university school of education study scheme and syllabus...

University School of Education

Study Scheme and Syllabus

2015 -2016

Programme : Education

Level : Postgraduate

Course : MA (Education)

Semester : III & IV

STUDY SCHEME

SEMESTER-III

Compulsory

PAPER Paper Code

COURSE TITLE L (Lecture)

T (Tutorial)

P (Practical)

C (Credit)

I MN7301 History of Indian Education 3 1 0 4

II MN7302 Foundations of Guidance 3 0 2 4

III MN7303 Educational Administration and Planning

3 1 0 4

Elective- I

IV Any one of the following

Opt-a MN7304 Educational Measurement and Evaluation

3 1 0 4

Opt-b MN7305 Advanced Special Education 3 1 0 4

Opt-c MN7306 Life Long Education 3 1 0 4

Total Credit- 16 SEMESTER IV Compulsory

PAPER Paper Code

COURSE TITLE L (Lecture)

T (Tutorial)

P (Practical)

C (Credit)

I MN7401 Educational Management and Supervision

3 1 0 4

II MN7402 Counselling Process 3 0 2 4

III MN7403 ICT in Education 3 1 0 4

Elective -II

IV Any one of the following

Opt-a MN7404 Value Education 3 1 0 4

Opt-b MN7405 Inclusive Education 3 1 0 4

Opt-c MN7406 Dissertation(Selection of the topic will be done in starting of the Semester III)

0 0 0 4

Total Credit- 16 Note: 1.Students need to select Elective I & II at the beginning on Semester III. 2.Dissertation proposal will be submitting their synopsis in Semester III.

Examination/Evaluation Scheme and Question Paper Pattern for M.A. Education,

University School of Education

Evaluation Scheme for Theory

Type/Exam Mid Term

Test – I

Mid Term

Test –II

Assignment/Extempore/

Quizzes/Presentation/

Seminar

End Term

Test

Total

Marks

Theory 30 30 15+10+10+10+15=60 80 200

Evaluation Scheme for Project/Field Work

Continuous Evaluation System

(20) End Term Test

(30)

Field Work Report Presentation Viva Voce

10 10 20 10

Evaluation Scheme for Practical

Continuous Evaluation System

(50) End Term Test

(50)

Practical File Practical Viva Voce

30 20 25 25

Question Paper Pattern for Mid Term Tests

Question Paper will be divided into three parts: (Total Marks=30 and Maximum Time Duration 3 hrs)

Section Question

Type

Total No. of

Questions

No. of

questions to

be attempted

Each

question

carry marks

Total Marks

Part -I Objective Type 4 All 2 8 Part-II Short Answer

Type 2 All 5 10

Part-III Comprehensive

Answer Type 1 All 12 12

Total 30

Question Paper Pattern for End Term Tests

Question Paper will be divided into three parts: (Total Marks=80 and Maximum Time Duration 3 hrs)

Section Question

Type

Total No. of

Questions

No. of

questions to

be attempted

Each

question

carry marks

Total Marks

Part -I Objective Type 10 All 2 20 Part-II Short Answer

Type 8 6 6 36

Part-III Comprehensive

Answer Type 4 2 12 24

Total 80

Teaching Learning Evaluation Plan depending upon the Course/Subject

Assignment:- There will be 5 assignments per subject per student.

Extempore :- There will be one extempore per subject per student.

Quiz :- There will be two Quizzes per subject per student.

Presentation:- There will be one Presentation per subject per student.

Seminar:-There will be one seminar per subject per student.

SEMESTER -III

MN7301 History of Indian Education

Max. Marks: 200 Continuous Evaluation system: 120

End Term Exams: 80

OBJECTIVES

To develop understanding of significant trends in contemporary education.

To develop awareness of various organizations and their role in the implementation of

policies and programmes.

To focus attention on certain major national and social issues and role of education in

relation to them.

To acquaint with the role of technology/mass media in spreading education among the

masses.

To develop understanding of current problems and issues in Indian Education.

SYLLABUS

SECTION-A

Elementary Education – Meaning, aims and objectives of elementary education

universalisation, girls education, problems of non- enrolment and non-retention, functions of

DIET, NCERT, SCERT, Operation Blackboard, District Primary Education Programme. Minimum

Level of Learning (MLL), Continuous and Comprehensive Evaluation at Elementary Level,

Recommendation of Kothari Commission for Elementary Education. National Policy on

education 1986 (revised 1992) their implications for Elementary Education. Right of Children for

Free and Compulsory Education Act 2009.

Secondary Education – Meaning, importance and objectives of secondary education :

organizational pattern of secondary education, problems and remedial measures of secondary

education. Role of NCERT, SCERT, CBSE.

SECTION-B

Higher Education – Meaning, Aims and Functions of Higher Education, major problems in

University Education, Role of UGC, AIU, AICTE, ICSSR, CSIR, ICAR, NUEPA, Autonomous Colleges

(Concept, composition and importance). Delor’s Report (Main Recommendation).

Quality assurance in education at school stage and higher education: Issues, challengesand

solutions.

Lecture Tutorial Practical Credit

3 1 0 4

BOOKS RECOMMENDED

Chaube, S.P. (1989) History and Problems of Indian Education, Agra: VinodPustakMandir.

Govt. of India (1949) The Report of the University Education Commission 1948-1949. Delhi:

Manager of Publications.

Govt. of India (1953) The Report of the Secondary Education Commission 1952-1953. Delhi:

Manager of Publications.

Govt. of India (1966) The Report of Indian Education Commission 1964-1966.Deihl: Govt of

India.

Govt of India (1985) Challenge of Education-- A Policy Perpective. New Delhi: Ministry of

Education.

Govt of India (1990) Towards an Enlightened and Human Society, NPE, 1986: A Review.

Govt. of India (1992) National Policy on Education (with modification undertaken in 1992).

Nurullah, S.andNaik,J. P (1964) History of Education in India, Madras: Mcmillan Co. of India

Pvt. Ltd.

Sharma, T.R (1986) Bharti Sikh)'1.1 Te I..DiyanSamasyavan, Patiala:Punjabi University

Publication' Bureau.

Sodhi T.S. (1998) BhartiSikhya, Patiala: R.K Publishers.

MN7302 FOUNDATIONS OF GUIDANCE


End Term Exams: 80 Practical: 100

OBJECTIVES

To enable the students to understand the:

Concept need and types of guidance.

Methods to understand the individual for guidance purposes.

Various methods to disseminate information.

concept and process of career development

Modern trends in guidance.

SYLLABUS

SECTION - A

Guidance: meaning, need, purposes and principles. Relationship of education and guidance.

Guidance: nature, scope, functions and types of guidance. Students, appraisal: importance,

need and methods. Test techniques-intelligence, aptitude, interest, personality tests. Non-

test techniques for student appraisal-observation, anecdotal records, rating scales, case history,

cumulative records.

SECTION-B

Information service: purpose, types and methods of dissemination of information with

special reference to career talks, career conferences and field trips. Group guidance:

meaning, objectives, techniques and limitations. Career development: concept, process and

factors affecting career development. Recent trends in guidance and research.

PRACTICAL

Ay one Teaching Aptitude Test

Comprehensive Interest Schedule by Sanjay Vohra

Visit to an employment exchange and guidance bureau

Career Talk


3 0 2 4

RECOMMENDED BOOKS

Aggarwal, J .C.( 1989): Educational, Vocational Guidance and Counseling, Delhi, Doaba House.

Bruce, Shetzer and Stone (1976): Fundamentals of Guidance, Houghton: Mifflin Co.

Crow, L.D. and Crow, A.(1960): An Introduction to Guidance, New York, American book Co.

Erickson, Clifford C. (1955): Basic Text for Guidance Workers, New Jersey, Prentice Hall.

Jones, Arthur J. (1970): Principles of Guidance. New York, Mc Graw Hill Co.

Kochhar S.K. (1989): Guidance and Counseling in Colleges and Universities, New Delhi:

Sterling Publishers Pvt. Ltd.

Mathewson, R.H. Myers and George, E.( 1976): Principles and

Ohlsen, Merle m. (1977): Group Counseling (2nded.) New York, Holt Rinehart and Winston.

S.S. (1982): Principles and Techniques of Guidance, New Delhi, Vikas Publishing House.

Techniques of Guidance, New York, Mc Graw Hill Book Co.

MN7303 EDUCATIONAL ADMINISTRATION AND PLANNING


End Term Exams: 80

OBJECTIVES

To acquaint the students with the theoretical back round of educational administration

To acquaint the students with theoretical back round of educational planning..

To enable them to apply the principles of administration in different situations as a teacher.

To enable them to apply the principles of administration as an administrator. SYLLABUS

SECTION-A

Educational Administration: meaning, nature and principles and scope. Developments of modern concepts of educational administration from 1900 onwards.Educational Administration: purposes and functions. Difference between general administration and educational administration.Organization of educational administration at central level, Structure and functions of U.G.C., NCERT, NCTE and CABE. Organisation of the state governments in educational administration. Structure and functions of PSEB,SCERT,DIET and SABE functions and role of local bodies.

SECTION-B Educational Planning: Meaning and nature, need & importance of educational planning. Approaches to educational planning. Kinds of Educational Planning ,Institutional Planning, Priorities of Planning. Leadership: Meaning, need, importance, Theories, Styles and measurement of Leadership. RECOMMENDED BOOKS Bhatnagar, R.P. (1978): Educational Administration, Meerut, Layal Book Depot. Bhatia N.M. (1990): Educational Administration in India and other Developing Countries, New Delhi, Common Wealth Publishers. Lulla, B.P. Murthy (1984): Educational Administration, New Delhi, Asian Publisher. Mathur, S.S (1969): Educational Administration, Principles and practices, Jalandhar: Krishna Publishers. Mukerjee, S.N., Administration of Educational in India, Baroda, Acharya Book Depot. Misra, A.N. (1962): Educational Finance in India, Bount Asia Publishers. Naik, J.P (1962): Educational Planning in India, Bombay, Allied Publishers. Mukerjee, L. (1984): Problems of Administration, of Education in India. Lucknow, Publishing House. Ordway, Tred (1951): The Art of Administration, London, McGraw Hills. Sears, J.B (1959): The Nature of Administrative Process, New York, Mc Graw Hill.


3 1 0 4

MN 7304 EDUCATIONAL MEASUREMENT AND EVALUATION


End Term Exams: 80

OBJECTIVES


The basic concepts and techniques of measurement and evaluation in education.

The process of construction and standardization of tests.

The statistical techniques for educational research problems. Course Content

SYLLABUS

SECTION-A

Concept of measurement and evaluation in education, difference between them and functions

of measurement and evaluation. Tests: their types, merits and demerits. Characteristics of a

good test.Construction and standardization of tests.Reliability and validity-types and

computation.

SECTION-B

Correlation-biserial, point biserial, tetrachoric, phi and contingency. Regression and prediction ;

Simple and Multiple prediction ; Analysis of Covariance; concept and utility in educational

research.Partial and multiple correlations.Factor analysis and Discriminant Analysis.

RECOMMENDED BOOKS

Adams, G.S.(l964): Measurement and Evahwtion in Educational Psychology. New York, Rinehart

and Winston.

Anastasi, A.(l982): Psychological Testing, New York, Roilier MacMillan.

Bhatia, K.K (1985): Measurement and Evaluation in Education Ludhiana, PrakashBrothers.

Ebel, R.L. and D.A. Frisbei (1986): Essentials of Educational A1easurement, New Jersey,

Prentice Hall.

Garrett, H.E (1981): Statistics in Psychology and Education. Bombay, VakilFeffer and

SimsonsLtd.

Grounlund, N.E. (1981): Measurement and Evaluation in Teaching (Fourth Edition), New York:

MacMillan Publising Co.


3 1 0 4

Guilford, J.P.(1965): Fundamental Statistics in Psychology and Education, New York Mc Graw

Hill Book Co.

Lindvall, C.M.(1976) Testinp and Evaluation-An Introduction, New York, Harcourt, Brace

Javanavich.

Mangal, S.K. (1987),: Statistics in Psychology Education, New Delhi, Tata McGraw Hill

Publishing Co. Ltd.

Sharma, T.R. (1983): Measurement and Evaluation (Punjabi). Chandigarh: Punjab State

University Text Book Board.

MN7305 ADVANCED SPECIAL EDUCATION


End Term Exams: 80

OBJECTIVES

The students will be able to:

• Explain nature and causes of exceptionality.

• Suggest the alternative or remedial educational provisions for special children.

• Understand concept of mental retardation and provisions for them.

• Understand the process of practical assessment of special children.

SYLLABUS

SECTION -A

Special education: Concept, meaning and need. Historical Perspective and Relevance of Special

Education. Children with special needs: Concept, Classification according to various criteria:

Intelligence, Sense organs, Locomotion, Speech, language and other aspects.

SECTION -B

Learning disability: Concept and Meaning, Types, Characteristics b) Identification and Remedial

Measures. Gifted and Creative: Concept, Difference, Characteristics, Identification, Problems,

Educational provisions for the Gifted, nurturing Creativity. Mental Retardation: Definition,

Characteristics, Causes , Identification, Classification, Education and Vocational provisions.

BOOKS RECOMMENDED

Bigge, M.L. (1967): Learning Theories for Teachers. Delhi: Universal Books Stall.

Block, J.N. (1971): Mastery Learning: Theory & Practice. New York: Holt Rinehart & Winston,

Inc.

Bloom, Benjamin, S. (Ed.) (1956): Taxonomy of Educational Objectives: Handbook X Cognitive

Domain. New York: John Wiley & Sons Inc.

Clark, C.M. (1987): The Carroll Model-in M.J. Dunkin(Ed.). The International Encyclopedia of

Teaching & Teacher Education. Oxford: Pergamon Press.

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

Limited.

De Brisson, A(Ed). (1969): Programmed Learning Research. Paris: Major Trends, Dumod.

Erikson, B. (1969): A Systems Approach to Education. Educational Technology, Vol. IX. No.6.

Joyce &Weils (1985): Models of Teaching. New Delhi: Prentice Hall of India.

Mehra, V. (2004): Educational Technology. New Delhi: SSP.


3 1 0 4

Mohanty, J. (1992): Educational Technology. New Delhi: Deep and Deep Publications.

Robertson, E. (1987): Teaching and Related Activities. International Encyclopaedia of Teaching

andTeacher Education.

Spaulding, S.C. (1972): Technological Devices in Education. AECT International.

Unwin, D. & Mc Alease, R. (1978): Encyclopaedia of Educational Media Communication and

Technology. West Port: Greenwood Press.

MN7306 LIFE LONG EDUCATION


End Term Exams: 80

OBJECTIVES


• Explain Philosophical and Sociological basis of lifelong education.

• Understand the concept and nature of lifelong education.

• Discuss the impact of concept of lifelong education on formal education.

• Describe Meaning, importance, rationale and need of Distance Education.

• Explain theories of Distance Education.

SYLLABUS

SECTION-A

Philosophical basis of concept of lifelong education – humanism and existentialism. Sociological

basis of concept of lifelong education: Need and importance in the contemporary world. Nature

and scope of lifelong education. Impact of concept of lifelong education on formal education;

open learning, part time education, web based education.

SECTION-B

Distance Education: Meaning, Philosophy, Importance and Rationale.Need of open distance

education in India. Theories of Distance Education:

a) Theory of Independent Study (Charles A. Wedemeyer)

b) Theory of Learner Autonomy (Michael G. Moore)

c ) Theory of Industrialised Form of Distance Teaching and Learning (Olto Peter)31

d) Theory of Guided DidecticConcersation (Borje Holmberg)

e) Theory of Significance of Two way Postal Communication (John A Baath)

f) Theory of Human Element in an Industrialized Form of Learning and Teaching (David Sewari)

BOOKS RECOMMENDED

A Report: Motivational Aspects of Adult Education Min. of Education and Social Welfare,

Directorate of Adult Education, New Delhi, 1978. Alford, H.J. (1968): Continuing Education - In action : Residential Centres for Lifelong Learning.New York: Wiley. Authentic Development: Role of Adult Education. New Delhi: IAEA. 1982. Bhatia, S.C. &Srivastava. (1978): Literacy, Literacy Materials and their Preparation: A general Perspective. New Delhi: Directorate or Adult Education. Boroia K. & Draper, J.A. (1973): Adult Education - In India: A Book of Reading. New Delhi:IAEA.


3 1 0 4

Chib, S.S. (1986): Distance Education. Chandigarh: Chadda Publication. Coles, E.K.T. (1977):Adult Education - In Developing Countries. New York :Pergamon Press. Cropley, A.J. (1977) :Life Long Education: A Psychological Analysis. New York :PergamonPress. Daniel W. (Ed.) (1987): The Future of Literacy in Changing World. New York, Tokyo : Pergamon Press, Oxford. French, et. al. (Eds.) (1999): Interest based learning. UK: Kogan Page. Govt. of India National Adult Education Programme: An Outline, 1978. Handbook of Training of Adult Education Functionaries. A Handbook, Directorate of Adult Education, Ministry of Education and Social Welfare, New Delhi, 1978. Houle, C.O. (1964): Continuing Your Education. New York : Mc Graw Hill Co. Jarvis, P. (1990) : International Dictionary of Adult and Continuing Education. London: Routledge. John, L. (1982) : The Education of Adults: A World Perspective (Second Edition). Paris:UNESCO. Jolliffe, et. al. (2001): The Online Learning Handbook. UK: Kogan Page. Joshi P.K. (2007): Modern Distance Education. New Delhi: Anmol Publications. Khan, I. (1994): Distance Teaching. Delhi: Amar Prakashan. Kundu, C.L. (1986): Adult Education. New Delhi: Sterling Publishers,. Learning to be : A Report of International Commission on Education Development: UNESCO, 1972, New Delhi: Sterling Publisher, 1975.

SEMESTER-IV

7401 EDUCATIONAL MANAGEMENT AND SUPERVISION


End Term Exams: 80

OBJECTIVES

To acquaint the students with the theoretical back round of educational management.

.

To acquaint the students with theoretical back round of supervision.

To enable them to apply the principles of supervision in different situations as a

teacher.

To enable them to help the students to understand educational management as a

process at various levels.

SYLLABUS

SECTION-A

Educational Management: meaning, nature, scope and principles; Local bodies and private

agencies : administrative structure and Educational Functions; Financing of education :

Meaning, importance, financing policy at centre, state and local level; Grant-in-aid System :

meaning, types, budgeting and preparation of budget estimates, problems of financing in Indian

education.

SECTION-B

Educational supervision: meaning, aims and principles of educational supervision. Contents

of supervision and inspection; humanism in school inspection. Qualities of good supervision.

Techniques of supervision and evaluation and their effectiveness. Defects in the existing

system of school inspection and suggestions for improvement of supervisory and inspection

practice. Defects in the existing system of school inspection and suggestions for improvement

of supervisory and inspection practice.


3 1 0 4

BOOKS RECOMMENDED

Everard, K.B., Morres, G. & Wilson, L. (2014).Effective School Management. London: Paul

Chapman Publishing.

Mathur, S.S. (1990). Educational Administration and Management. The Indian Press, Ambala.

Mohanty, Jagannath (1998). Educational Administration: Supervision and School Management.

Deep and Deep Publications, New Delhi.

Sachdeva, M.S. (2007). Educational Management Planning and Administration. Patiala: Twenty

First Century Publications.

Safaya, R. &Shaida, B.D.(1979). School Organization.DhanpatRai, Delhi.

Sarkaria, M.S, Singh, J. &Gera, M. (2008).Modern school management.Kalyani Publishers,

Ludhiana.

Sharma, R.N. (2004). Educational Administration, Management, and Organization.Surjeet

Publications, New Delhi.

7402 COUNSELLING PROCESS


End Term Exams: 80

OBJECTIVES

To enable the students to

Understand the meaning, nature, types and techniques of counselling.

Understand the Characteristicscounsellor and counsellee.

Describe various approaches of counseling.

Understand the skills of counselling.

SYLLABUS

SECTION-A

Counselling: nature, purposes different approaches-directive, non-directive and eclectic.

Characteristics, professional education and ethics of the counsellor and counselling interview.

Counselling as a helping relationship: meaning, nature and importance.Counselling techniques

and practices.

SECTION –B

Skills of counselling: building trust, listening, observation and empathy; communication,

decision making and anger management. Concept and relevance of parental counselling,

adolescents counselling, peer counselling and counselling of special groups (Children with

Disabilities, Disadvantaged Children,Gifted Children and Adopted Children) in India.

RECOMMENDED BOOKS

Aggarwal, J.C. (1989):Educational. Vocational Guidance and Counselling, Delhi: Doaba House. Bruce, Shetzer and Stone (1976): Fundamentals o/Guidance, Houghton, Millin Co. Burnard,P.(2005): Counselling Skill Training.New Delhi. Viva Book Private limited. Chauhan, S.S (1982): Principles and Techniques of Guidance, New Delhi, Vikas Publishing House. Crow, L.D. and Crow, A. (1960): An Introduction to Guidance. New York, American Book Co. Gelso, C.J. and Fretz, B.R. (1995): Counselling Psychology. Banglore: Prisin Book. Jones, Arthur J. (1970): Principles of Guidance. New York, Mc Graw Hill Co. Kochhar, S.K. (1989): Guidance and Counseling in Colleges and Universities New Delhi sterling Publishers Pvt. Ltd.


3 1 0 4

Mathewson, R.H. Myers and George, E.(l976): Principles and Techniques of Guidance, New York, Mc Graw Hill Book Co. Ohlsen, Merle M. (1977): Group Counseling {2nd ed), New York, Holt Rinehart and Winston. Sexena, A.(2007): Modern Techniques of Counselling. New Delhi: Rajat Publication.

7403 EDUCATIONAL TECHNOLOGY


End Term Exams: 80

OBJECTIVES

To enable the students to:

Understand the process of teaching and learning.

apply various models of teaching in different classroom situations

analyze the processof programmed learning, micro teaching, simulation, team teaching, inter-action analysis and levels of teaching.

SYLLABUS Section-A

Educational technology: meaning, concept, objectives and scope; forms of educational technology: teaching, instructional and behavioral technology; levels of teaching: memory level, understanding level and reflective level;objective specification: educational and instructional objectives, categorization of objectives in taxonomic categories of cognitive, affective and psychomotor domains, writing instructional objectives in behavioral terms.

Section-B

Task analysis: designing of instructional strategies; team teaching, brain storming, panel discussion, seminars, conference and tutorials; Models of teaching: assumptions and types, Bruner's concept attainment model, Suchman’s inquiry training model and Taba’s inductive thinking model;Modification of teacher behavior: simulated teaching, Flander interactional analysis and reciprocal category system.

BOOKS RECOMMENDED

Aggarwal, J.C. (2008). Essentials of Educational Technology. New Delhi: Vikas Publishing House

Pvt. Ltd.

Aggarwal, Rashmi (2009). Educational Technology, Management and Evaluation.New Delhi:

Shipra Publications.

Bhushan, A. &Ahuja, M. (2002). Educational Technology.Patiala: Bawa Publications.

Bloom, B. S. (1965).Taxonomy of Educational Objectives, Handbook I – Cognitive Domain. New

York: Longman Green and Co. .

Davies, I.K., “ The Management of Learning”, London: Mc Graw Hill, 1971

Dececco, J.P., “The psychology of Learning and Instruction”, New Delhi, prentice Hall, 1988


3 1 0 4

Flanders, Ned A. (1970).Analysing Teaching Behaviour. London: Addison Wesley Publishing Co.

Joyce, B. & Weil, M. (1992). Models of teaching. New Delhi: Prentice Hall.

Joyce, Bruce and Well, M.(1985). Models of Teaching, New Delhi, Prentice Hall of India Pvt. Ltd.

Khan, N. (2004).Educational Technology.New Delhi: Rajat Publications.

Kulkarni, S.S. (1986) Introduction to Educational technology”, New Delhi, Oxford & IBH

Publishing Company.

Kumar, K.L. (1996).Educational technology. New Delhi: New Age International Publishers.

Kumar, K.L. (2008).Educational Technology (second ed.). New Delhi: New Age International Pvt.

Ltd. Publishers

Locatis, C.N. and Atkinson, F.D. (1984) Media and technology for education and training.

London: Charles E. publishing Co.

Mangal, S.K., &Mangal, Uma (2010).Essentials of Educational Technology. New Delhi: PHI

Learning Pvt. Ltd.

Mavi, N.S. (1984). Programmed Learning-An Empirical Approach”, Kurukshetra , Vishal

Publishers,

Mehra, V. (2004).Educational Technology. New Delhi: S.S. Publishers.

Mukhopadhyay, M.(1990). Educational technology. New Delhi: Sterling.

Pandey, K.P. (1980). A first course in instructional technology. Delhi: AmitashParkashan,

Pandey, K.P. (1997). Dynamics of teaching behavior.Gaziabad, AmitashPrakashan.

Pandey, S.K. (1997). Teaching communication. New Delhi: Commonwealthe Publishers.

M.S. & Kumar, Sushil (2007).Educational Technology.Patiala: Twenty First Century Publications.

Sachdeva, M.S. (2008). Essentials of Education Technology and Management. Patiala: Twenty

First Century Publications.

Sharma, R.A. (2006). Technological Foundations of Education. Meerut: R. LallBook Depot.

Sharma, T.R. (2005).Educational Technology (Pbi.). Patiala: Twenty First Century Publications.

Skinner, B.F. (1968).The technology of teaching. New York: Appleton Century Crofts.

Thakur, A.S. &Berwal, Sandee (2011).Essentials of Education Technology.Patiala: Twenty First

Century Publications.

MN7404 VALUE EDUCATION


End Term Exams: 80

OBJECTIVES

To enable the student teachers to:

understand the concept of values.

apply different approaches to inculcate values.

understand the human rights approach to education.

apply human rights approach to social issues.

SYLLABUS

Section – A

Values: concept, classification, hierarchy and theories of values, Factors influencing values,

measurement of values, Erosion of values, approaches to inculcation of values, Role of social

and educational institutions in inculcation of values.

Section – B

Hierarchy and classification of values. Different types of values and their basis. Traditional Indian Values and modern scientific values.Humanism and global values. Transactional strategies for value education ;Rationale building model, Consideration model, Value classification model, Social action model and Just community intervention model.

BOOKS RECOMMENDED

Chakrabarti, Mohit (2014). Value Education: Changing Perspectives. New Delhi: Kanishka

Publishers and Distributors.

Goel, Aruna and Gupta, N.L. (2000).Human Values in Education.New Delhi: Concept Publishing

Company.

Kumar, Vinay (2013).Promotion of Ethics and Human Values: Perspectives, Challenges and Opportunities. Patiala: Twenty First Century Publications.

MohantyJagannath (2003).Human Rights Education.


3 1 0 4

Mohanty, Jagannath (2005). Teaching of Moral Values: Development, New Trends and Innovations. New Delhi: Deep and Deep Publications.

Pandya, Rameshwari&Mathu, Anuradha (2004).Imbibing Value Education: Various perspectives.

New Delhi: Kalpaz Publications.

Rajput, J.S. (2006). Human Values and Education. New Delhi: Pragun Publications.

Sandhu, P. K. (2010) Value Education (Punjabi). Patiala: Publication Bureau of Punjabi

University.

Sharma, Ram Chandra (2003).Morals and Value Education. Jaipur: Book Enclave.

MN7405 INCLUSIVE EDUCATION


End Term Exams: 80

OBJECTIVES

To enable the students to:

recognize the importance of inclusiveness in education.

use different teaching strategies for inclusive education.

Understand the role of teachers, parents and community for supporting inclusion.

SYLLABUS

Section- A

Inclusive education: meaning, concept, importance, Difference between special education,

integrated education and inclusive education, Teaching strategies for inclusive

education,Creating conducive environment in inclusive schools.

Section- B

Creating and sustaining inclusive practices; role of teachers, parents and community for

supporting inclusion, Barriers for inclusion, Project Integrated Education for Disabled Children

(1987), The Persons with Disabilities Act (1995).

Project work

1. Field visit to school promoting inclusive practices. 2. Analysis of teaching learning practices with reference to inclusion.

BOOKS RECOMMENDED

Kumar, Jitender(2013). Inclusive Education: A Journey through Challenges. Patiala: Twenty First Century Publications.

Prakash, Prem (2014). Education of Exceptional Children: Challenges and Strategies. New Delhi: Kanishka Publishers and Distributors.

Sharma, Y.K. & Sharma, M. (2014). Inclusive Education: Planning and Management of Curriculum. New Delhi: Kanishka Publishers and Distributors.


3 1 0 4

Singh, AgyaJit(2012). Special Education for Exceptional Children.Patiala: Twenty First Century Publications.

Sternberg, Robert J. & Davidson, Janet E. (2005).Conceptions of Giftedness. New York:

Cambridge University Press.

Virk, Jaswant K. &Arora, Alka (2010).Fundamentals of Inclusive Education. Patiala: Twenty First Century Publications.

MN7405 DISSERTATION

Max. Marks: 200

Synopsis will be submitted in the office with in one month of admission to second year.

Evaluation of dissertation will be done by the panel consisting of one external and internal

examiner and Head of the department. Candidate will submit their dissertation 15 days before

the external-examination.


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