues of equality of educational opportunities and excellence in education, Equality Vs- Equity

in education.

Unit-V

• Education and democracy; Constitutional provisions for education, Nationalism and Education,

Education for national integration and international understanding.

Suggested Readings: 1. Brobecher. Johns (1969): Modern Philosophy of education, Tata Mcgraw Hill, New Delhi.


2. Broudy. Hs (1986): Building a Philosophy of education, Krafgar, New York.

3. Butler. J,D (1966): Idealism in education. Harper and Row. New York.

4. Dewey .John (1966): Democracy and education, mcmillan, New York.

5. Dupuis. A.M (1972): Philosophy of education in historical perspectives, Thomason, New York.

6. Kneller.George F (1978): Foundation of education. John wielly and sons.

7. Morris. Van C (1966): Existentialism in education what it mean. Harper & Row. New York.

8. Pandey, R.S. (2008): An introduction to major philosophies of education, vinod pustak mandir,

Agra.

9. Havighurst, Robert et.al (1995): Society and education, Allen and Bacon, Baston.

10. Gorce, M.S. (1984): Education and modernization in India, Rawat Publishers, jaipur.

11. Kamat. A.R (1985): Education and social change in India, samaiya Publishing Co. Bombay.

12. Manubern, Ket at (1962): An Introduction to sociology of education. Kegan paul, Londen.

13. Maslow. A (Ed) (1959): New knowledge in Human values. Harper and Row. New York.

14. Narvance. V.S (1978): Modern Indian thought. Orient Longmans Itd. New York.

15. Mukherjee. R.K. (1969): Anicient Indian Education, Motilal Banarasi das, Varanasi.

* Latest editions of all the suggested books are recommended.


PSYCHOLOGICAL FOUNDATIONS OF EDUCATION


L T P C

6 - - 6

Objectives:


1. Differentiate between Growth and Development and to understand general principles of

development.

2. Explain various aspects of development during adolescent years so as to enable them to solve the

problems of adjustment of their pupils.

3. 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.

4. Explain the need and significance of guidance and counseling and to create an awareness of the

approaches and strategies followed.

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

Content

Unit-I

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

• Human Development: Stages of 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: Concept, Theories of learning and their implications- Thorndike’s Connectionism,

Pavlov’s Classical Conditioning Skinner’s Operant Conditioning, Gestalt psychology, Gagne’s

conditions of learning, Guthrie’s Contiguous conditioning.

Unit-III

• Group Dynamics: Group process, interpersonal relations sociometric grouping, Social emotional

climate of the classroom and influence of teacher characteristics.

• Intelligence: Guilford’s structure of intellect (SI) and Howard Gardner’s Theory of Multiple

intelligence.

• Measurement of intelligence.

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

Unit-IV

• Personality: Concept, development, structure and dynamics of personality. Theories of

personality- Allport, Eysenck, psycho-analytic approach of Freud, Behavioral approach-Miller

and Bandura, Humanistic approach of Maslow.

Unit-V

• Assessment of personality: Techniques (a) Personality inventories, rating scales. Projective

techniques: Rorschach lnkblot Test, TAT.

Suggested Readings: 1. Abramson, Paul.R (1989): Personality, Holt Rinehart and Winston, New York.


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

3. Baum A, Newman,s. West R & Mc Manus C (1985): Cambridge Handbook of psychology,

Health and Medicine, Cambridge University Press.

4. Coleman J.C (1976): Abnormal Psychology and modern life. Bombay D.B Taraporewala Sons

& Co.

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

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

York.

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

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

Delhi.

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

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

collins Publishers, Boston.



METHODOLOGY OF EDUCATIONAL RESEARCH AND STATISTICS


L T P C

6 - - 6

Objectives:

To enable the students to understand:

1. The meaning of scientific method, scientific inquiry, paradigm, theory and its implication for educational research.

2. The significance of philosophical, psychological and sociological research in education. 3. The different strategies of educational research.

4. The techniques of developing a research proposal. 5. The meaning and application of sampling techniques in statistics.

Contents

Unit I

• Education as discipline, need of research in education.

• Determining priority areas of Educational research in India.

• Philosophical psychological and sociological orientation in education research.

• Inter disciplinary approach in educational research and is implications.

• Methods of educational Research, Experimental, Normative survey, Historical, Case study

Development, Ethnographic, Documentary analysis.

Unit II

• Developing a Research proposal.

• Problem and its sources: Selection and Definition of problem.

• Objectives of research problem.

• Hypothesis – nature, definition, types, sources, characteristics of good hypothesis, directional and

non- directional hypothesis.

• Writing research report.

Unit III

• Sampling: Unit of sampling population, techniques

• Probability sampling techniques, Non- probability sampling techniques.

• Characteristics of a good sample, sampling errors and how to reduce them, Tables of random

numbers

• Tools and techniques of data collection, General principles of construction of tools: Observation,

Interview, Sociometric techniques, Questionnaire, Rating scales, Interview schedules, Attitude

scales.

• Reliability and Validity of various tools and techniques.

Unit IV

• Nature of educational data: quantitative and qualitative.

• Quantitative data: scale of measurement, nominal, ordinal, interval and ratio.

• Analysis of data: Descriptive and Interferential Statistics, the hypothesis, test of significance,

Types of error, one tailed and two tailed tests and t-test, the F-test(one way and two way

ANOVA).


• Normal probability curve and its characteristics & application (1&2)

Unit V

• Non-parametric statistics: Chi-square test of equality and independence, concept computation &

Uses.

• Pearson’s Product moment correlation: meaning, assumption, computation and uses.

• Tetrachoric and Phi-coefficient of correlation, Partial and Multiple correlations.

Suggested Readings: 1. Agarwal Y.P. (1998): The Science of Educational Research: A source book, Nirmal,

Kurukshetra.

2. Best, John W., and Kahn, James V. (1995): Research in Education, Prentice Hall, New Delhi.

3. Burns, R.B. (1991): Introduction to Research in Education, Prentice Hall New Delhi.

4. Edward. Allen L. (1968): Experimental Designs in Psychological Research. Holt, Rinehart and

Winston, New York.

5. Ferguson, Georstage. A. (1976): Statistical Analysis in Psychology and Education, McGraw Hill.

New York.

6. Garrett.H.E. (2002): Statistics in Psychology and Education, Vikas Publication, New Delhi.

7. Good C.V. and Douglas. E. Seates (1954): Methods in Social Research, McGraw Hill, New

York.

8. Guilford J.P and Benjamin Fruchter (1973): Fundamental Statistics in Psychology and

Education, McGraw Hill, New York.

9. Kerlinger (1973): Foundation of Behavioral Research, Holt Winston, New York.

10. Koul, Lokesh (2010): Methodology of Education Research, Vikas Publication, New Delhi.



ENGLISH COMMUNICATION


L T P C

4 - 4 6

Objectives:

To enable the students to: 1. Understand, read, write and speak with intelligible pronunciation present day English with

current usage in official work.

2. Communication skill to express themselves fluently in English.

3. Develop basic skills and competencies for formal and informal communication and

comprehension.

4. Provide sufficient practice in writing personal and official letters.

Content

Unit I

• Letter Writing: Principles of Letter writing, Informal and Formal letters, Writing Invitations,

Letter of acceptance, declining the invitations, Letters to the editor of a newspaper.

• Letter-writing skill, Process of letter Writing, Forms, Structure, Style and tone, Writing Skills

Summarizing.

Unit II

• Official Letters: Essential for good official correspondence, Different types of official

correspondence and their drafting .i.e D.O. letters / Semi official letters, circulars, Corrigendum,

Memos, Government Letters, Letters written to authorities.

Unit III

• Writing Bio-data, Resume and C.V., Difference between C. V. and Resume, Writing Job

Applications.

• Job interviews, Characteristics and Preparation Techniques.

Unit IV

• Reports: Types, Significance, Structure & Purpose.

• Writing of Reports, Important Preparatory steps and reporting events.

Unit V

• Project, Thesis, and Dissertation writing.

Suggested Readings:

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

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

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



OPTIONAL PAPERS

Each student shall have to choose any two papers from the following:

1. Educational Technology

2. Guidance and counseling

3. Distance Education

4. Value Education and Human Rights

5. Comparative Education

6. Teacher Education

7. Educational Measurement and Evaluation

8. Curriculum Development

9. Management, Planning and Financing of Education

10. Special Education


EDUCATIONAL TECHNOLOGY


L T P C

6 - - 6

Objectives:

To enable the students to: 1. Define the scope and importance of educational technology in contemporary society

2. Explain emerging technologies exhibiting proper perspective and attitudes.

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

development .

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

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

Content Unit I

• Concept of Education Technology; Meaning nature, scope and significance of E.T.

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

instructional Technology.

• Communication and Instruction.

• Theory, Concept, Nature, Process, Components, Types, Classroom Communication, Mass media,

Approaches in Education technology.

• Formulation of Instructional Objectives, Task Analysis.

• Designing of instructional strategies such as lecture, team teaching, discussion, seminar and

tutorials.

Unit II

• Teaching levels, Strategies & Models.

• Memory, Understanding and Reflective levels of teaching.

• Teaching Strategies- Meaning, Nature, Functions and Types.

• Models of teaching: Meaning, Nature, Functions

• Types of Model (Glaser’s Basic Teaching Model, Bruner’s Concept Attainment Model, Taba’s

Inductive Thinking Teaching Model , Suchman’s inquiry Teaching Model )

• Modification of teacher behaviour-Micro teaching, Flander’s Interaction Analysis, Simulation-

Meaning, assumptions and procedures.

Unit III

• Programmed Instruction: linear, branching & mathetics- their origin, nature, assumptions,

principles and types.

• Development of programmed instructional material, content analysis, frames and their types,

prompts, sequencing , and validation.

• Computer Assisted Instruction- meaning, instructional uses of computer.

• Simulation and Games- meaning and uses in learning.

Unit IV

• Education technology in formal, non-formal and informal education, Distance education, Open

Learning Systems and Educational Technology.


• Emerging trends in Education technology- Video tape, Radio, Television, Tele- conferencing,

CCTV, CAI, INSAT, Problems of new technologies.

• Evaluation and Education Technology.

Unit V

• Instructional design: training psychology, system analysis and cybernetics- their meaning and

application to education.

• Teacher effectiveness- concept, criteria, variables in presage, process and product criteria.

Suggested Readings: 1. Deceeco, John P, (1968): The Psychology of Learning and Instruction: Educational Psychology,

Prentice Hall of India, New Delhi.

2. Dwight, Allen & Rayan, (1969): Micro-teaching, Addison Wesley Kevin Pub. Co.,

Monachustter.

3. Flander, (1971): Wed Analysing Teaching Behaviour, Addison Wesley Pub. Co.,

Monachustter.

4. Green, Thomas F, (1971): The Activities of Teaching, MeGraw Hill Book Co. New York.

5. Hoover, Kenneth, (1980): College Teaching Today: Handbook for Post Secondary Instruction, Allyn Bacon, Ine, London.

6. Hurt, Thomas H.et al. (1978): Communication in Classroom, Addison Wesley Pub. Co., Monachustter.

7. Joycle, Bruce & Well, (1972): Models of Teaching, Prentice Hall, Marsha Inc. New York. 8. Lowman, Joseph, (1987): Mastering the Techniques of Teaching, Prentice Hall of India, New

Delhi. 9. Pereival, Fed & Ellington, (1984): Handbook of Educational HA Technology, Kegan Pal,

London.

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

Co.Ltd. London.

11. Tayler, John & Walford, (1972): Simulation in Class-room, Rex Penguin Books, London.



GUIDANCE AND COUNSELING


L T P C

6 - - 6

Objectives:


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

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

3. To familiarize with concept , purpose and significance of counseling in Education 4. To develop an understanding of various procedures adopted for organizing different guidance

programs and services. 5. To recognize the importance of vocational guidance for career development.

Content

Unit I

• Concept, assumptions, issues and problems of guidance.

• Needs, scope and significance of guidance.

• Types of guidance-Educational, Vocational and Personal.

• Role of teacher in guidance.

• Educational Guidance, Principles of guidance Guidance and curriculum, guidance and Classroom

learning.

• Vocational Guidance; Nature of work, various motives associated with work, Career

Development.

• Approaches to career guidance, vocationalisation of secondary education and career

development.

Unit II

• Guidance of children with special needs.

• Problems and needs.

• Guidance of the gifted and creative students.

• Guidance of under-achiever and first generation learners.

• Role of the teacher in helping children with special needs.

Unit III

• Counseling Process; Concept, Nature, Principles of counseling, counseling approaches- directive,

non-directive.

• Group counseling vs. Individual counseling for counseling for adjustment; Characteristics of

good Counseling.

• 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 IV

• 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

• 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:

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

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

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

New York.

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

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

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

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

8. Super D.E. Schmilt (1962): Apprising vocational fitness by means of Psychological Testing.

Harper & Row, New York.



DISTANCE EDUCATION


L T P C

6 - - 6

Objectives:


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

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

teaching – learning process

3. 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.

4. 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.

Content

Unit-I

• 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

• 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

• Distance education.

Unit-III

• 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 and programme evaluation

• Quality assurance of distance education.

• Mechanisms for maintenance of standards in distance education

• Programme evaluation.

Unit-V

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

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

Suggested Readings:


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

Edmonton.

2. Garrison, D.R. (1989): Understanding Distance Education Framework for Future. Routledge,

Chapman and Hall, London.

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

4. Holmberg, B. (1985): Status and Structure of Distance Education (2nd

Ed.). Lector Publishing,

London.

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

London.

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

Delhi. 7. Kaye, & Rumble (Ed) (1981): Distance Teaching for Higher and Adult Education, Croom Helm

London. 8. Keegan, D. (1989): Foundations of Distance Education, Routledge London.

9. Race, Phil (1994): The Open Learning Handbook, Second Edition, Kogan Page, London. 10. Rathore, H,C,S, (1993): Management of Distance Education in India. Ashish Publishing House,

New Delhi. 11. Rumble Grevile and Harry, Keith (1982): The Distance Teaching Universitities. Croom Helm

Ltd., London.



VALUE EDUCATION AND HUMAN RIGHTS


L T P C

6 - - 6

Objectives:


1. Understand the need and importance of value education and education for Human Rights in

existing social scenario.

2. To acquiant the students with values and significance of moral values in education, how it is

different from religious education, moral training or moral indoctrination.

3. To orient the students towards basis of morality and role of reasoning and emotions in mental

growth and development of the child.

4. To understand the process of moral development vis-à-vis their cognitive and social

development.

5. To introduce the students with various intervention strategies for moral education and conversion

of moral learning into moral education.

Content Unit I

• The socio- moral and cultural context

• Need and importance of Value Education and Education for Human Rights in the existing social

scenario.

• Valuation of culture: Indian Culture and Human Values.

Unit II

• Nature and Concept of Morality and Moral Education

• Moral education vis-à-vis religious education, moral institutions, moral training and moral indoctrination.

• Language of moral education- its forms and context characteristics of a morally educated person.

• Justice and care the two dimensions perspectives in Morality: Dichotomy between reason and

passion.

• Moral Judgment and Moral Action.

Unit III

• Moral Development of the child

• Concept of Development and concept of Moral development.

• Psycho-analytical methods.

• Learning theory approach, especially social learning theory approach.

• Cognitive development approach- Piaget and Kohlberg, Stages of moral development and their Characteristic features.

Unit IV

• Moral learning to Moral Education:

• Moral Learning outside the school-

• Child rearing practices and moral learning moral learning via Imitation, Nature of society and

Moral learning. Media and moral learning.

• Moral Education and the curriculum: Can moral education be imparted as a subject of

curriculum.

Unit V

• Intervention Strategies for Moral Education and Assessment of Moral Maturity.


• Model of Moral Education (i) Rationale Building Model (ii) The consider Model (iii) Value

Classification Model (iv) Social Action Model (v) Just Comment Intervention Medel.

• Assessment of moral maturity via moral dilemma resolution.

• Example of some selected moral dilemmas.

Suggested Readings: 1. Borgohain, B. (1999): Human Rights Social Justice & Political Challenge. Kanishka Publishers,

New Delhi. 2. Dhand, H. (2000): Teaching Human Rights: A Handbook, Asian Institute of Human Rights,

Bhopal.

3. Fraenkel, J.R. (1977): How to teach about Values: An Analytic Approach. New Jersey & E.

Cliffs: Prentice Hall, Inc.

4. Mohanty, J. (2005): Teaching of Human Rights: New Trends and Innovations. Deep and Deep

Publications PVT. LTD., New Delhi.

5. Mohanty, Jagannath Ed. (2000): Human Rights. Deep and Deep Publications, New Delhi.

6. Palai, A.K. (1999): National Human Rights Commission of India, Formation, Functioning and

Future Prospects. Atlantic Pub, New Delhi.

7. Pandey, V.C. (2005): Value Education and Education for Human Rights. Isha Books, Delhi.

8. Sheshadri, C., Khader M.A and Ddhya G.L (1992): Education in Values: A source book,

NCERT, New Delhi.



COMPARATIVE EDUCATION


L T P C

6 - - 6

Objectives:


1. To understand the concept of Comparative Education as an emerging discipline of multi-

education system.

2. To acquaint the students with educational systems in terms of factors and approaches of

Comparative education.

3. To orient the students towards development of skills to assess the efficiency of education systems

of different countries.

4. To help the students to use the results of assessment model by various counters and to understand

the role of UNO and its various bodies for the promotion of Indian education.

5. To get a perspective of the implications of education for solving the prevailing problems of

education system in India.

Contents

Unit I

• Comparative education- Meaning in terms of looking as a new discipline

• Scope and major concepts of comparative education and its Methods

• Democracy and Nationalism

• Juxtaposition, Area study, Intra and Inter educational analysis

Unit II

• Comparative education factors and approaches geographical, economic, cultural, philosophical,

• Sociological, linguistic, scientific, historical, ecological, structural and functional factors- cross

• Disciplinary approach used in comparative education.

Unit III

• Modern trends in world education- national and global

• Role of UNO in improving education opportunities among the member countries, duties and responsibilities of various officials.

• Organs of the UNO and their educational activities.

Unit IV

• A Comparative study of the education systems of countries with special reference to

• Primary education -USA, UK RUSSIA, JAPAN, INDIA

• Secondary education -USA, UK, RUSSIA, JAPAN, GERMANY, INDIA

• Higher education -USA, RUSSIA, UK, FRANCE, INDIA

• Teacher education -USA, RUSSIA, UK, GERMANY, INDIA

• Adult education -AUSTRALIA, CUBA, BRAZIL, INDIA

Unit V

• Problems prevailing in developing countries with special reference to Indian

• Poverty

• Unemployment

• Population explosion

• Hunger


• Terrorism

• Castesim and communalism

• Illiteracy

• Beggary

• Political Instability

• Economic under-development

Suggested Readings: 1. Carnoy, M.H. Levin (1985): Schooling and work in the Democratic state, Standford University

Press, Standford, California. 2. Cantor, Leonard (1989): The Re-visioning of Vocational Education in American High School,

Journal of Comparative Education, Vol. 25, Number 2. 3. Dearden, R.F (1970): The Philosophy of Primary Education, The English Language books

Society & Routledge and Kegan Paul Ltd., Broadway House, London. 4. Epstein, Erwin, H. (1987): Against the Currents: A Critique of Ideology in Comparative

Education, Compare, 17, No.1. 5. Gree, J.L (1981): Comparative Education and Global Village, Anu Book, Shivaji Road, Meerut. 6. Geogie, D.M (1978): Education in Modern Egypt: Ideals and Realities, Routledge and Kegan

Paul: London, Hexley and Boston. 7. James, H.R & Mathew, A. (1988): Development of Education System in India, D.K Publisher

Distributors (P) Ltd., Ansari Road, Daryaganj, New Delhi. 8. Jangira, N.K (1986): Special Education Scenario in Britain and India: Issues, Practice,

Perspective Indian Documentation, Service Book Seller and Publishers, Patel Nagar, P.B. No.

13, Gurgaon.



TEACHER EDUCATION


L T P C

6 - - 6 Objectives:

To enable the students to understand:

1. Concept aims and scope of teacher education in India with its historical perspectives.

2. Development of curriculum for teacher education in India. 3. The qualities and competencies essential for a teacher for effective teaching.

4. Need of learning and mastery of basic Teaching skills. 5. Various aspects of supervision and importance of feedback in teaching –learning process.

Content

Unit-I

• Teacher education-Concept aims and scope.

• Teacher education in a changing society: A brief review of historical perspective of the development of teacher Education in India, in ancient, medieval, British and Post independent

period.

Unit-II

• Teacher education curriculum at different stages: Approaches to Teacher education consecutive

and integrated.

• Critical appraisal of the present system of teacher education in India: a study of the various

recommendations of commissions and committees in the post independence era.

Unit-III

• Qualities of a good teacher-cognitive, affective and psychomotor skills

• Competency- based teacher education: Quality assurance in teacher education.

Unit-IV

• Principles of teaching: methods of teaching in practice in different subject at school level.

• The teaching Models-concept Attainment Model, inquiry Training Model Problem Solving

Model and Inductive Thinking Model.

Unit-V

• Organization of teaching practice for developing an effective- block and intermittent practice

Teaching internship- its organization and problems.

• Supervision of practice lessons, observation and assessment; feedback to student teacher-concept

and types.

Assignment

Student will be required to submit a term paper on any one of the following:

1. Preparation of resource material on any teaching unit from teacher education paper.

2. A critical study of any one aspect of teacher education.

3. Study of teaching methods used at any stage of schooling.

4. A survey of research on any aspect of teacher education-attitude and job satisfaction of school teachers.

5. Work study project related to teach her education.

Suggested Readings:


1. MHRD (1986): National policy on Education and Programme of Action. Govt. of India,New

Delhi.

2. MHRD (1990): Rama Murti committee report. Department of Education, Govt. of India,New

Delhi.

3. MHRD (1992): Programme of Action, Department of Education. Govt. of India, New Delhi.

4. Nayer D.P. (1989): Towards a national system of Education, Mittal Publication, New Delhi.

5. NCERT (1987): In services Training package secondary Teachers MHRD. New Delhi. 6. NCTE (1998): Curriculum Frame work for Quality Teacher Education, NCTE Publication. New

Delhi. 7. Oberoi M.K. (1995): Professional competencies in higher Education. UGC Publication, New

Delhi. 8. Sikla L. (Ed.) (1985): Hand book of Research on Teacher Education. MacMillan Publishing,

New York. 9. MHRD (1990): Towards An Enlightened and human society (Rama Murti Committee report)

Department of Education, Govt. of India, New Delhi.

10. Singh L.C.et.al (1990): Teacher Education in India, NCERT, New Delhi.

11. CABE, (1992): Report of the CABE committee on Policy prospective Govt. of India. MHRD.

New Delhi.

12. Delors,J.(1996): Learning : The Treasure with in UNESCO. Publishing.

13. Magala, Sheela (2000): Teacher Education trends and strategies, Radha Publishing, New Delhi.

14. Ministry of Education (1964-1966): Education and National Development Report of Indian

Education Commission, Govt. of India, New Delhi.



EDUCATIONAL MEASUREMENT AND EVALUATION


L T P C

6 - - 6 Objectives:


1. To acquaint the student with the basic concepts and practices adopted in educational

measurement and educational evaluation. 2. To help the student to understand relationship between measurement and evaluation in education

and to study the existing models of evaluation. 3. To orient the student with tools and techniques of measurement and evaluation

4. To develop skill and competencies in constructing and standardizing a test 5. To make the students understand how various requirements of education are measured, evaluated

and interpreted to help the learners.

Content:

Unit-I

• The measurement and evaluation process

• Concepts, scope and need, Taxonomies of educational objectives, Norm-referenced and

Criterion-referenced measurement.

• Evaluation; functions of evaluation and the basic principal of evaluation

• Models in educational evaluation • 3D model, total deflection model and individual judgment model

• Evaluation and curriculum

Unit-II

• Interrelationship between measurement and evaluation in education

• Tools of measurement and evaluation

• Subjective and objective tools essay test, objectives test, scales, questionnaire, schedule,

Inventories, performance tests.

Unit-III

• Test construction: General principles of test construction and its standardization.

• Writing test items-objective type, essay type and interpretive type

• Items analysis procedures for norm- referenced and criterion referenced mastery tests

• Basic characteristics of good measurement instruments

• Validity, objectivity, reliability, usability and norms.

• Types, ways of determination, importance and application

• Standardization of measurement instruments

• Item analysis.

• Test standardization and Steps involved in standardizing a Test.

• Norm referenced and criterion referenced tests, scaling-standard scores, T-scores and C- scores

Unit-IV

• Measurement of achievement, aptitudes, intelligence, attitudes, interest, skills

• Interpretation of the above test-scores and methods of feedback to students

• New trends in evaluation viz. grading, semester, continuous internal assessment, question bank

• Use of computer in evaluation.

Unit-V


• Fundamental Statistics: mean, median, mode, standard deviation, average deviation, correlation,

Product moment, Bi-serial, point bi-serial, Tetrachoric and Phi- coefficient of correlation.

• One tailed and two tailed test and t- test, the F-test (one way and two way ANOVA).

• Normal probability curve and its characteristics & application (1&2).

Suggested Readings: 1. Alken.L.R. (1985): Psychological Testing and Assessment, Allyn and Bacon, Boston.

2. Anastasi. A. (1982): Psychological Testing. McMillan, New York. 3. Cronbach R.L. (1964): Essentials of Psychological Testing, Harper and Row, New York.

4. Ebel,R.L and Frisbel. DA (1990): Essentials of Educational Measurement, Prentice Hall, New

York.

5. Freeman. F.S. (1965): Theory and Practice of Psychological Testing, Holt Rinehart & Winston.

6. Garrett. H.E. (1973): Statistics in Education and Psychology. Vikas, Feffer and siman Bombay.

7. Gronduid N.E. (1981): Measurement and Evaluation in Teaching, McMillan New York.

8. Gulford N.E. (1980): Fundamental Statistics in Psychology and Education, McGraw Hill, New

York.

9. Karmel, L.J. and karmel, M.C. (1978): Measurement and Evaluation in Schools, McMillan, New

York.

10. Thorndike, R.L. and Hagen E.E. (1970): Measurement and Evaluation in Psychology and

Education.



CURRICULUM DEVELOPMENT


L T P C

6 - - 6 Objectives:


1. Understand the important principles of curriculum construction.

2. To help students to understand the bases and determinants of curriculum. 3. To orient the student with curriculum design, process and construction of curriculum

development 4. To acquaint students with curriculum content, implementation and process of curriculum

evaluation 5. To help students understand issues, trends and researches in the area of curriculum evaluation.

Unit-I

• Introduction

• Concept and meaning of curriculum

• Curriculum development, theories and practices

• History of curriculum development

Unit-II

• Bases of determinants of curriculum

• Philosophical considerations

• Psychological considerations

• Sociological considerations

• Discipline-oriented consideration

Unit-III

• Curriculum design and organization

• Components and source of design

• Principles of curriculum development,

• Curriculum construction

• Different models and principles

• Deduction of curriculum from aims and objectives of education

• Administrative consideration

• Grass-root level planning

• System-analysis

Unit-IV

• Curriculum Implementation Strategies

• Role of curriculum support materials

• Types or materials and aids

• Models of implementation

• Curriculum evaluation

• Importance of evaluation of curriculum

• Models of curriculum evaluation

• Interpretation of evaluation results and method

Unit-V

• Issues and trends in curriculum development, curriculum research in India

• Suggestions and recommendations in curriculum development as per the following commissions-


i. University education commission, 1948

ii. Secondary education commission, 1952

iii. Education commission, 1966

Suggested Readings: 1. Andrey & Howard Nichells (1978): Developing Curriculum- A Guide. George Allen and Unwin.

London.

2. Bexday, G.Z.L. (1959): Comparative Methods in Education, Oxford, IBH Publishing co. New

Delhi.

3. Denis, Lawron (1985): School curriculum planning, Hodder and Stoughton, London.

4. Edward .A. Krug (1960): The secondary school curriculum, Harper & Raw Publishers, New

York.

5. Harlod Alberty (1963): Reorganizing the school curriculum, McMillan Company New York.

6. Ivon K. Davics (1976): Objectives in curriculum designing, McGraw Hill, London.

7. Jespeh, Leese (1961): The Teacher in curriculum making, Harper and Brothers Publishing, New

York.

8. Kandel I.L. (1963): Studies in comparative Education, George Harper, New York.

9. William M.Alevendar (1970): Planning curriculum for school, Holt Richart and Winston, New

York.



MANAGEMENT PLANNING AND FINANCING OF EDUCATION


L T P C

6 - - 6 Objectives:


1. Understand meaning, nature, scope, principles and approaches of educational management

2. To acquaint the students with the process of educational management 3. To develop an understanding of the management of finance and resources and to enable them to

prepare school/institution budget. 4. To orient students towards need of supervision, inspection and improvement in the field of

education. 5. To understand the importance and role of a good leader, types of leadership, accountability of the

teachers and administrators for optimum utilisation of the resources.

Unit-I

• Educational management practice in the present day context

• Meaning, nature, scope and principles of modern scientific management

• Systems approach to operational management in education

• Functions of educational/ institutional managers,

• Research relating to education management

• The present trends in educational management

Unit-II

• The process of management

• Planning for a rational approach to goal achievement

• Concept of objectives, steps for formulating the objectives, planning strategy, policy and

programme for realizing, the objectives in terms of , Decision making, Programme development and forecasting, organizing, directing, staffing and recruitment and planning, for human

resources, training, co- coordination and controlling, budgeting, recording and reporting

Unit-III

• Management of financing

• Nature and scope of educational finance

• Sources, Procurement, Budgeting and Allocation of Funds

• Maintenance of Accounts

• Sharing and distribution of financial responsibility

• Mobilization of local resources

• Private and self financing of educational institutions

Unit-IV

� Supervision and inspection in education need for supervisor, meaning, nature, scope, limitation

of present supervisory procedures, evaluation of supervisory effectiveness.

• Inspection vs. Supervision.

• Academic supervision vs. Administrative supervision

• Resources budgeting and auditing in education

• Resources meaning types mobilization, allocation and creation

• Budgeting : Processes, formulation, types, drawbacks

• Evaluation for performance and accountability

Unit-V

• Controlling & leadership styles in educational management.


• Centralization Vs Decentralization, PERT, PPBS; control, and methods of centralization and

decentralization.

• Controlling, control-diameter, unity of command, Principles of management.

• Leadership, meaning and nature, theories of leadership,

Suggested Readings:

1. Harbison L.F. (1967): Educational Planning and Human Resource development Paris UNESCO. 2. Harding H. (1987): Management Appreciation: Pitman Publishing, London.

3. Kingrough R.B. and Nunnery, M.Y. (1983): Educational Administration. An Introduction,

McMillan, New York.

4. Ravishankr, S. Mishra, R.K and Sharma M.L (1988): Human resource Development. Dhruy &

Deep, Mumbai, India.

5. Shukla, P.D. (1983): Administration of Education in India, Vikas Pub- New Delhi.

6. Sinha P.S.N. (ed) (2002): Management and administration in Govt. Commonwealth Pub, New

Delhi.

7. Spears H. (1955): Improving the supervision of Instruction.

8. Wiles Kimbal (1955): Supervision for Better schools, Prentice Hall, New York.



SPECIAL EDUCATION


L T P C

6 - - 6 Objectives:


1. Understand the concept of exceptional children and their needs.

2. Know about the meaning and scope of special education in India. 3. Acquaint with specific characteristics and modalities of identification of such students who are

different from an average or exceptional learners. 4. Identify the various types of exceptional children and their needs.

5. Acquaint with the various types of handicaps and their causes. 6. Provide guidance in handing of exceptional children

7. Understand various educational intervention programmes for meeting the needs of exceptional

learners.

Content

Unit-I

• Concept of exceptionality

• Positive, Negative and Multiple deviations.

• Needs and Problems of Exceptional children.

• Nature and objectives of Special Education

• Historical Perspectives of Special Education

• Special Education alternatives/Programmes

• Integrated/Inclusive Education

Unit-II

• Education of Orthopedically Handicapped: Concept, Types of Handicap,

Characteristics,Educational Programmes,

• Education of Mentally Retarded: Concept, Classification, Etiology, Education Programmes for

Trainable mentally Reatarded.

Unit-III

• Educational of Visually Impaired: Characteristics,Degree of Impairment, Etiology and

Intervention, Educational Programmes,

• Education of Hearing Impaired: Characteristics, Degree of Impairment, Etiology, Educational

and Intervention Programmes

• Education in Learning Disabled: Characteristics, Types, Identification, Education and

Intervention Programmes.

Unit-IV

• Education of Gifted, Creative & Juvenile delinquents

• Characteristics

• Identification

• Educational Programmes

Unit-V

• Guidance and Counseling for exceptional Children

• Meaning and Needs

• Role of Teachers and other Specialist/ counsellors.

Suggested Readings: 1. Berdine W.H. &Blackhurst A.E. (1980): An Introduction to special Education, Harpes Collins

Publishers, Boston.


2. Dunn, L & Bay. D.M (1985): Exceptional children in the schools. Holt, Rinehart, Winston, New

York.

3. Hallahar D.P. & Kauffman, J.M. (1991): Exceptional children An Introduction to special

Education. Massachusetts.

4. Krik S.A. & Gauaghar J.J. (1989): Education of Exceptional children. Houghton Mifflin Com.

Boston.

5. Magnifico L.X. (1969): Education of Exceptional child, Longman, New York. 6. Shanker, Udey (1998): Exceptional children; Jullunder, Sterling Publication, New Delhi.

7. Singh N.N. and Beala L.L.(1992): Learning Disabilities Nature, Theory and Treatment, Springer Verlag, New York.

8. Smith C.R. (1991): Learning Disabilities. The Introduction of learner. Task and setting. Allyn & Becon Massachusetts.

9. Strange, Ruth (1995): Exceptional children & Youth, J.J. Prentice Hall, New Delhi.



SESSIONAL /PRACTICAL WORK


L T P C

- - - 4

Objectives:

1. To assess knowledge, skills and efficacy of students in administration, analysis and interpretation

of scores of psychological tests.

2. To test accuracy and efficacy of students in supervision of B.Ed lesson plan during teaching

Practice in the school.

3. To assess the subjective knowledge and communication skills in seminar.

4. To assess the subjective knowledge of concerned papers.

Paper / courses code-MED-151 shall carry 50 marks well be assessed on the basis of following

parameters.

1. Administration, analysis and interpretation of scores five psychological tests- 15 marks

2. Super vision B.Ed lesson plan - 10 marks 3. Paper presentation in seminar -10 marks

4. Assessment of assignment one in each paper (5x3) -15 marks.


DISSERTATION


L T P C

- - 4 2

Objectives:

1. To orient students with research methodology

2. To acquaint with steps needed to undertake research work.

3. To provide exposure to do research work in their Prospective career

4. To assess their knowledge, skills and efficacy in research work.

Procedure

The candidates will be required to select a problem of study in consultation with supervisor and

submit three copies of Synopsis and then conduct study in the field. Three copies of typed/ printed

Dissertation shall be submitted to the examination department of the University through the

principal, College of Education on specified date declared by the principal. A Student must produce

a declaration certificate as the whole work is his/her own, genuine and it has not submitted in anywhere in any form previously. It also required a certificate from the supervisor that this study

entitle “.....................’’ done by................. Under his/her supervision and this work is genuine and fit for submission. The supervisor for the dissertation should have a minimum three years teaching

experience in B.Ed./M.Ed. classes.

The dissertation will be examined by the college Supervisor under whose guidance the candidate shall do the work and by an external examiner appointed by the University. The external examiner

shall give marks out of 35 marks and internal examiner (supervisor) shall give out of 35 marks. The addition of two will be the marks obtained by the candidate in the dissertation. The viva voce of 30

marks will be conducted by the Principal College of Education, and one external examiner who shall

be appointed by the University/Vice Chancellor from the University panel in consultation with

principal/Director of Education.

study & evaluation scheme of master of education (m.ed...

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