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Study & Evaluation Scheme

of

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

(Approved vide AC Meeting dated 13 Feb., 2016)

TEERTHANKER MAHAVEER UNIVERSITY

Delhi Road, Moradabad, Uttar Pradesh-244001

Website: www.tmu.ac.in

M.Ed. two year (Semester wise) syllabus applicable w.e.f. Academic session 2015-16 (130216)

http://www.tmu.ac.in/

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

Delhi road, Moradabad (U.P.)

Study & Evaluation Scheme of

Master of Education (M.Ed.)SUMMARY

Programme : Master of Education (M.Ed.)Duration : Two year course Medium : English/HindiMinimum Required Attendance : 75%Maximum credits : 86Minimum credits required for the : 82degree

Evaluation of theory Papers :

Internal Evaluation of theory Papers :

Evaluation of Practicum/Dissertation :

& Project Reports

Duration of examination :

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

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


Question Paper Structure1. The question paper shall consist of eight questions. Out of which first question shall be of short answer type (not exceeding 50 words) and will be compulsory. Question No. 1 shall contain 8 parts representing all units of the syllabus and students shall have to answer any five (weightage 4 marks each). 2. Out of the remaining seven questions, student shall be required to attempt any five questions. There will be minimum one and maximum two questions from each unit of the syllabus. The weightage of Question No. 2 to 8 shall be 10 marks each.

External Internal Total70 30 100

Class TestI

Class TestII

Class TestIII

Attendance Total

Best two out of the three

10 10 10 10 30

External Internal Total50 50 100

External Internal3 hrs 1.5 hrs

Teerthanker Mahaveer University, MoradabadFaculty of Education

Two Year M.Ed. Syllabus 2015-17

First Year Syllabus of M.Ed. ProgrammeFirst Semester

S.No. Course Code

Course/Paper Periods Credit Evaluation Scheme

L T P Internal External Total Marks

Common Core1 MED 105 Psychology of Learning &

Development04 04 30 70 100

2 MED 106 Education Studies 04 04 30 70 100

3 MED 107 Introduction to Research Methods

04 04 30 70 100

Specialisation Branches (any one out of the following)

4.

MED 121 Distance Education 04 04 30 70 100

MED 122 Value Education 04 04 30 70 100

MED 123 Comparative Education 04 04 30 70 100

MED 124 Inclusive Education 04 04 30 70 100

MED 125 Guidance & Counseling 04 04 30 70 100

Practicum5. MED 153 Practicum based on the

Course paper 08 04 50 50 100

6. MED 154 Psychological Test 04 02 50 50 100

Total 16 12 22 220 380 600


Second Semester

S.No. Course Code



Common Core

1. MED 201 Philosophy of Education 04 04 30 70 100

2. MED 202 Historical & Political Perspectives of Education

04 04 30 70 100

3. MED 203 Curriculum Studies 04 04 30 70 100

Foundation Course (any one out of the following)

4.

MED 211 English Communication 04 04 30 70 100

MED 212 fgUnh laizs’k.k 04 04 30 70 100

Practicum

5. MED 251 Practicum based on the course paper

08 04 50 50 100

6. MED 252 Research Leading to Dissertation: Synopsis Presentation

04 02 50 50 100

Total 16 12 22 220 380 600


Second Year Syllabus of M.Ed. Programme Third Semester

S.No. Course Code


L T P Internal External Total MarksCommon Core 1. MED 301 Advanced Research Methods 04 04 30 70 100

2. MED 302 Sociology of Education 04 04 30 70 100

Foundation Course 3. MED 311 Elementary Education 04 04 30 70 100


4. MED 321 Educational Technology 04 04 30 70 100

MED 322 Gender Education 04 04 30 70 100

MED 323 Education for marginalized group

04 04 30 70 100

Practicum


08 04 50 50 100

6. MED 352 Internship 04 02 50 50 100

Total 16 12 22 220 380 600


Fourth SemesterS.No. Course

CodeCourse/Paper Periods Credit Evaluation Scheme


Common Core1. MED 401 Teacher Education 04 04 30 70 100

Foundation Course

2. MED 411 Secondary Education 04 04 30 70 100


3.

MED 421 Educational Measurement & Evaluation

04 04 30 70 100

MED 422 Management Planning & Financing of Education

04 04 30 70 100

MED 423 Environmental Education 04 04 30 70 100

MED 424 Peace Education 04 04 30 70 100

MED 425 Information & Communication Technology

04 04 30 70 100

8. MED 426 Administration & Leadership 04 04 30 70 100


course paper 6 03 50 50 100

5. MED 452 Research Leading to Dissertation

10 05 50 50 100

Total 12 16 20 190 310 500


Teerthanker Mahaveer University, MoradabadFaculty of Education

Two Year M.Ed. Syllabus 2015-17

First Year Syllabus of M.Ed. ProgrammeFirst Semester

S.No. Course Code



Common Core1 MED 105 Psychology of Learning &

Development04 04 30 70 100

2 MED 106 Education Studies 04 04 30 70 100

3 MED 107 Introduction to Research Methods

04 04 30 70 100


4.

MED 121 Distance Education 04 04 30 70 100

MED 122 Value Education 04 04 30 70 100

MED 123 Comparative Education 04 04 30 70 100

MED 124 Inclusive Education 04 04 30 70 100

MED 125 Guidance & Counseling 04 04 30 70 100


Course paper 08 04 50 50 100

6. MED 154 Psychological Test 04 02 50 50 100

Total 16 12 22 220 380 600


PSYCHOLOGY OF LEARNING & DEVELOPMENT

Course Code – MED 105

Objectives: To enable the students to:

Differentiate between Growth and Development and to understand general principles of development. Explain various aspects of development during adolescent years so as to enable them to solve the

problems of adjustment of their pupils. Explain major approaches to learning and interpret them vis-à-vis instructional applications, so as to

be able to facilitate the learning of their pupils as an individual and as a member of the group for their personal and social development.

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

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

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

• Educational Psychology: Concept, concerns and scope, contribution of psychology to education.• Human Development: Factors influencing development and their relative role.• Theories of Piaget and Bruner, major concepts and stages and implications for education.

Unit-II Learning

• Learning: Concept, Theories of learning and their implications Gagne’s conditions of learning, Guthrie’s Contiguous conditioning, Levin’s field theory

Unit-III Group dynamics

• Group Dynamics: Group process, interpersonal relations sociometric grouping• Social emotional climate of the classroom and influence of teacher characteristics.

Unit-IV Intelligence & creativity

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

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

Unit-V Personality & Assesment of Personality

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

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


L T P C4 - - 4

Suggested Readings:

Abramson, Paul.R (1989): Personality, Holt Rinehart and Winston, New York. Allport G.W. (1961): Pattern Growth in personality, john Willy and sons Inc., New York. Baum A, Newman,s. West R & Mc Manus C (1985): Cambridge Handbook of psychology,

Health and Medicine, Cambridge University Press. Dicapro, N.S. (1974): Personality Theories, Harpar, New York. Gangne R.M. : (1977) The conditions of Learning. Chicago Holt, Rinehart & Winston, New

York. Elizabeth Horlock (1990): Stages of Human Development. McMillan, New York. Kundu, C.L. & Tutto, D.N.(1988): Education Psychology. Sterling Publication Pvt. Ltd. New

Delhi. Woolflock. Anita (2008): Educational Psychology. Pearson Publication, New Delhi. Berdine W.H. & Blackhurst A.E. (eds) (1980): An Introduction to special Education, Harpes

collins Publishers, Boston.


EDUCATION STUDIES


Objectives: To enable the students to: Sensitize students regarding assumptions, principles and theories of education. Expose students to the epistemological and axiological issues in education. Acquaint students with concepts and theoretical perspectives of sociology of education. Enable students to comprehend meaning of modernization, social change and role of school as a

place for social change. Help the students to understand the concept of social equity & equality; social mobility and

social stratification.

Unit-I Education Concepts, Principles and Assumptions of education Prioritizing the aims of education in the context of national values enshrined in the constitution of

India

Unit-II Epistemology and Education Epistemology and Education: Knowledge; methods of acquiring valid knowledge with special

reference to logical analysis, positive relativism and constructivism. Axiological issues in education

Unit-III Sociology & Education Sociology of Education: Concept and Theoretical Perspectives (Functionalist, Conflict &

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

of Social Change. School as a site of struggle for social change.

Unit-IV Social Equity Education as related to social equity and equality of educational opportunities with special reference to socio-economically disadvantaged sections of society based on caste, gender, locale, income disparity and different disabilities.

Unit-V Social Stratification Social Stratification and Social Mobility; Concepts, Factors affecting; Education in relation to Social Stratification and Social Mobility with special reference to

Indian Society.

Suggested Readings: Aggarwal, J.C. (2005). Theory and principles of education. New Delhi: Vikas Publishing House Pvt. Ltd. Banerjee, A.C. & Sharma S. R. (1998). Sociological and philosophical issues in education, aipur: Book Enclave. Beyer, L.E. (Ed.) (1996). Creating democratic classrooms: The struggle to integrate theory and Practice. New York: Teachers College Press. Blake, N., Smeyers. P. et.al. (2008). The Blackwell guide to the philosophy of education. U.S.A.: Blackwell Publishing Ltd. Brubacher, J. S. (1969). Modern philosophies of education. New Delhi: Tata McGraw-Hill Publishing Company Pvt. Ltd. Bruner, J.S. (1960/1977). The Process of education. Cambridge, M.A.: Harvard University Press. Bruner, J.S. (1996). The Culture of education. Cambridge, M.A.: Harvard University Press.


L T P C4 - - 4

INTRODUCTION TO RESEARCH METHODS


Objectives: To enable the students to:• The meaning of scientific method, scientific inquiry , paradigm , theory and its implications in

educational research . • The characteristics of philosophical ,psychological ,sociological researches in education . • The different methods of educational research . • How to develop the research proposal. • The various techniques of sampling. • The various types of tools of data collection.

Unit-I Educational Research Meaning, nature, need and importance of educational research. Areas of educational research. Types of educational research – Fundamental, Applied.

Unit-II Methods of Educational Research• Experimental Research • Historical research • Action Research • Descriptive Research- Survey, Case Study , Document Analysis, Ex-post facto Research

Unit-III Research Proposal• Developing a research proposal • Problem and its sources; Selection and definition of the problem • Variables and its types • Hypothesis- Nature, Characteristics, Sources, Types. • Research Design

Unit-IV Data Analysis- I• Organization and tabulation of data • Graphical Representation :Histogram ,Frequency polygon ,Ogive ,Pie chart• Percentile rank and Percentile

Unit-V Data Analysis- II• Measures of central tendency: Mean, Median and Mode. • Measures of variability – Range, Q.D., S.D. • NPC- importance, characteristics and application (1 &2)

Suggested Readings: Best, J.W. and Kahn research in Education (9th Ed. Prentice of India, Pvt, Ltd, New Delhi,1982) Tuckman Bruce W: Conducting educational Research (Harcourt Brace Javanovich, Inc. New York, 1978) Garrett H.E. Statistics in Education and Psychology (Yakills Fitter & Simsons Pvt. Ltd., Bombay, 1973)


L T P C4 - - 4

DISTANCE EDUCATION



To orient students with the nature and needs of Distance education in the present Indian society To expose students to various Information and Communication technologies and their use in teaching – learning process To understand different modes of student supports services (S S S) and develop skills to manage such services for various programs undertaken through distance education. To evaluate programs of distance education and to develop ability to enhance the quality and standards of different D.E programs for Rural and Urban development.

Unit-I Distance Education

• Distance education and its development• Some definitions and teaching learning components.• Need and characteristic features of distance education.• Growth of distance education.• Distance teaching learning systems in India.

Unit-II ICT & Distance Education

• Intervention strategies at a distance• Information and communication technologies and their Application in distance education• Designing preparing self-instructional material.• Electronic media (T.V) for education

Unit-III Role of Distance Education in Development

• Learning at a distance• Student-support-service in distance education and their management.• Technical and vocational programmes through distance education• Programmes for women through distance education• Distance education and rural development.

Unit-IV Quality Enhancement

• Quality enhancement and programme evaluation• Quality assurance of distance education.• Mechanisms for maintenance of standards in distance education• Programme evaluation.

Unit-VNew Dimension in Distance Education

• Cost analysis in DE-concept, need and process.• New dimension in distance education-promises for the future.


L T P C4 - - 4

Suggested Readings:

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

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

Holmberg, B. (1986): Growth and structure of Distance Education. London: Croom Helm. Holmberg, B. (1985): Status and Structure of Distance Education (2 Ed.). Lector Publishing, London. Holmberg, B. (1989): Theory and Practice of Distance Education. Routledge, Chapman & Hall,

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

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

London. Keegan, D. (1989): Foundations of Distance Education, Routledge London. Race, Phil (1994): The Open Learning Handbook, Second Edition, Kogan Page, London. Rathore, H,C,S, (1993): Management of Distance Education in India. Ashish Publishing House, New

Delhi.


VALUE EDUCATION


Objectives:To enable the students to:

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

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

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

Realize the importance of self-transformation for social transformation. Get acquainted to the National and International values for Global development by following

unilateral ethics.

Unit-I Conceptual Framework: Value Education

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

Objectives of value education: inculcating duty-consciousness in individuals. Types: extrinsic and intrinsic values. Dysfunctionality of values. Importance of inculcating intrinsic

values in individuals for their extrinsic manifestation in society. Basis of values: Philosophical, psychological, socio-cultural, secular and religious. Valuation of culture: Indian Culture and Human Values such as ahimsa (nonviolence), mutual

respect, harmony etc.

Unit-II Moral Education

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

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

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

Use of reason over passion. No moral policing. Self-introspection, own moral judgment and moral action for moral upliftment of

self and in turn society.

Unit-III Personal Development

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

Unit-IV Value development

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

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


L T P C4 - - 4

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

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

Social Values: Compassion, probity, self-control, universal brotherhood. Professional Values: Knowledge thirst, sincerity in profession, regularity, punctuality and faith. Religious Values: tolerance, patience, wisdom, character-building, realism, social ethics and golden

rule. Aesthetic values: love and appreciation of literature and fine arts and respect for the same. National Integration and international understanding with emphasis on patriotism and nation-

building.

References: Carey, S.M. “Attitudes and Values”, Education Forum, Vol. VII, No. 3, 1962. Guber, F.C. Aspects of Value. University of Pennsylvania Press, Phildelphia, 1963. Khan, Wahiduddin. Moral Vision, Goodword Books, 1999. Kluckhokhn, C. “The Study of Values”. In D.N. Barett (ed), value in America, Norte Dame,

University of Norte Dame Press, 1961. Kothari D.S. “Education and Values”, Report of the orientation coursecum-workshop on Education in

Human Values. New Delhi. Malhotra P.L. Education, Social Values and Social Work – the Task for the New Generation,

N.C.E.R.T., New Delhi. Morris, Charles, Varieties of Human Values Chicago University of Chicago press, 1956. Mujeeb, M. Education and Traditional Values. Meenakshi Prakashan, Meerut, 1965. Mukerjee, R.K., Social Structure of Values. S. Chand and Co., New Delhi, 1969. Rokeach, M. The Nature of Human Values, Jessy Brass, New York 1978


COMPARATIVE EDUCATION


Objectives: To enable the students to: To understand the need and importance of comparative education. To explain the factors affecting the system of education of a country. To understand the system of education of different countries. To compare the salient features of system of education of different countries. To understand the role of UNO and UNESCO in the field of education.

Unit-I Comparative Education Comparative Education: Meaning, scope, need and importance. Development of Comparative Education. Factors affecting the system of education of a country: geographical, philosophical, social, political,

economical and technological.

Unit-II Different Level of Education Primary Education in UK, USA, Russia, China, Japan, Israel and India: Development, Administration, Finance, aims, Curriculum and methods of teaching. Secondary Education in UK, USA, Russia, China, Japan, Israel and India: Development, structure, administration, finance, aims, curriculum and methods of teaching. Higher Education in UK, USA, Russia, China, Japan, Israel and India: Development, structure, administration and finance, aims, curriculum, methods and teaching.

Unit-III Structure of Education Administration and Finance of Education in UK, USA, Russia, China, Japan, Israel and India. Structure of Education in UK, USA, Russia, China, Japan, Israel and India.

Unit-IV Teacher Education Teacher Education in UK, USA, Russia, China, Japan, Israel and India: development, structure, Administration and finance, aims, Curriculum, selection procedure for admission, training

programme, evaluation and placement. Adult Education in UK, USA, Russia, China, Japan, Israeland India: Administration and finance,

organization, aims and methods.

Unit-V Recent Trends and Innovations in Education Recent Trends and Innovations in Education in UK, USA, Russia, China, Japan, Israel and

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

organization and Strategies. Globalization of Education: meaning, need and importance.

References: Sharma, Y.K- Comparative Education, Kanishka Publication New Delhi Sharma, T.S.- A Text book of Comparative Education, Vikas Publication House, New Delhi Chaube, S.P.- Comparative Education, Vikas Publication House, New Delhi Sharma, R.A.- Comparative Education, R Lal Book Depot, Meerut Sharma, R.N.- Comparative Education, Subjeet Publication, New Delhi


L T P C4 - - 4

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

INCLUSIVE EDUCATION


Objectives

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

• reformulate attitudes towards children with special needs; • identify needs of children with diversities; • plan need-based programmes for all children with varied abilities in the classroom; • use human and material resources in the classroom; • use specific strategies involving skills in teaching special needs children in inclusive

classrooms; • modify appropriate learner-friendly evaluation procedures; • incorporate innovative practices to respond to education of children with special needs; • contribute to the formulation of policy; and • implement laws pertaining to education of children with special needs.

Unit-I Introduction

• Concept, Meaning and importance of Inclusive Education. • Historical perspectives of Education of children with Diverse Needs. • Difference between Special Education, Integrated and Inclusive Education. • Social Exclusion based on gender and caste.

Unit-II Historical perspectives of Inclusive Education

• Policies of gender and social inclusion, The Rehabilitation Council of India Act, 1992 (RCI Act The Persons with Disabilities (Equal Opportunities, Protection of Rights and Full Participation) Act, 1995 (PWD Act);); and The National Trust for Welfare of Persons with Autism, Cerebral Palsy, Mental Retardation and Multiple Disabilities Act, 1999; RTE Act, 2009. • Goals and Strategies in the Comprehensive Action Plan for Including Children and Youth with Disabilities in Education, MHRD, 2005, Scheme of Inclusive Education for the Disabled at Secondary School (IEDSS, 2009).

Unit-III Children with Diverse Needs and utilization of Recourses

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

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


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Unit-IV Teacher Preparation for Inclusive Education

• Skills and competencies of teachers and teacher educator for secondary education in inclusive settings • Roles, responsibilities and professional ethics of an inclusive education teacher and teacher educators • Role of different national and international agencies {institutions, universities} in promoting

inclusive education. •

Unit-V Inclusive Practices in Classrooms

• School's readiness for addressing learning difficulties. • Pedagogical strategies to respond to individual needs of students: Cooperative learning strategies In

the classroom, peer tutoring, social learning, buddy system, reflective teaching, multisensory teaching, etc.

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

Suggested Readings:

• Burt Cyril The Backward Child, University of London Press. • Cruickshank, William M: Education of Exceptional Children and Youth by Prentice Hall, Inc. • Frampton, M. & E. Gall: Special Education for the Exceptional (Boston: Proter Sergeant) • Kuppuswamy, B: A Text Book of Child Behavior & Developments, New Delhi, Vikas Publishing

House, 1976. • NCTE (2003). Discrimination Based on Sex, Caste, Religion and Disability, New Delhi. • Wadin, A.R. (ed.): The Handicapped Child, Bombay, Tata institute of Social Sciences.


GUIDANCE AND COUNSELING



To understand aims, principles and problems of different modes of guidance. To understand the need of guidance for the children with special needs. To familiarize with concept , purpose and significance of counseling in Education To develop an understanding of various procedures adopted for organizing different guidance

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

UNIT-I Guidance: Concept

Guidance: concept, principles, objectives and scope. Need and importance, basic assumptions of Guidance, and its types. Educational Guidance – concept, need, Educational Guidance at various level, principles and process

of Educational Guidance. Measuring devices in education guidance- types of data , sources of data, cumulative record, sources

of information, types of information, isolates in classroom. Guidance of special children- problem and needs. Guidance of gifted, creative and under achieving learners.

UNIT-II Vocational Guidance

Vocational guidance- nature, objectives, scope. Career development and adjustment vocationalisation of secondary education and career development. Group guidance: concept concern and principles, procedure and techniques of group guidance. Information orientation services, placement service and follow up service, Evaluation of guidance

programs

UNIT- III Counseling

Counseling : nature, concept, meaning, importance and techniques Counselor and counselee, Counseling process- directive, non directive electic, counseling interview. Types of Counselling- individual, group, educational, vocational. Special areas of counselling- family adjustment and career Counselling. Use of psychological tests in Counselling.

UNIT-IV Guidance and Counseling

• Testing in guidance and counseling.• Use of tests in guidance and counseling.• Tests of intelligence: aptitude, creativity, interest and personality.• Administering, scoring and interpretation of test scores.• Communication of tests results as relevant in the context of guidance programme.


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UNIT V Mental Health

• Human adjustment and mental health.• Psychological foundation of adjustment.• Role of motivation and perception in adjustment.• Principles of mental hygiene and their implication of effective adjustment.• Mental health and development of integrated personality.

Suggested Readings:

Jones J.A. (1998): Principal of Guidance. Bombay, Tata McGrow Hill, New York. Pandey K.P. (2000): Educational and vocational guidance in India. Vishwa Vidhyalaya Prakashan

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

York. Tolbert H.L. (1996): Introduction of counseling. McGrow Hill, New York. Strang, Ruth (1992): Counseling Techniques in college & Secondary schools. Harper, New York. Taxler, A.E. (1964): Techniques of guidance. McGraw Hill, New York. Robinson (1998): Principles and Procedures in student counseling, Harper & Row, New York. Super D.E. Schmilt (1962): Apprising vocational fitness by means of Psychological Testing. Harper

& Row, New York.


M.Ed. Semester-I (Practicum Course)

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

PSYCHOLOGY OF LEARNING & DEVELOPMENT

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

EDUCATION STUDIES

Practicum: (Any one of the following)• To compile articles from newspapers, magazines, and the internet on educational

issues. Prepare a report with suggestion for solutions.• Comparative study of educational contribution of Indian and western educationists

INTRODUCTION TO RESEARCH METHODS

Practicum Formulate a research proposal as part of the course requirements

DISTANCE EDUCATIONPracticum

• Critically analyses (Any one of the following): Distance Education Open Learning New dimension distance Education ICT in distance education

VALUE EDUCATION

Practicum: (Any one of the following): Content analysis of morning assemblies in institutions. Interview of any spiritual leader with the aim of learning moral principles for applying in

life. To make self, analysis and introspection a daily habit through maintaing a diary (modern

method of introspection).

COMPARATIVE EDUCATION

Practicum: (Any one of the following) Comparative Study of Administration and Finance of Education of any two countries. Comparative Study of Structure of Education of any two countries. Comparative Study of Teacher Education of any two countries. Means and ways to make the Adult Education programme successful.

INCLUSIVE EDUCATION

Practicum: (Any one of the following)• Write a comprehensive and critical essay on any theme related to the course prescribed.

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


P C8 4

• Evaluation of Textbooks from the perspective of differently abled children • Field visit to a school /institution promoting inclusive practices and discussion with teachers

and observation and analysis of teaching learning practices. • Analysis of policy document (national /international) related to diversity. • Visit to special, integrated and inclusive classrooms.

GUIDANCE & CONUNSELINGPracticum:

Interview of a school counselor. Administration of an individual test and preparing a report.

Course Code – MED 154- PSYCHOLOGICAL TESTPracticum: Conduct Psychological Test (Any Eight)

Learning Intelligence Creativity Motivation Personality Values Adjustment Attitude Aptitude Interest Other relevant test

Evaluation of Practicum

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

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

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


P C4 2

Practical Internal Examiner (Marks 50)

External Examiner (Marks 50)

Performance 10 20File Work 20 20Viva 10 10Attendance 10 -

Second Semester

S.No. Course Code



Common Core

1. MED 201 Philosophy of Education 04 04 30 70 100

2. MED 202 Historical & Political Perspectives of Education

04 04 30 70 100

3. MED 203 Curriculum Studies 04 04 30 70 100

Foundation Course (any one out of the following)

4.

MED 211 English Communication 04 04 30 70 100

MED 212 fgUnh laizs’k.k 04 04 30 70 100

Practicum


08 04 50 50 100

6. MED 252 Research Leading to Dissertation: Synopsis Presentation

04 02 50 50 100

Total 16 12 22 220 380 600


PHILOSOPHY OF EDUCATIONCourse Code – MED 201

Objectives: To enable the students to:• Understanding the nature and functions of philosophy of education. • Logical analysis, interpretation and synthesis of various concepts, philosophical assumptions and

issues about educational phenomena. • Enable to know about various Indian schools of philosophy and their educational implications. • Critical appraisal of contributions made to education by prominent educational thinkers Indian and

western.

Unit- I Education and Philosophy• Education- Meaning, Nature and Concept • Philosophy- Meaning, Nature and Concept • Relationship between Education and Philosophy

Unit- II Philosophy & Education• Philosophy of Education • Functions of philosophy of education (speculative, normative, analysis) logic, logical empiricism,

positive relativism.

Unit-III Fundamental Philosophical issues• Metaphysical, epistemological and Axiological issues • Idealism, Naturalism, Pragmatism, Humanism, Existentialism and with special reference to

knowledge, reality and values. • Their contribution to the field of educational objectives and aims

Unit-IV Indian Schools of Philosophy• Sankhya, Yoga, Nyaya, Vedanta (Advait and Vishitvedanta). • Critical appreciation of the contribution of Indian philosophy-, Buddhism, Jainism. • Their application in day to day teaching learning process in education.

Unit-V Educational Thought of great Philosophers• Indian Philosophers- Swami Vivekanand, Mahatma Gandhi, Sri Aurobindo, Ravindra Nath Tagore, J.

Krishnamurti, Giju Bhai. • Western Philosophers- Plato, Herbert Spencer, John Dewey, Rousseau, Paul Freire

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

Bangkok. • Bodo, Beyd. H. Modern educational theories (1937) Mac Graw Hill Book Co. New York. • Brubacher John S. (1981) Modern Philosophies of education. • John Dewey (1963) Democracy of education, Mac Millan, New York. • K. Patirick (1963) Philosophies of education, Mac Millan & Co. New York. • Kabir Humayun (1961) Philosophy of education, Asia Publishing House Bombay. • Kabir Humayun(1971) education in modern India. Middlesen. England. • Lal Avam Palore (2007) Shaishik Chinton Avam Prayog, R. Lal Book Depo. Meerut. (in Hindi). • Mathur S.S. (2008) Shiksha ke Darshanik tatha Samajik Aadhaar, Agarwal Publications Agra-s. • Thomas B. (2004) Moral and Value education, Aavishkar Publication, Jaipur. • Wingo G. Max(1975) Philosophies of education, Sterling Publication Pvt. Ltd., New Delhi. • Radha Krishnnan , Indian Philosophy


L T P C4 - - 4

HISTORICAL AND POLITICAL PERSPECTIVES IN EDUCATION


Objectives: To enable the students to:• the development of education in historical perspectives. • The approaches to the history of education • Development of education during different periods of Indian history and factors affecting it. • Development of Indian National Consciousness and role of education. • The visualization of education in independent India and its future.

Unit-I Education in Ancient India• Concept and aims of education in Ancient India. • Salient features of Vedic, Brahmanic and Buddhist education • Role of society and state in education

Unit-II Education under East India company Charter Act 1813, Lord Macaulay's minutes 1835 Woods Despatch1854 Hunter Commission 1882 Impact of education on political, social, economic and the cultural life of the people in 19th century.

Unit-III Indian Education in 20th Century Saddler Commission University Education Commission Secondary Education Commission Education Commission: 1964-66 National Policy on Education 1986, POA-1992

Unit-IV Education for the Indian National Consciousness• Growth of National consciousness Wardha Plan • Education for social justice

Unit-V Constitutional provisions regarding education Implications of Justice, Liberty & Equality in Education. Fundamental Rights with special emphasis on Right to Education

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

Publishing House. • Altekar, A.S. (2010). Education in Ancient India, Delhi: Isha Books. • Das, Santosh Kumar (1933).The Educational System of Ancient Hindus, Calcutta • Das-Gupta, Devendra Chandra(1942).Jaina System of Education, Calcutta. • Sharma, R L. (2006) Comprehensive History of Modern Education. New Delhi: Cyber Tech

Publications.• Desai, D.M.(1957) A Critical Study of Primary Education in India. Baroda: The M.S. University.• Kabir, H. (1959) Education in New India. London: Allen & Unwin Ltd.• Keay, F.F. (1973) A History of Education in India and Pakistan. Calcutta:Oxford University Press.• Mukherjee, L. (1975) Comparative Education. Bombay: Allied Publishers.


L T P C4 - - 4

CURRICULUM STUDIESCourse Code – MED 203

Objectives: To enable the students to understand To define curriculum To identify the components of curriculum To describe the vario us principles of curriculum development To explain various determinants

of curriculum To Explain various considerations for curriculum development. To Describe various guiding principles for selection and organisation of learning

experiences.Unit-I nature, principles and determinants of curriculum

Meaning and concepts of curriculum; Curriculum as a body of organized knowledge, inert and live curriculum Components of curriculum: objectives, content, transaction mode and evaluation Philosophical and ideological basis of curriculum Principles of integration Theories of curriculum development

Unit-II Approaches and types to Curriculum development Subject centred Learner centred Curriculum frameworks of school education and teacher education Humanistic curriculum : characteristics, purpose, role of the teacher, psychological basis of

humanistic curriculum Unit-III Models of Curriculum Development

Tylers -1949 model Hilda taba 1962 model Need assessment model Futuristic model Vocational/ training model

Unit-IV Selection and Organization of learning experiences Principles and criteria for developing learning experiences Points to be considered while selecting learning experiences Designing integrated and interdisciplinary learning experiences Integration of learning experience related work experience, sensitivity to gender parity, peace

oriented values, health and needs of children with disabilities, arts and India’s heritage of crafts

Unit-V Text Books Infusion of environment related knowledge and concerns in all subjects and levels. Diversity among teachers in their competences Problem of curriculum load

Suggested Readings Dewey, J. The Child and the Curriculum. The University of Chicago Press. Diamond Robert M. (1986) Designing and Improving Courses in Higher Education: A Systematic

Approach, California, Jossey-Bass Inc. Publication. Joseph, P.B. et al; (2000): Cultures of Curriculum (studies in Curriculum Theory). New York.

Teacher College Press. Oliva, Peter F. (1988) Developing the Curriculum. Scott, and Foresman and Co.


L T P C4 - - 4

ENGLISH COMMUNICATIONCourse Code – MED 211

Objectives: To enable the students to understand• Understand, read, write and speak with intelligible pronunciation present day English with current

usage in official work.• Communication skill to express themselves fluently in English.• Develop basic skills and competencies for formal and informal communication and comprehension.• Provide sufficient practice in writing personal and official letters.

Unit-I• Letter writing: Principles of letter writing • Format. Informal & formal letters. Writing Invitation, Letter of Acceptance, declining the invitations.

Letter of Enquiry. Letter to Editor.

Unit-II• Expository writing: Meaning , Concept and components of effective communication. Strategies of

effective communication, Role and usage of ICT in effective communication. Effective expository writing giving instructions, information & observing tone/ mood & attitude.

Unit-III• Writing Job Applications: Writing Biodata, Resume & C.V. Difference between C.V. & Resume.

Types of Resume’.• Understand, read, write and speak with intelligible pronunciation present day English with current

usage in official work.• Communication skill to express themselves fluently in English.• Develop basic skills and competencies for formal and informal communication and comprehension.• Provide sufficient practice in writing personal and official letters.

Unit-IV Reports writing: Characteristics & objectives of Reports. Types, Significance, Structure & purpose of

Reports. Important steps in writing reports. Project reports.

Unit-V Thesis & Dissertation Writing: Research- meaning. Difference in Research paper, dissertation &

thesis. Writing process.

Suggested Readings Ruther Ford A., Basic Communication Skills, Pearson Education, New Delhi. Arora V.N. et al, Improve Your Writing, OUP, Delhi. Mohan K. & Sharma R. C, Business Correspondence.


L T P C4 - - 4

fgUnh laizs’k.kCourse Code- MED 212

mn~ns”;& Nk=ksa esa Hkk’kk dks le>us rFkk ewY;kadu djus dh

n`f’V c<kuk “kCn lajpuk izfdz;k ds izfr Nk=ksa dk /;kukd’kZ.k djkukA Nk=ksa dks iz;kstuewyd fgUnh dh O;kidrk ls voxr

djkukA Nk=ksa esa fgUnh laizs’k.k dkS”ky dk fodkl djkukA fgUnh Hkk’kk dh O;kogkfjd mi;ksfxrk dk ifjp; nsukA

Unit-1 Hkk’kk f”k{k.k% vfHkizk; rFkk mn~ns”; [kM+h cksyh dk lEidZ Hkk’kk ds :Ik esa fodkl jktHkk’kk% rkRi;Z ,oa egRo jk’VªHkk’kk fgUnh dh leL;k;sa ,oa lq>ko

Unit-2 laizs’k.k dh vo/kkj.kk vkSj egRo laizs’k.k dh izfdz;k ,oa lq>ko laizs’k.k dh ck/kk,¡ laizs’k.k ds izdkj d{kk laizs’k.k tu laizs’k.k laizs’k.k dks izHkkoh cukkus okys dkjd

Unit-3 dk;kZy;h; i=kpkj] lkekU; ifjp; dk;kZy; ls fuxZr i= ¼Kku] ifji=] vuqLekjd] i`’Bkadu]

vkns”k] lwpuk,¡ fufonk vkfn½ fjDr inksa ij HkrhZ gsrq foKkiu vkosnu&ys[ku

Unit-4 “kSf{kd vfHkys[k (Bio Data ) ,ao dk;Z vuqHko ys[ku ¼C.V) “kSf{kd laf{kIr fooj.k ,oa izk:i (Resume) Lkk{kkRdkj& mnns”;] izdkj] ykHk ,oa lhek;sa

Unit-5 Ikfj;kstuk izfrosnu ys[ku ¼Project Report writing½


L T P C4 - - 4

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

lUnHkZ&01& jktHkk’kk fgUnh& xksfoUnkl& fgUnh lkfgR; lEesyu] iz;kxA02& jk’VªHkk’kk vkUnksyu& xksiky ij”kqjke&egkjk’Vª lHkkA03& fojke fpUg& egsUnz jktk tSu& fdrkc?kj] fnYyh04& iz;kstuewyd fgUnh& jkeizdk”k] jk/kkd`’.k izdk”ku] fnYyhA05& iz;kstuewyd fgUnh& lajpuk ,oa vuqiz;ksx] jkeizdk”k] jk/kkd`’.k izdk”ku fnYyhA06& iz”kklfud ,oa dk;kZy;h fgUnh& jkeizdk”k] jk/kkd`’.k izdk”ku] fnYyhA07& fgUnh Hkk’kk dk iz;kstuewyd Lo:i& dSyk”k pUnz HkkfV;k] r{kf”kyk izdk”ku] fnYyh08& iz;kstuewyd dkedkth fgUnh& dSyk”k pUnz HkkfV;k] r{kf”kyk izdk”ku] fnYyh09& iz”kklfud fgUnh fVIi.k] izk:i.k ,oa i= ys[ku& gfjeksgu] r{kf”kyk izdk”ku] fnYyh


M.Ed. Semester-II (Practicum Course)

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

Philosophy of Education

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

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

Historical and Political Perspectives of Education

Practicum:A critical study of the problems related to any one of the following: Vocational Education Adult Education Higher Education Women Education Education for Marginalized group

Curriculum Studies

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

NCERT (NCF-2000 and 2005) NCFTE 2009


P C8 4

NPE-1986 (modified version 1992) POA on NPE-1986, 1992

English Communication

Practicum: Workshop on preparation of Presentation (PPT) Workshop on Dissertation Writing.

fgUnh laizs’k.kizSDVhde

Loa; dk dk;Z vuqHko ys[ku cukukA y/kq”kks/k izfrosnu ys[ku rS;kj djukA

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

Preparation of Synopsis/Research Proposal PPT presentation of Synopsis /Research Proposal






P C 4 2




Second Year Syllabus of M.Ed. Programme Third Semester

S.No. Course Code


L T P Internal External Total MarksCommon Core 1. MED 301 Advanced Research Methods 04 04 30 70 100

2. MED 302 Sociology of Education 04 04 30 70 100

Foundation Course 3. MED 311 Elementary Education 04 04 30 70 100


4. MED 321 Educational Technology 04 04 30 70 100

MED 322 Gender Education 04 04 30 70 100

MED 323 Education for marginalized group

04 04 30 70 100

Practicum


08 04 50 50 100

6. MED 352 Internship 04 02 50 50 100

Total 16 12 22 220 380 600


ADVANCED RESEARCH METHODS


Objectives: To enable the students to understand:

The meaning of scientific method, scientific inquiry, paradigm, theory and its implication for educational research. The significance of philosophical, psychological and sociological research in education. The different strategies of educational research. The techniques of developing a research proposal. The meaning and application of sampling techniques in statistics.

Unit-I Sample & Sampling

Population- Concept Sampling- Concept and Need, characteristics of good sample Probability sampling: Simple Random sampling, use of random number table, Cluster, Stratified and

multistage sampling Non probability sampling (Quota, judgment and purposive.) Errors in sampling &non sampling

Unit-II Tools

Observation Interview Schedule Questionnaire Tests-achievement, intelligence, aptitude, and personality. Opinionative-attitude scale, rating scale, check list. Preparation of tools, Qualities of a good measuring tool and standardization procedure

Unit-III Research Report

Format, Style, content and cauterization Bibliography, Appendices Characteristics of a good Research Report

Unit-IV Advanced Statistics I

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

Unit-VAdvanced Statistics II

Testing hypothesis: level of significance, degrees of freedom, types of error- Types I, type II Test of significance of mean (t-test). F-test and ANOVA(one way analysis only) Non-parametric Statistics: uses and computation of Chi-square test


L T P C4 - - 4

Suggested Readings: Best, J.W. and Kahn research in Education (9th Ed. Prentice of India, Pvt, Ltd, New Delhi Tuckman Bruce W: Conducting educational Research (Harcourt Brace Javanovich, Inc. New York Garrett H.E. Statistics in Education and Psychology (Yakills Fitter & Simsons Pvt. Ltd.,

Bombay Kuriz Albert J. and Samuel T. Mayo, Stastitics in Education and Psychology ( Narousa

Publishing House, New Delhi, 1981) Buch M.B., A survey of Research in Education (Centre of advanced Studies in Education, M.S.

University Baroda Buch m.B. et al’ second Survey of research in Education. Donald Ary, Lucy Cheser Jacobs, Asghar Razavich “Introduction in research in Education” (Holt

Rinehrt and Winston, New York, 19790. Kreppendorff Kians contents analysis: An Introduction to its Methodology, Sage Publications. Beverly

Hills, London, 1985.


SOCIOLOGY OF EDUCATION


Objectives: To enable the students to understand:• Understand the social nature of education.• Realize the need of studying education with sociological perspectives.• Understand the relationship of different social institutions with education.• Understand the role of education and change.• Understand the relationship of education and national development.• Understand the social foundation of education.• Understand the role of school in creating and fostering the socialization process.

Unit-I Education and Sociology

• Need to understand education with sociological perspectives.• Concept of educational sociology and sociology of education.• Scope of sociology of education.

Unit-II Sociological perspective. • Education, Culture and Socialization.• Concept of social unity, unity and diversity of caste, class, religion, human language,• Gender in society with specific reference to Indian society with respect to living together.

Unit-III Education and Social Structure• Education for social unification .• Concept of Equality of Educational Opportunity.• Concept of inclusive education.

Unit-IV Education, National Integration and International Understanding• Education and globalization.• Core values of Indian constitution and its inculcation.• National Integration & International Understanding

Unit-V Education and Social Change• Concept of: social change, social development, sustainable development• Education as a means of social change: scope and limitations.• Modernization and post-modernization, liberalization-privatization-globalization (LPG).

Suggested Readings:• Ambasht, N.K.(1971). A Critical Study of Tribal Education. New Delhi:• Gore M.S. (1967) Papers in the Sociology: Education in India, NCERT, New Delhi.• Gore M.S. (1994) Indian Education: Structure & Process Rawat Publications, New Delhi.• Ruhela S.P. (1970) Sociological Foundation of Education in Contemporary India, Dhanpat Rai, Delhi• Shepard Jon M. (1981)Sociology, West Publishing Co.St. Paul.• Shukla Sureshchandra (1985)Sociological Perspectives in Education A Reader, Chanakya

Publication, Delhi.


L T P C4 - - 4

ELEMENTARY EDUCATION


Objectives: To enable the students to understand: understand the need and significance of early childhood care and education understand the policy perspectives on Elementary Education in India and world understand social and personal development of children (3-6 years) understand the quality dimensions i.e. curriculum, programmes and work force for Elementary

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

personnel.

Unit-I Elementary Education : policy and perspectives

• Concept, significance and objectives of Elementary Education. • Elementary Education in India: Policies and Programmes in National Policy on Education (NPE,

1986) and POA (1992), National plan of action for children, 1992 and 2005; national curriculum framework (2005)

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

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

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

• Transition from home to school – issues and concerns • Socio-cultural contexts in school and home and child-rearing practices in different cultures.

Unit-III curriculum for pre-school education

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

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

Unit-IV Strategies / approaches and resources

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

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

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

Unit-V Training, research & Evaluation in Elementary Education

• Need and significance of personnel involved in Elementary Education programme. • Status & nature of training programmes – pre-service & in-service – a critical evaluation,

issues, concerns and problems • Evaluation of Elementary Education programmes, methodology and implications


L T P C4 - - 4

Suggested Readings:

• Government of India (1986) National Policy on Education, New Delhi, MHRD.• Government of India (1987) Programme of Action, New Delhi: MHRD.• Government of India (1987) Report of the Committee for Review of National Policy on Education, New Delhi, MHRD.

• Hayes, Denis (2008): Elementary Teaching Today: An Introduction. Routledge Publications, • K.M. (1977) Planning Process in a District, New Delhi: Indian Institute of Public Administration

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


EDUCATIONAL TECHNOLOGY



Define the scope and importance of educational technology in contemporary society Explain emerging technologies exhibiting proper perspective and attitudes. Acquire theoretical bases of educational technology and to know about emerging trends in its

development. Get awareness of computer literacy and its importance in education. Understand the role of information technology in present and future needs of Education.

Unit-I Educational Technology

Education Technology: Concept, meaning, nature, scope and significance. Components of E.T.- Software, hardware & system approach.

Unit-II Communication and Instruction

Concepts, Nature ,Theory and process of communication Components and types of Classroom communication Principles of communications • Models of Communication -SMCR model of communication, Sharon’s model of communication Task analysis Designing instructional Strategies such as team teaching, discussion, seminar and tutorials.

Unit-III Modification of teacher behavior & Programmed instruction

• Modification of teacher behaviour, Flander’s Interaction Analysis.• Instructional Design: Concept, Views, Approaches.• Programme instruction: origin, principles and characteristics, Linear, Branching, Mathematics.• Development of a programme ; preparation, writing, try out and evaluation .

Unit-IV New approaches in Educational Technology

Computer Assisted Instruction Educational Simulations E-learning Virtual classroom

Unit-VEmerging trends in Educational Technology

• Educational Technology in formal ,non formal and informal education , distance education • Emerging trends in Educational Technology, Video tape, Radio ,Teleconferencing, CCTV,INSAT.• Resource Centers for Educational Technology, CIET, UGC ,IGNOU ,NOS ,State ET cell, AVRC,

EMRC, NIE their activity for improvement of teaching –learning.


L T P C4 - - 4

Suggested Readings:

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

• Dwight, Allen & Rayan, Micro-teaching, Addison Wesley Kevin Pub. Co., Monachustter.• Flander, Wed Analysing Teaching Behaviour, Addison Wesley Pub. Co., Monachustter.• Green, Thomas F, The Activities of Teaching, MeGraw Hill Book Co. New York.• Hoover, Kenneth, (1980): College Teaching Today: Handbook for Post Secondary Instruction, Allyn Bacon, Ine, London.• Hurt, Thomas H.et al. Communication in Classroom, Addison Wesley Pub. Co., Monachustter.• Joycle, Bruce & Well, Models of Teaching, Prentice Hall, Marsha Inc.New York.• Tayler, John & Walford, Simulationin Class-room, Rex Penguin Books, London.• Lowman, Joseph, (1987): Mastering the Techniques of Teaching, Prentice Hall of India, New Delhi.• Pereival, Fed & Ellington, (1984): Handbook of Educational HA Technology, Kegan Pal, London.• Stones,E and Morris, S, (1972): Teaching Practice: Problems and Perspectives, Methuen & Co.Ltd. London.


GENDER EDUCATION



Create an awareness among students regarding gender. Stimulate thinking in students towards gender related problems. Inculcate in students the importance of justice and laws related to gender. Understand the

importance of health and education with respect to gender.

Unit-I Introduction to Gender Studies

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

Government Organizations for Women-Department of Women and Child Development. Policies and programmes for gender equity in education. Socio-economic and cultural aspects of gender.

Unit-II Gender & Media

Portrayal of Women in Mass Media (Cinema, TV, Print media), Role of Women in media Development of Communication skills Alternative media- Folk art, Street play and Theatre, Act, 1986-

Impact of media on Women.

Unit-III Gender and Society

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

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

Unit-IV Gender & Development

Gender and Development (GAD)- State Policy and Programmes Women Development Approaches in Indian five – Year Plans-Collectivity and Group dynamics- Self –help groups, Women

and leadership- Panchayat Raj- Political Role and - Participation- NGOs and Women Development-

National and International Funding Agencies.

Unit-V Gender & Education

Educational disparity (gender perspective). Women Education-Gender bias in enrolment- Curriculum content- Dropouts Negative Capability in Education- Values in Education- Vocational Education Recent Trends in Women’s

Education, Women teacher training-committees and Commissions on Education Adult Literacy and Non-Formal Education for Women’s Development..


L T P C4 - - 4

Suggested Readings:

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

Tanuja Vohra –Trafficking in Women and Children –Pacific publications –New Delhi -2009. Veena Gandotra and Sarjoo Patel (Edited)-Women Working Condition and Efficiency –New Century Publication -2009. Abishek – Destiny of Women – Rummy Nand Lal –Chandigarh-2008. Nalini Mishra-Woman Laws against Violence and abuse- Pearl Books –New Delhi -2008. Anju Desai –Women Teacher Training-New Delhi-2008. Dr. (Miss) P. Sarojini Reddy- Justice for Women – Sai Srinivas printers-2002. Nirmala Jayaraj- Women and Society – Lady Doak College Madurai 625002 - 2001.


EDUCATION OF MARGINALIZED GROUPS



Identify diverse needs students having disabilities, disadvantages and marginalization. Appreciate the meaning, need and significance of inclusive education. Describe various

disability conditions and their educational implications. Explain various social, economical disadvantages and marginalization and suggest educational

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

Unit- I Diversity and Inclusion

• Diversity in the classroom-various forms of diversity and students exceptionality.• Diversity: parameters and individual characteristics and psycho-social aspects.• Exclusion versus Inclusion: equity, equality and right based approach to education.• Inclusive Education: meaning, scope and significance.• Inclusive versus Special Education: differences and critical issues.

Unit- II Children with Different Abilities

• Concept of Disability: ICF and Inclusion.• Characteristics of students of various disabilities and factors those affect learning.• Development in assistive technology and their uses in educational set ups.

Unit- III Learning across various level

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

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

• Deprivation and disadvantage, psychological implications, how do they affect learning?• Short term and long term deprivations and its impact on personality and learning.• Defining economical, and other disadvantages, resultant problems, coping strategies, educational

interventions, teaching strategies.• Implications for development of school development plans.

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

• Nature and types of adjustment problems: academic, emotional and social. • Positive behaviour support (PBS): assessment and intervention.• Applying Guidance an counselling techniques and procedures to manage diverse needs.• Guidance an counselling of parents and family members.• Organizing support services at school level for students with diverse needs, resource room an whole

school approach.


L T P C4 - - 4

Suggested Readings:

• Bender W. N. Learning Disability, Allyn & Bacon, London, 1995.• Berdine W.H. & Blackhurst Q.E. (eds.), An Introduction to special Education, Harpers Collins

Publishers, Boston, 1980.• Crow and Crow. Mental Hygiene, McGraw Hill Book Co. New York, 2009.• Hallahar D.P. & Kauffman, J.M., Exceptional Children: Introduction to Special Education, Allyn &

Bacon, Massachusets, 1991.• Hewett frank M. & Foreness Sreven R., Education of Exceptional Learners, Allyn & Bacon,

Massachusets, 1984.• Jordern, Thomas E. The Exceptional Child, Ohio: Merril, 2007.• Kirk S.A. & Gallagher J.J. Education of Exceptional Children; Houghton Miffin Co., Boston, 2008.• Magnifico, L.X.: Education of the Exceptional Child, New York, Longmen, 1958.• Shanker, Uday: Exceptional Children, Sterling Publisher, New Delhi, 1976.• Singh, N.N. and Beale, I.L. (eds.) Learning Dishabilles – Nature, Theory and Treatment, Springer –

Verlag, New York, Inc.: 1992.


M.Ed. Semester-III (Practical Course)

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

Advanced Research Methods Practicum: prepare the assignment on any one-

Sampling Preparation of Research Report Tools

Sociology of Education Practicum:

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

Elementary Education Practicum:

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

Educational Technology Practicum: (Any one of the following)

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

• Development of Computer aided materials/Slides/Power points

• Development of technology based study material for school students

Gender EducationPracticum: (any one of the following):

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

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

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

issues.

Book Review/Documentary/movie with respect to gender issues. Organizing a debate on gender issues

and report writing

Education of the marginalized Groups Practicum: (any one of the following):

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

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

the measures


P C8 4

Course Code – MED 352 - Internship

Practicum:

• Observation and supervision of five lesson in teaching subjects.

• Ten lecture of each students in teacher education institute.

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

• Participation in extension activities.






P C 4 2




Fourth SemesterS.No. Course

CodeCourse/Paper Periods Credit Evaluation Scheme


Common Core1. MED 401 Teacher Education 04 04 30 70 100

Foundation Course

2. MED 411 Secondary Education 04 04 30 70 100


3.

MED 421 Educational Measurement & Evaluation

04 04 30 70 100

MED 422 Management Planning & Financing of Education

04 04 30 70 100

MED 423 Environmental Education 04 04 30 70 100

MED 424 Peace Education 04 04 30 70 100

MED 425 Information & Communication Technology

04 04 30 70 100

8. MED 426 Administration & Leadership 04 04 30 70 100


course paper 6 03 50 50 100

5. MED 452 Research Leading to Dissertation

10 05 50 50 100

Total 12 16 20 190 310 500


TEACHER EDUCATIONCourse Code – MED 401

Objectives: To enable the students to:• Describe the importance and scope of teacher education. • Understand the roles and responsibilities of teachers and teacher educators. • Highlight the aims and objectives of teacher education at elementary, secondary and college level. • Discuss the concept and importance of professional development of in-service teachers and

familiarize with programmes of faculty improvement. • Acquaint the students with various agencies for in-service education of teachers. • Describe the modes of education used for teacher education through distance mode.

Unit-I Importance of Teacher Education, Teacher Educators; their roles and responsibilities. Scope of

Teacher Education - Preparing teachers for Elementary, Secondary, Higher Education Agencies regulating Teacher education in India (NCERT, NCTE : roles and responsibilities , Policy

documents) Unit-II

Pre- Service Training: Objectives and scope. Quality control of Teacher Education. Teacher education and practicing school. Isolation of teacher education institutions.

Unit-III Issues, concerns and problems of pre-service teacher education NCTE, UGC, NUEPA, ICSSR, NCERT, NAAC SCERT, DIET

Unit-IV Profession- Concept and Characteristics Teaching Profession- Concept and Characteristics Professional Development-Aims and Activities Competency Based Teacher Education, Accountability in Teacher Education

Unit-V Total Quality Management in Teacher Education E- learning and m- learning in Teacher Education Teacher Education through Distance Mode Integration of ICT in Teacher- in classroom as well as in administration.

Suggested Readings:• Aggarwal, J.C. (1984) : Landmark in the History of Modern India Education, Vikas Publishing

House, Ansari Road, New Delhi-110002. • Chaurasia, G. (1976) : New Era in Teacher Education, New Delhi. • Devedi, Prabhakar (1990) : Teacher Education- a Resource Book, N.C.E.R.T., New Delhi. • Govt. of India (1966) : Education and National Development, Report of Education Commission, N.

Delhi. • Govt. of India (1992) :Report of C.A.B.E. Committee Department of Education, New Delhi. • Khan, Mohd. Sharif (1983) : Teacher Education in India and Abroad, Sheetal Printing Press, Karol

Bagh, New Delhi-110005. • Kohli, V.K. (1992) : Teacher Education in India, Vivek Publishers, Ambala. • Govt. of India ( 1986) : National Policy of Education, Ministry of Human Resource and

Development , New Delhi


L T P C4 - - 4

SECONDARY EDUCATION


Objectives: The students will be able to:• Acquaint themselves with the need, scope and purpose of educational planning in terms of national

and community needs.• Determine and implement objectives of planning on the basis of individual needs of the students.• Develop the skills in planning and implementing conventional administrative procedures.• Develop the skills and attitudes to utilise human energy in getting the maximum work done.• Understand the recommendations of different education commissions regarding secondary education

Commissions.• Know different programmes and policies for realising the constitutional obligations related to

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

Unit-I Introduction to Secondary & Senior Secondary Education

• Meaning, aims, objective of secondary & Senior Secondary education• Purpose, function & Indigenous system of Secondary education.• Secondary Education in India – Historical Perspective, pre and post-independence.

Unit-II Recommendations of various committees and commissions:• Constitutional Provisions and centre-state relationship in India.• Secondary Education Commission, Kothari commission, Programme of Action, 1986,• NPE, Ramamurti Review Committee Janardhan Reddy Committee, Yashpal, Committee, RMSA and

NCF-2005.

Unit-III Institution Planning

• Concept, scope and nature of Institution Planning• Need and importance of Institution Planning• Types of Institution Planning• Evaluation of Institutional Planning.• Difference between inspection and supervision.

Unit-IV Principles and techniques of Educational Planning• Formulation of aims and objectives.• Methods and techniques of planning.• Approaches to Educational Planning: Social demand approach, Man-power approach, Rate of Return

of Investment approach.

Unit-V Assessment and evaluation

• Meaning nature and functions of evaluation & assessment, difference between assessment• and evaluation, testing, appraisal and examination, Types of assessment formative, diagnostic and

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

Examination System.


L T P C4 - - 4

Suggested Readings:

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

• Govt. of India (1953) Report of Secondary Education Commission, New Delhi• Govt. of India (1996) Indian Education Commission (1964-66) Report. New Delhi• Govt. of India - (1986/1992) National Policy of Education, 1992 Modification and their POA's,

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

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

instructional Role. India, NCTE.• Mohanty Jagannatu , (1990), “Educational Administration, supervision and school Management,

Deep & Deep Publications F-159, Rajouri Garden, New Delhi-110027


EDUCATIONAL MEASUREMENT & EVALUATION


Objectives: The students will be able to: Acquaint with the basic concepts and practices adopted in educational evaluation. Understand relevance of evaluation in education. Get acquainted

with techniques of evaluation. Understand how various requirements of education are measured, evaluated, interpreted and their

result are recorded to help learners.

Unit-I Basic Concepts in Educational Evaluation Place of Educational Objectives in Evaluation Process Evaluation as an Integral Part of Teaching-Learning Process Evaluation – A Dynamic Process Different Types of Evaluation: formative, summative and diagnostic. -Relationship

between objective, instruction and evaluation.

Unit-II Tools and Techniques of Evaluation – An Overview• Basic Techniques and Tools of Evaluation of Cognitive Outcomes: written, oral (viva), practicals.• Achievement test: objective, short answer, essay types. Types of objective type: multiple choice type, multiple right answer type. -Probing questions.• Higher Order Learning. Basic Techniques and Tools of Evaluation of Non-Cognitive Outcomes Qualities of a Good Evaluation Instrument Framing of Competency Based Questions, assessing mastery learning and developmental learning. Development and Use of Class Room Tests.

Unit-III Construction of Achievement and Selection Tests• Construction of Achievement Tests• Standardization of Achievement Tests• Improving Quality of Test Items through Item Analysis• Use of Achievement Test for improving the effectiveness of teaching learning process.• Construction and standardization of Selection Tests

Unit-IV Psychological Testing and Measurement• Measurement of Intelligence, Aptitudes. Attitudes and Interests, Personality.

Unit-V Innovations in evaluation:• CCE, Open Book Examination, Examination on Demand.

Suggested Readings:• Adams, G.S. (1964) Measurement and Evaluation in Education, Psychology and Guidance. New York: Rinehart and Winston.• Anastasi, A. (1968) Psychological Testing (3rd Ed.). New York: Macmillan. •Fruchter, (1954) Introduction Factor Analysis. New York: Benjamin Norstand Co. •Bloom, (1971) Handbook on Formative and Summative Evaluation of Student Learning. New York: McGraw Hill.• Child, D. (1970) the Essentials of Factor Analysis, London: Holt, Rinehart and Winston.• Garret, H.E. (1969) Statistics in Psychology and Education (5th Ed.). Bombay: Vakils, Feffers and Simons.• Guilford,T.P. (1965) Fundamental Statistics in Psychology and Education. New York: McGraw Hill.


L T P C4 - - 4

MANAGEMENT, PLANNING & FINANCING OF EDUCATION


Objectives: The students will be able to:• Appreciate the need and relevance of policy formulation and analysis• Develop, critical understanding of the concept of educational planning and initiatives and

programmes launched to achieve the same• Develop in them the understanding of school accounting and developing skill in school budgeting• Develop appreciation of the financial problems of educational administration• Critically analyse the policies of educational finance and its implications of efficiency of the

system• Discuss the linkages of Various State, District and Local level functionaries

Unit-I Policy Initiatives and Concerns• Policy : Need, Purpose, Analysis Formulation• Recommendations of Mudaliar Commission , Kothari Commission , NPE 1986, PoA (1992)• RMSA(Rashtriya Madhymik Shiksha Abhiyan) and RUSA( Rashtriya Ucchatar Shiksha

Abhiyan)- Programme objectives, Strategies and Present Status with respect to Implementation of Programmes

Unit-II Planning for Secondary and Senior Secondary Stage• Planning : Concept and Purpose in Educational Administration• Recommendations of the XII Five Year Plan on SE& SSE• Planning at National , State and District Level in India – Administrative Structure &

functions at each stage• School Mapping and Micro planning Concept, Need and Purpose• Institutionalplanning: Need, Function and Scope

Unit-III Financing of Education• Educational Expenditure: Source of finance Central Government grants, Tuition• fee, Endowment Donation and gifts, Foreign aids.• School Budgetary and accounting procedure, grant in aid policy in India ,Monitoring of

expenditure ,Control and Utilization of Funds, Accounting and Auditing ,Central – State relationship in Financing of Education.

• Determinants of Educational cost.• Cost effectiveness / Cost efficiency• Use of Cost Analysis in Educational Planning

Unit-IV Planning and Financing at Institutional Level• Institutional Planning: Concept and Scope • Funds and Grants available • Scholarship Schemes instituted by the Govt of India• Planning for Effective Implementation of Vocational Education

Unit-V issues & Concerns• Globalisation, Privatisation and Commercialisation of Education: Need, Present Status and Impact

in India

Suggested Readings:


L T P C4 - - 4

• Azad, Jagdishlal Financial of Higher Education in India, New Delhi, Sterling Publishers.• Blaug. Mark An Introduction to Economics of Education, Allen lane. London, Penguin.

Cohn E and T.• Coombs, P.H and Hallak.J (1988) Cost Analysis in Education: A Tool for Policy and Planning,

Baltimore: John Hopkins Press.• Gaske (1989), Economics of Education, Pregamon Press, London.• G. Psacharopoulos (1987): Economics of Education: Research and Studies, New York: Pergamon

Press.• Mehrotra, Santosh(2006) The Economics of Elementary Education in India, The Challenge of

public finance, private provision and household costs, Sage Publication, New Delhi.• Musgrave, R. A., Theory of public Finance: A Study of Public Economy, New York: Mcgraw Hill.


ENVIRONMENTAL EDUCATION


Objectives: The students will be able to:• Understand the relationship between Humans Beings and their Environment. develop sensitivity

towards Environmental Disaster Management.• Acquire an understanding of the process of Environmental Education.• develop skills and competencies as teachers for Management of Environmental Awareness

Programmes• Acquire a critical understanding of the different curriculum transaction and evaluation strategies for

environmental education.

Unit- I Environment, Initiatives for Protection and Disaster Management• Environment: Meaning & types Natural, Social & Economic environment: interdependence &

interaction among them, Relationship between Man and Environment• International Conferences For Environmental Protection:• Stockholm Conference (1972), Rio Conference (1992) and Johannesburg Conference (2002)• United Nations Environmental Programme (UNEP) –Objectives & Functions -Environmental

Disasters: meaning, natural & manmade disasters and their management, Natural Disasters and their Management: Earthquake, Volcano, Cyclones, Flood& Drought.

• Management of Pollution as a Manmade Disaster: Causes, effects & control of- Air pollution, Water pollution, Land pollution and Sound pollution

Unit-II Education for Conservation of Natural Resources and Sustainable Development• Conservation of Natural Resources: Concept, need and Importance• Ways of Conservation of Natural Resources: Refuse, Reuse, Recycle, Reduce, Replace, Restore,

Regenerate, and Reshape.• Environmental Movements: -Chipko, Silent Valley, Narmada Bachao. -Role of

Environmental Movements in Environmental Conservation -Role of Education in Conservation of Natural Resources

• Sustainable Development: Meaning & dimensions ( natural, social & economic)• Strategies For Sustainable Development: suggested in Agenda –Guiding Principles for Sustainable

Development• Environmental Impact Assessment (EIA) – meaning, steps, principles & importance of EIA in

Sustainable Development• Role of Environmental Education in Sustainable Development-Need of an Inter- disciplinary

Approach.

Unit-III Environmental Education-Need and Scope

• Environmental Education: Meaning, need and scope• Need of Environmental Education for School Teachers and Teacher Educators• Guiding Principles of Environmental Education• Place of Environmental Education in National Curricular Framework (2000) given by NCERT and

Environmental Education Curriculum Framework For Teachers and Teacher Educators (2005) given by NCTE.

Unit-IV Environmental Education- Transaction• Teaching – Learning Strategies For Environmental Education: Field visits, Experimentation,

Demonstration, Observation, Group- Discussion, Dramatization and Games.Unit-V Evaluation in Environmental Education

• Evaluation in Environmental Education Use of Observation,


L T P C4 - - 4

• Self-reporting techniques (attitude scale, interview and questionnaire) and Projective Techniques in Environmental Education.

• Training For Environmental Education – (Preparing an Environmental Education Teacher), Major components of the Training Programme, Role of Central & State Government in Environmental Education

• Role of NGOs in Environmental Education (with reference to two National & two Local NGOs)• Role of Media in Environmental Education – Print Media, Posters, Slides, Television, Radio and

Computer (Internet)

Suggested Readings:• Datta Amol K., (2000). Introduction to Environmental Science & Engineering. NewDelhi- 110 001:

Raju Primlani for Oxford & IBH Publishing, Co. Pvt. Ltd., 66, Janpath.• Dayani, S. N., (1993). Management of Environmental Hazards. New Delhi: 110 014.Vikas Publishing

House, Pvt. Ltd. 576, Masjid Road, Jangpura.• Iyer, Gopal (1996). Sustainable Development Ecological & Socio-cultural Dimension.

New Delhi: Vikas Publishing House Ltd.• James, George (1999). Ethical Perspectives on Environmental Issues in India. NewDelhi-100 002:

APH Publishing, Corporation, 5 Ansari Road, Darya Ganj,• Karpagam, M. (1999). Environmental Economics. Sterling Publisher Pvt. Ltd.• Mukherjee, Biswarp (1996). Environmental Biology, Tata-Mc-Graw, New Delhi: Hill, Publishing Co.

ltd.• Nasrin, (1999). Environmental Education. New Delhi - 110 002: APH PublishingCorporation, 5

Ansari Road, Daryaganj.


PEACE EDUCATION

Course Code – MED 424•

Objectives: The students will be able to:• Appreciate the current challenges of teacher education in context with the introduction of education

for peace harmony.• Develop skills among teacher trainees in human values, harmonious living with co-existence.• Create awareness among student teachers for development of activities for peace and harmony

education.• Articulate and identify the activities & programmes for promoting peace and harmony.• Understand Vedic Darshan of international work for promoting peace values.

Unit-I Peace Education- Concept and Scope• Peace: Meaning, nature and its relevance relating to the present global scenario,• Ideal vs Pragmatic definition of Peace.• Different sources of peace: Philosophical, Religious, Social, Secular and Psychological.• Classification and analysis of peace:- Individual and social, Positive and negative peace, concept,

characteristics,• Role of different organizations like UNESCO in Peace Education.• Peace in the minds of men, culture of peace and non-violence, positive personality development.• NCF 2005 recommendations on Peace Education : nurturing of knowledge, skills, attitude and values

of a culture of peace for shaping individuals.

Unit-II Peace Education- Agencies • Family and Home: first school of peace education• Role of community, school, family and neighbors in peaceful values inculcation.• Importance of co existence and harmonious living in pluralistic-multi cultural, multi religious and

multi ethnic societies.• Peace education –objectives, scope and its relevance: inculcating duty consciousness in individuals.• Role of Peace educators as motivators, trainers and guides.

Unit-III Methods for peace education• Methods for peace education: introspection, imbibing values and application of principles in daily

life.• Ongoing researches in the field of peace education – present scenario and suggestions.

Unit-IV Education for International Peace & Understanding• Nationalism & Internationalism• Needs for developing International Understanding & Peace.• Guiding principles for education for International Understanding and peace: non-violence, conflict

resolution, pacifism, international mediation and courts of justice and peace building.• Barriers for developing International Understanding & Peace: just warism and terrorism.• Recommendations of International Commission (Delor’s Commission) on International

Understanding & Education for Peace.

Unit-V Role of Educational Institutions in propagation of Peace Education• Schools programmes: United Nations programmes of peace in minds of men, culture of peace and

learning ways to peace.• Application of conflict resolution on individuals, society, national and international scenarios.• Importance of Human rights as a duty Teaching about

Human Rights.• Teaching about other countries-History, Geography, Civics, Science & Literature.


L T P C4 - - 4

• Co-curricular Activities- Drawing, Painting, Modelling, Handicrafts etc. Role of Teacher with respect to transaction of Peace Education

Suggested Readings:• Bagchi, Jyoti Prakash and Vinod teckchandani, (2005), “Value Education” University book

House (P) Ltd. Chaura Rasta, Jaipur-302003• Chitkara, M.G, (2009), “Education and Human values”, A.P.H Publishing Corporation, Anrari

Road, Darya Ganj, New Delhi-110002 .• Delors J., Learning the Treasure within, UNESCO, 1997.• Falk, Richard A.; Johansen, Robert C.; Kim, Samuel S., editors. Constitutional.• Foundations of World Peace. Albany: State University of New York Press, 1993.• Galtung, Johan. Peace by Peaceful Means: Peace and Conflict, Development and Civilization.

London: SAGE Publications, 1996.• Goldstein, Tara; Selby, David, editors. Weaving Connections: Educating for Peace, Social and

Environmental Justice. Toronto: Sumach Press, 2000.• Mishra, Lokanath ,(2009), “ Encyclo paedia of Peace Education, A.P.H Publishing

Corporation, Anrari road, Darya Ganj New Delhi-110002.• Mishra, Dr. Loknath, (2009), “Peace education frame work for teachers” A.P.H Publishing

Corporation Anrari Road, Darya Ganj, New Delhi-110002.• Sathya Sai International Center for Human Values, New Delhi. Education for Human

Values(2009).• Singh, Dr. Suresh Pal, and Anyana Kaul and Sarita Choudary,(2010), “ Peace and human rights

education , A.P.H Publishing Corporation, Anrari Road, Darya Ganj, New Delhi-110002.• UNESCO: L:earning the treasure within, Delors Commission Report


INFORMATION AND COMMUNICATION TECHNOLOGY

Course Code – MED 425•

Objectives: The students will be able to:

• Explain the meaning, nature, scope and evolution of ET, IT and ICT in education.• Examine the teaching learning-system and potential of ICT and its effectiveness in education.• Design, develop and use various digital teaching learning resources.• Integrate ICT into teaching-learning evaluation, administration and other learning support systems.• Use ICT for their professional development.

Unit-I Effectiveness of Education through Educational Technology (ET)

Meaning, nature and evolution of Educational Technology (ET), Information. Technology (IT) and Information and Communication Technology (ICT). Teaching-learning system: design, development and potential of ICT. Enrichment through ICT. Education Policies related to ICT in education. Approaches to ICT.

Unit-II Instructional Technology

Definition and uses of Communication. Principles of Instructional Technology. Use of Communication Technology in teaching-learning process. Non-digital teaching -learning resources (TV, Radio, Audio-Visual Resources). Digital teaching learning resources: MS Word, MS PowerPoint, MS Excel.

Unit-III Web Based Learning and Communication Technology

www, Domain, Hosting, Browser, Search Engine Internet: Internet application in class rooms Teaching E-learning/Online Learning, Blended learning, Social Networking in education.

Unit-IV Improving Policy Planning & Management

Role of ICT in Management of Institutions and Systems School: Admissions, student flow, personnel, staff development, facilities, Library, Laboratory. System: School mapping, personnel payroll, MIS, communication, information

Unit-V Policy formulation

Policy formulation-Management and Monitoring. Storage and analysis of data, Piloting and Evaluation. -ICT: Social, legal

and ethical issues.


L T P C4 - - 4

Suggested Readings:

Abbott , Chris . ICT: Changing Education. Routledge Anderson,Neil. Equity and Information Communication Technology (ICT) in Education.

Peter lang Pub. New York. Bracey,Bonnie and Culver , Terry . Harnessing the Potential of ICT for Education: A

Multistakeholder Approach .United Nation Publication. Huang , Ronghuai et. al. ICT in Education in Global Context: Emerging Trends Report 2013-

2014. Springer . Pelgrum , Willem J. and Law , Nancy . ICT in Education Around the World: Trends, Bonnie Bracey,

Terry Culver Problems and Prospects. Unesco, International Institute for Educational Planning, 2003. Selwood, Ian D.et. al . Management of Education in the Information Age: The Role of ICT. Kluver

Academics. Vrasidas, Charalambos et. al. ICT for Education, Development, and Social Justice. IAP Inc.


ADMINISTRATION AND LEADERSHIP


Objectives: To enable the students to:• Understand the concept and processes of educational administration and leadership. • Critically analyse the educational policies and its implications for efficiency of the system. • Structure of educational administration at various government levels. • Discuss the linkages of various state, district and local level functionaries. • Develop familiarities with various sources of financing in India. • Develop appreciation of the financial problems of educational administration. • Understand the importance of performance appraisal and supervision in education system.

Unit-I Educational Administration concept Educational Administration : Meaning and scope, Principles and process of administration,

Approaches to administration. Need, importance and determinants of educational policy, Partnership in policy implementation –

Centre-State, Public-Private; Issues involved in implementation.

Unit-II Development of thought in Administration and Implications in Educational Administration• Scientific Management : F.W Taylor• Bureaucratic Model : Max Waber• Human Relations and Human Resources Model : Eltan • Mayo Political and Decision making model

Unit-III Educational Planning• Educational Planning: Meaning, nature and need. • Educational Planning in India. • Educational Planning: Strategic planning, short-term planning, management planning, Grass roots

level planning, institutional planning, The Rolling Plan concept

Unit-IV Educational Financing in India• Principle of Education Finance. • Factors influencing Educational Financing. • Financing of Higher Education in India: Role of UGC, RUSA • Private participation in Higher Education: Advantages and Disadvantages.

Unit-V Educational Leadership• Educational Leader : Qualities and Duties. • Theories of leadership and their styles (Trait theory, and philosophical approach of McGregor) • Grid concept of leadership styles. • Measurement of leadership styles

Suggested Readings:• Agarwal , V.Bhatnagar, R.P. ( 1997). Supervision, Planning and Financing, Meerut: Surya

Publication. • Bottery Mike (ed.) (1992). Education, Policy & Ethics. London: Continuum. • Chandrasekara, P. ( 1994). Educational Planning and Management, New Delhi : Sterling Publishers. • Ayyar, R.V. Vaidyanathan (1993). Educational Planning and Administration in India: Retrospect

and Prospect. Journal of Educational Planning and Administration. VII (2). April. • Greene, J.F.( 1975). School Personnel Administration. Pennysylvania: Chilfton Book Company. • Hough J.R. (1990). Education, Policy-An International Survey. London: Croom Helm.


L T P C4 - - 4

M.Ed. Semester-IV (Practicum Course)

Course Code – MED 451- (Practicum based on the course paper)

Practical based on the course paper

Teacher EducationPracticum: (any one of the following):-

Extensive survey of school internship and a detailed report submission Survey of any institution regarding use of ICT in Administration In classroom teaching

Secondary Education Practicum:

To study the annual report of RMSA/NCERT or any Govt. agency to identify issues of secondary education in India.

Educational Measurement & EvaluationPracticum:

Preparing and administering an achievement test in elementary/secondary/senior secondary school.

Management, Planning & Financing of EducationPracticum: (any one of the following):-• Preparation of budget for a school • Preparation of a blue print for expenditure control in a school.• Preparing a report on the existing status of the secondary school teachers, method of recruitment and

salary structure.• Establish a guidance cell in school for special guidance to students on fees, finance, scholarships and

loans.• Draft a report on Financial Contribution of community to school and prepare a suggestive action plan

/strategy for enhancement of resources..• Seminar on Models of development based on free market economies.• Poster designing competition on Central and state level expansion on Elementary Education.Environmental EducationPracticum: (any one of the following):- Preparation & use of an Evaluation Tool for measuring the attainment of the teaching objectives. Planning & Conducting an Environmental Awareness Programme for a class (5th to 12th std.) in any

one school or college. Preparation and Use of a strategy for teaching Environmental Education at school level / college level.

Peace EducationPracticum: (any one of the following):- Preparing a report on conflict management in a class room through peaceful negotiation. Analysis of the Delores's Commission report for conceptual understanding of the four the pillars. Reflecting and preparing a report on Conflict resolution in a classroom through Peaceful negotiation.

Information and Communication Technology

Practicum: (any one of the following):-


P C6 3

Prepare a data sheet, Attendance register, Result Record, Tools, charts or Prepare a work sheet showing data analysis of your dissertation.

Develop self-instructional material on teaching any topic of B.Ed. syllabus. Critical analysis of the different research reports based on data analysis and interpretation.

ADMINISTRATION AND LEADERSHIP

Practicum: Write a report on the best theory of Leadership

Self-Development

Practicum: Themes such as gender, society and education, differently challenged abilities, psycho-social

dimensions of exclusion and inclusive education. Concept of integrated personality and processes of its harmonious development. Mental and physical

well-being (through modalities such as Yoga workshops for at least once in a week), Life skills in our daily life.

Happiness, harmony: within me and with, others: society, nature, existence. Realization, understanding, desiring, thinking, Shanti, Santos h, Anand.

Understanding and analysis of your own Strength, Scope for development, weakness, threats: constructive utilization towards self development. -Concept of intelligence (multiple intelligence), emotional intelligence, spiritual intelligence.

Prayer, Meditation (as anti dote to stress management) & Mental Piece. -Interaction with theatre personality/musician/artist.

Conducting workshop









Course Code – MED 452 RESEARCH LEADING TO DISSERTATION

Objectives:

To orient students with research methodology

To acquaint with steps needed to undertake research work.

To provide exposure to do research work in their Prospective career

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

Procedure

The dissertation will be carried out under the guidelines approved by the university and the guidance of the guide.

Dissertation work

1. The student shall meet the guide frequently for the guidance for the Thesis work.2. During the semester as well as the semester break, student should read the literature germane to the thesis topic. The progress of the Research/ thesis work should continuously be informed to the guide.3. After collection and analysis of data, and research work undertaken, the student must prepare a dissertation report (Final Report). The report shall be arranged and compiled in the sequence consisting of the following:

a) Top cover.b) Preliminary pages.c) Title paged) Certification page.e) Authenticity Certificate by the Guidef) Acknowledgment.g) Table of Content.h) List of Figures/Photographs and Tables.i) Chapters (Main Material).j) Bibliography/ References.k) Appendices, if any.

Evaluation of Dissertation


Internal assessment will be on the basis of presentation given by the students before a panel of three faculty members (One Guide and two faculty members), appointed by the principal.



P C10 5

EVALUATION SHEET(To be filled by the GUIDE & Internal Examiners only)

Name of Candidate:Roll No:

Class and Section:

Please evaluate out of marks as indicated.

Details Marks (20) Marks (15) Marks (15) Marks (50)Guide Int. Exam. Int. Exam. 2 Average

1Maximum marks in each column (4 marks x5) (3 marks x5) (3 marks x5)

OBJECTIVE IDENTIFIED &UNDERSTOODLITERATURE REVIEW / BACKGROUNDWORK(Coverage, Organization, Critical review)DISCUSSION/CONCLUSIONS(Clarity, Exhaustive)SLIDES/PRESENTATION SUBMITTED(Readable, Adequate)

FREQUENCY OF INTERACTION (Timely submission, Interest shown, Depth,Attitude)TotalSignatureAverage out of 50Signature of Principal


EVALUATION SHEET(To be filled by the External Examiner only)

Name of Candidate:Roll No:

Please evaluate out of fifty marks.

S.No.

Details Marks (50)Maximum marks in each column (10 marks x5)

1OBJECTIVE IDENTIFIED & UNDERSTOOD

2 LITERATURE REVIEW

3 DISCUSSION/CONCLUSIONS

4 POWER POINT PRESENTATION

5 RESPONSE TO QUESTIONS DURINGDISCUSSIONS

Total (Out of 50)

Signature:

Date:


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