4. RESEARCH METHODOLOGY AND · Web viewEducation as Socialization Process, Social Stratification, Social Change, Modernization, Privatization and Globalization

M.Ed FIRST SEMESTER SYLLABUSEffect from 2013-14 on wards

1. PHILOSOPHICAL FOUNDATIONS OF EDUCATION

UNIT I: Philosophy of Education: Meaning, Nature and Scope of Philosophy of Education, Aims of Philosophy of Education, Relationship between Philosophy and Education.

UNIT II: Western Schools of Philosophy: Idealism, Naturalism, Realism, Pragmatism, Existentialism and Humanism.

UNIT III: Indian Schools of Philosophy: Sankya, Vedanta, Buddhism, Yoga, Jainism and Islamic Philosophy.

UNIT IV: Value Education: Meaning, Nature, Need and Importance of Value Education, Indian culture and Human Values.

UNIT V: Educational Thoughts: Western Philosophers: Plato, Rousseau and John Dewey. Indian Philosophers: Vivekananda, Gandhi, Tagore, Aurobindo and Sarvepalli Radhakrishna

BOOKS RECOMMENDED:

1. T.S. Avinashilingam: Educational Philosophy of Swami Vivekananda.2. S.Brubacher John: Modern Philosophies of Education, McGraw Hill, New York,

19603. John Dewey: Democracy and Education. Macmillan New York, 1965.4. W.H.Horn: Philosophy and Education, Macmillan, New York.5. B.Henry Nelson: Modern Philosophies and Education year Book, NSSE, Chicago

University, Chicagao, 1955.6. Patel: Educational Philosophy of Mahatma Gandhi.7. Brameld: Philosophies of Education in Cultural perspective.8. Brubacher: Eclectic philosophy of Education9. Gaind and Sharma: Educational Theories and Modern Trends.10.Humayun Kabir: Indian philosophy of Education.11.J.C.Aggarwal: Theory and Principles of Education, Vikas Publishing Pvt. Ltd12.Seetharamu A.S: Philosophies of Education, Ashish Publishing Trust – New

Delhi.13.Venkateswaran.S: Principles of Education, Vikas Publishing Pvt. Ltd14.Brubacher J.S: Modern Philosophies of Education, Tata Mc Graw Hill Publishing

Co., Pvt.Ltd.15. Horne. H.H.: An Idealistic Philosophy of Education.16.Kneller.G.E: Introduction to the Philosophy of Education, John Willy, & Sons, New

York.17.Gokhale.B.B.: Buddhist Education in India and Abroad.18.Saran.B.: The Gurukula System of Education in India and its Application to

Modern Times.

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2. SOCIOLOGICAL FOUNDATIONS OF EDUCATION

UNIT I: Sociology and Education: Meaning, Nature and Scope of Sociology of Education, Difference between Educational Sociology and Sociology of Education.

UNIT II: Education and Socialization: Education as Socialization Process, Social Stratification, Social Change, Modernization, Privatization and Globalization.

UNIT III: Education and Culture: Meaning and Nature of Culture, Relationship between Education and Culture, Role of Education in Cultural change and Modernization.

UNIT IV: Issues in Equality of Educational Opportunities: Equality Vs equity in Education, Inequalities in Indian Social system with Special reference to social disadvantaged i.e Women, SC, ST, Minorties and Disabled, Measures for upliftment of above groups.

UNIT V: Education and Democracy: Constitutional Provisions for Education, Nationalism and Education, Education for National Integration and International Understanding. BOOKS RECOMMENDED:

1. John Dewey: Democracy and Education. Macmillan New York, 1965.2. Bertrand Russell: Education and the Social Order, Allen and Unwin, 1932.3. Ottaway: Educational Sociology4. Gaind and Sharma: Educational Theories and Modern Trends.5. W.T.C. Adiseshaiah and R.Pavanasam: Sociology in Theory and Practice, New

Delhi. Santhi Publishers, 1974.6. F.Cuber John: Sociology – A Synopsis of Principles, New Jersey, Prentice Hall,

1968.7. M.S.Gore, Desai, Chitins, Suma: Papers in the Sociology of Education in India,

New Delhi, NCERT, 1967.8. J.Francis Brown: Educational Sociology, Prentice Hall, New York.9. Horton, Paul Band Leslie, Jerald, R.: The Sociology of Social Problems, New

Jersey, Prentice Hall, 1970.10. L.A.Cook and B.F.Cook: A Sociological Approach to Education, Mc Graw Hill Co.11.Brookover: Sociology of Education.12.L.Harold Hodgkiesm: Education in Social and Cultural Perspectives. Englewood

cliffs, Allyn & Bacon, Inc. 13.O.William Stanely eal: Social Foundations of Education.14.K.G.Collier: The Social Purpose of Education15.John Dewey: School and Society16.J.C.Aggarwal: Theory and Principles of Education, Vikas Publishing Pvt. Ltd17.Venkateswaran.S: Principles of Education, Vikas Publishing Pvt. Ltd18.Mathur: A Sociological Approaches to Indian Foundation.

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3. PSYCHOLOGICAL FOUNDATIONS OF EDUCATION

UNIT-I: Educational Psychology: Concept, Concerns and Scope of Psychology, Contribution of psychology to education. Methods of Educational Psychology: Introspection, Observation, Scientific, Clinical, Co-relational, Projective and Socio metric Methods. Human Development: Concept, Principles, Sequential stages of Development, factors influencing development and their relative role, general characteristics and problems of each stage. Theories of Piaget and Bruner: Major concepts and stages and implications for Education.

UNIT- II : Learning : Concept, kinds, levels of learning various view points on learning

Behaviourist View : Pavlov, Skinner, HullCognitive(Gestalt) view : Lewin, Tolman

Information Processing Educational Implications on Teaching and learning Process Gagne’s Conditions of learning Factors affecting learning

UNIT-III:

Groups Dynamics : Groups process, Interpersonal relations, socio metric grouping, social emotional climate of the classroom and influence of teacher characteristics.

Individual Differences

a) Intelligence and cognitive abilities, identification fostering.b) Creativity: Nature, process, identification, Fostering and Guiding creative

childrenc) Interests, attitude and valuesd) Adjustment of teaching – learning process to suit individual differences –

styles and teaching strategies.

UNIT-IV:

Personality : Concept, Development, Structure and dynamics of Personality. Theories of Personality - Alport, Eysenck,Psycho analytic approach of Freud,

Erickson Humanistic Approach – Roger, Maslow Assessment of Personality

a) Subjective Methods or Non-standardised Tests – Case Study, Interview, Observation.

b) Objective Methods or Standardized Tests – Aptitude Tests, Intelligence Tests, Interests Tests and Personality Inventories

c) Projective Techniques: Rorschach, TAT, CAT3

UNIT-V:

Adjustment and Mental Health

a) Concept and Meaning and Mechanism of adjustment – defense, escape, withdrawal, compensatory

b) Introduction to common forms of neuroses, psychosis and somatic disorders

c) Principles of mental hygiene – preventive, constructive and curative measures

d) Role of teacher in promoting Mental Health and Hygiene in students

BOOKS RECOMMENDED:

1. Skinner.C.E. 1996, Educational Psychology, Asia Publishing House, Bombay2. Guilford.J.P. 1973, Personality, McGraw-Hill Book Company.3. Thompson.G.G.1969, Child Psychology, The Times of India Press, Bombay4. Bruner.J.S. 1966, Towards a Theory of Instruction, Harward University Press,

Cambridge.5. Mitra.S.K. 1972, Psychology of Teaching. Centre of Advanced Study in

Education. Baroda6. Garrett.H.E. 1971, General Psychology, Eurasia Publishing House Pvt Ltd., New

Delhi.7. Chauhan.S.S. 1978, Advanced Educational Psychology, Vikas Publishing House.

Pvt. Ltd., Bombay.8. MangaI.S.K. 1997, Advanced Educational Psychology, Prentice-Hall of India, Pvt

Ltd., New Delhi.9. Frued.S. 1935, A General Introduction to Psycho analysis. New York, Liveright.10. Piaget.J. 1952, The Origins of Intelligence in Children. New York, International

Universities Press, 1952.11. Maslow.A. 1954, Motivation and Personality, New York, Harper & Row, 1954.12. Thorndike.E.L 1931, Human Learning, New York, Cornell University.

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4. RESEARCH METHODOLOGY AND EDUCATIONAL STATISTICS

Unit I: Nature of Research, Knowledge and Inquiry: Scientific inquiry, scientific method, Nature and source of knowledge, Meaning of Educational Research, Functions and Scope of Educational Research. Selection and Definition of Problem. Objectives – Primary, Secondary and concomitant. Hypothesis – Nature, definition, types, sources, characteristics of a good hypothesis; directional and non-directional hypothesis.

Unit II- Methods of Educational Research: Experimental, normative survey, historical, case study, participatory and action research. Sampling-population and sample, characteristics of a good sample, different types of sampling techniques and sampling errors.

Unit - III: Tools and Techniques of Data Collection: Observation, Interview, Sociometry, Questionnaire and Interview Schedules, Rating Scales, Attitude Scales. Reliability and Validity of Various tools and techniques. Writing of Research Proposal and Research Report. Evaluation of Educational Research.

Unit - IV: Data – Quantitative and Qualitative: Qualitative data – its analysis with emphasis on Content analysis, Analysis of Interview based data and Observation based data. Quantitative Data – Scales of measurement: nominal, ordinal, interval, ratio scales. Organization and Representation - Frequency distribution, Frequency polygon, Histogram, Ogive curves, Normal Distribution and properties of normal distribution.

Unit – V: Educational Statistics: Measures of Central Tendencies, Measures of Variability, Percentiles and Percentile Ranks. Inferential Statistical Methods – t –test, F – test, Chi- square test, Correlations, Regression Equations. Standard Errors and Confidence limits.

BOOKS RECOMMENDED:1. J.C. Aggarwal, Educational Research, Arya Book Depot, Delhi.2. Corey, Stephen. M. 1953, Action Research to improve, Newyork.3. Best John W., 1987, Research in Education, Englewood Cliffs, Prentice Hall Pvt.

Ltd., New Delhi.4. Good Carter. V., 1966, Elements of Educational Research, Methodology and

Design, Appleton – Century Crafts, New York.5. Kulbir Singh Siddhu, 1987, Methodology of Educational Research, Sterling

Publishers Pvt. Ltd., New Delhi.6. Lokesh Koul, 1984, Methodology of Educational Research. New Delhi: Vikas

Publishing House Pvt. Ltd., Delhi.7. Sukhia .S.P. , Mehrotra. P.V., and Mehrotra .R.N., 198, Elements of Educational

Research, Allied Publishers Pvt. Ltd., New Delhi.8. Monroe. W.S. and M.D. Engelhart, 1928, The Techniques of Educational

Research, University of Illinois, Bulktin.

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9. Moully, George J. 1964, The Science of Educational Research, Eurasia

Publishing House Pvt. Ltd., New Delhi.

10. Travers, Robert M.W., 1978, An Introduction to Educational Research Macmillan

Publishing Company. Inc., New York.

11.Walter R. Borg and Meredith D.Gall, 1983, Educational Research - An

Introduction, Longman, Inc., New York.

12.Good, William. J and Half Paul.K. 1952, Methods of Social Research, Mc Graw

Hill Gogak Usha Ltd., Tokya.

13.Kerlinger, Fred. N. 1983, Foundations of Behavioural Research, Surjeet

Publications, Delhi.

14.Van Dalen, Debonald, 1966, Understanding Educational Researc, Prentice Hall of

India, Pvt. Ltd., New Delhi.

15.Young Pauling V., 1975, scientific Social Survey and research, Prentice – hall of

India, Pvt. Ltd., New Delhi.

16.Berg. W. R. and Gall M.D., 1983, Educational Research – An Introduction,

Longman, New York.

17.Varma, Introduction to Educational and Psychological Research.

18.Freeman . F.S., Theory and Practice of Psychological Testing.

19.Edwars. A. L., Techniques of Attitude Scale construction.

20.Goel. D.R., (co-ordinator, SAP, CASE, Baroda, 2001), Research Methodology in

Education, Published by Centre of Advanced Study in Education, Faculty of

Education and Psychology, The M.S. University of Baroda, Vadodara, India.

21.Aggarwal. Y.P. , Statistical Methods, Sterling Publishing Pvt. Ltd., New Delhi.

22.Ferguson, George. A., Statistical Analysis in Psychology and Education, McGraw

Hill, New York.

23.Garrett, Henry E., Statistics in Psychology and Education, Vakis Feffer and

Simon, Mumbai.

24.Guilford, J.P., and Benjamin Fruchter, Fundamental Statistics in Psychology and

Education, McGraw Hill, New York.

25.Gupta P.S. Statistical Methods, Sultan Chand and Sons, New Delhi.

26.Gupta S.C. and Kapoor, V.K., Applied Statistics, Sultan Chand and Sons, New

Delhi.

27.Fisher. R. A. 1950. Statistical Methods for Research Workers, Hafner Publishing

Co., New York.

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5. COMPUTERS IN EDUCATION

Unit – I: Computer FundamentalsHistory of Computers, Generations, Overview of Computer System : Block Diagram – CPU – Input , Output devices, Characteristics, applications, Classification of Computer, Different types of Binary conversion from and Decimal, Octal and Hexa decimal systems.

Unit – II: Introduction to Operating System

Definition of Operating System, Types of Operating Stystems, Introduction to Windows – Utilties of Windows (95-2000) like – Arranging Windows – Creating & Renaming folders – Creating Desktop shortcuts, Creating & Saving files, Copying file to a different location – Search & Delete file – Exploring Windows – Securities files – Protecting file on the Network.

Unit – III: Introduction to MS – Office

a) Introduction to Word - Opening & saving a document, Opening a new Document – Navi-gating & Editing a Document – finding & Replacing words in a Document – Checking Spelling in a document – Formatting Document in Word; Different layouts in Word – inserting Breaks, Headers & Numbers in a Document – Print & Print Preview features in word – E- Mailing a Document – Saving a Document as a Template.

b) Introduction to Excel - Entering Data in a Worksheet Opening a New Work sheet – Adding, Deleting & Switching between Worksheets – Manipulating a Worksheet – Increasing Width & Height of the cells in a Worksheet – Formulas & Functions in Excel, Previewing & Printing a Worksheet, Creating & Printing a chart in Excel – E-Mail a Worksheet.

Unit - IV: a) Introduction to Access - Creating Database Using Access Wizard, Creating

a blank data base in access, Creating a form in Access – Retrieving records using queries in Access – Creating reports in Access.

b) Introduction to MS Power Point - Utilities of Power Point – Uses while preparing slides at the time of Presentations.

c) Introduction to the Internet - Connecting to the Internet – Creating an E-mail account – Browsing a site.

Unit - V: Visula Basic - Event driven Programming – Integrated development environment (IDE) – IDE features – Toolbar – Control menu – Toolbox – Form design – Editor – Creating Applets – Selecting and Using Controls. Using Command buttons – Properties – Methods – Picture box, etc., Variable – Arrays and Constraints – Working with strings – Integers – Boolean Variables – Using Oops – Methods inheritance – Polymorphism of object Properties.

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BOOKS RECOMMENDED:

1. Sanjay Saxena, A First Course in Computer, Vikas Publishing House Pvt. Ltd.,

New Delhi.

2. Rajaraman V, Fundamentals of Computer, Prentice Hall of India, New Delhi.

3. Sanders, Donald H., Computer Today, Mc Graw Hill, New York.

4. Tom Sheldon, windows 95 Made Easy, Tata Mc Graw Hill Publishing Co., New

Delhi.

5. Vikas Gupta Comdex Computer Course Kit, Dreamtech Press, New Delhi.

6. P.K. Mc. Bride, Programming in Visual Basic, Tata Mc GrawHill Publishing

Co., New Delhi.

7. Teach Yourself, Visual Basic 5 in 21 days, Tech –Media – New Delhi.

8. David L. Campbell & Larry W. Smith, Learn Visual Basic 5.0 in three days,

Tech Publications Pvt. Ltd, Singapore.

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M.ED SECOND SEMESTER SYLLABUSEffect from 2013-14 on Wards

Paper - VITeacher Education

Examination Duration: 3 Hours Maximum Marks: 100Contact Hours per week: 6 hours per week Sessional: 25 marks

External: 75 marksObjectives:

On completion of this course, the students will be able to: Gain insight and reflect on the concept of teaching, teacher education and the

status of teacher education Understand the roles and responsibilities of teachers and teacher educators for

various contexts of school education. Critically examine the role and contribution of various agencies and regulating

bodies in enhancing the quality of teacher education. Understand and appreciate the policy and research perspective on various

practices in teacher education.

Unit I – Teachers and the Teaching Profession

Teachers as informed practitioners, teaching as a profession requiring continuous education of practitioners –Characteristics of teachers as professionals

Relationship between conceptual understandings of teaching and the roles and functions of a teacher – Behaviouristic, Cognitive Developmental, Humanistic and Constructivist perspectives.

Realities of teaching – Commitment and purpose, Career and life cycle influences, coping strategies, context, and culture.

Social status of teachers – ILO vision of the status of teachers. Teacher accountability – meaning and present practices.

Code of professional ethics for teachers.

Unit II – Teacher Characteristics and Competencies

Domains of Teacher Knowledge – Self, Content, General Pedagogy. Teacher Beliefs and Belief Systems. Teacher Expectations – Brophy-Good Model, Good’s Passivity Model. Skills and Competencies of a teacher, the basis for identification of skills and

competencies for a school teacher. Policies of selection and promotion of a teacher – present practices and need for

standards. Scope and importance of teacher education for different levels, subjects, locale

and classroom realities.

Unit III – Teacher Educator9

Roles and responsibilities of a teacher educator – Elementary and Secondary. Conceptual understandings, Competencies and Characteristics of a teacher

educator – qualifications. Training of teacher educators – present practices and reforms needed. Norms and standards suggested by the NCTE and NAAC for teacher educators at

various levels. Agencies, institutions and programmes for teacher educators – SCERT, RIE,

NCERT, NUEPA. Professional bodies for teacher educators – AIATE. and other associations Status of teacher educators – salaries, selection and promotion.

Unit IV –Policies, Programmes and Schemes of Teacher Education.

Recommendations of Committees and Commissions on teachers. The Right to Education Bill and its implications for teacher education Programmes and Schemes of the State and Central Governments in teacher

education. The National Curriculum Framework for Teacher Education – Need and Efforts

made by the NCERT and the NCTE. Relationship between the school curriculum and the curriculum of teacher

education. Teacher Education as an area of research – trends. Recognition, assessment and accreditation of teacher education institutions –

procedures and formulations of NCTE and NAAC and the need for reformulations. Towards Total Quality Management in teacher education

Transactional Mode

The course would be transacted through structured lectures including group discussion, assigned work, self-study and presentation by the students in a tutorial setting.

Sessional Work

1. Study of the DIET and CTE manuals to identify the qualification, roles and responsibilities of teacher educators for different levels of school education.

2. Study of the Annual Reports of SCERT/RIE/NCERT/NUEPA to identify the various programmes for professional development of teacher educators.

3. Select any one current practice in teacher education and trace the background of its formulation as a policy.

Essential Readings:

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1. Anderson, L.W. International Encyclopedia of Teaching and Teacher Education (Second Edition).Elsevier Science Ltd. Oxford. 1995.

2. NCERT. National Curriculum Framework. NCERT: New Delhi. 2005

3. NCERT. Teacher Education for Curriculum Renewal. NCERT: New Delhi. 2006

4. NCTE. Policy Perspectives in Teacher Education: Critique and Documentation. NCTE: New Delhi. 1998

5. UNESCO. Teachers and Educational Quality. UNESCO Institute for Statistics. Montreal. 2006

References:

1. Arora G.L. Teachers and their Teaching: Need for New Perspectives. Ravi Books: New Delhi. 2002

2. Dash B. N. Teacher and Education in the Emerging Indian Society. Neelkamal: New Delhi. 2003

3. Deve Gowda A. C. Teacher Education In India. Printersall: Bangalore. 1973 Nizam Elahi. Teacher Education in India. APH: New Delhi. 1998.

4. Hilliard F. H. Teaching the Teachers: Trends in Teacher Education. George Allen and Unwin: London. 1971

5. Hitchcock G. and Hughes D. Research and the Teacher. Routledge: London. 1989 6. Longford G. Teaching as a Profession. Manchester University Press. 1978

7. McClelland V. A. and Varma V. P. Advances in Teacher Education. Routledge: London. 1989

8. Mohanty S. B. Student Teaching. Ashok Publishing House: New Delhi. 1987. 9. Panda B. N. and Tewari A. D. Teacher Education. APH: New Delhi. 1997.

10.Report of the Conference of IATE. 1967

11.Singh L. C. and Sharma P. C. Teacher Education and the Teacher. Vikas: New Delhi. 1997

12.Tiwari D. Methods of Teaching Education. Crescent: New Delhi. 2006

13.Web sites of NCERT, NUEPA, NCTE, SCERT, NAAC

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Elective Papers1. GUIDANCE AND COUNSELLING

Examination Duration: 3 Hours Maximum Marks: 100Contact Hours: 6 hours per week Sessional: 25 marks

External: 75 marks UNIT I

Concept, assumptions, issues and problem of guidance. Need, scope and significance of guidance. Types of guidance – Educational, vocational and personal, Group guidance. Role of the teacher in guidance Agencies of guidance – National, State level Educational Guidance Principles of all guidance Guidance and curriculum, guidance and classroom learning Vocational Guidance Nature of work Various motives associated with work Career development – Super’s Theory about guidance Approaches to career guidance, Vocationalisation of secondary education and

career development.

UNIT IIGuidance of children with special needs

Problems and needs Guidance of the gifted and creative students Guidance of under – achiever and first generation learners Role of the teacher in helping children with special needs

UNIT III Counselling Process Concept, nature, principles of counseling Counselling approaches – directive, non-directive Group counseling vs. individual counseling, Counselling for adjustment Characteristics of good counseling Group guidance Concept, concern and principles Procedure and techniques of group guidance. Organization of a Guidance Programme

a. Principles of orgainsationb. Various types of services – Counsellingc. Group guidance, individual inventory service and information orientation service,

placement service and follow up serviced. Evaluation of guidance programme

UNIT IV

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Testing in Guidance Service.a) Use of tests in guidance and counseling.b)Tests of intelligence, aptitude, creativity, interest and personalityc) Administering, scoring and interpretation of test scoresd) Communication of test results as relevant in the context of guidance programme.

Human Adjustment and Mental Healtha) Psychological foundation of adjustmentb) Role of motivation and perception in adjustmentc) Principles of mental hygiene and their implication of effective adjustmentd) Mental health and development of integrated personality

References:1. Traxler A.R. and North R.D.1966: Techniques of Guidance: Harper and Row

Publishers, New York. Chapters 1,2,5,7 and 20.2. Shertzer, N and Stone. S.C., 1971: Fundamentals of Counselling, Houghton

Mifflin Company, New York, Chapters 2,3,7,9,10 and 17.3. Peters.H.J. and Shertzer B.1969: Guidance Programme Development and

management. Charles Emervill Publishing Columbus: Chapter 5.4. Humpherys. J.A. and Traxlar.A.E.1954: Guidance Services. Science Research

Associates, Chicago, Chapters 4,5,7,8,11,12 and 15.5. Huston. P.W.: The Guidance function in Education – Appleton –Century Crafts,

New York, Chapters 12, 13,14,15 and 18.6. Patterson.C.H.: 1962 Counselling and Guidance in Schools, Harper and Row

Publishers, New York, Chapters 3,11 and 14.7. Strang .R. and Morris 1964: Guidance in the classroom. Mc Millian Company,

New York, Chapters 6 and 7.8. Lewis.E.D.: The Psychology of Counselling . Holt, Rinehart and Winston, Inc.,

New York, Chapter 1.9. S.K.Kochhar: Guidance and Counselling in the colleges and Universities, Sterling

publishing private Ltd.10.Peters. H.J and Hansen J.C: Vocational Guidance and Career Development, New York.11.Aggrawal J.C., “Educational Vocational Guidance and Counselling”, Doaba House

Publishers Ltd.12.Hoppock, Robest,”Occupational Information “. Mc Graw-Hill, New York.13.Sharma R.A. “Fundamentals of Guidance and Counselling “ Surya Publications,

Meerut.14.Sharma R.A and Shika; “Educational Vocational Guidance and Counseling “,

R.Lall Publications.15.Patterson.C.H., “ Theories of Counselling and Psycho Therapy, New York,

Horper and Row.16. Bernard H.W. and Fullmer D.W., “Principles of Guidance,” Allied Publishers Pvt. Ltd.17.Bennet and Margaret E., “Guidance and Counselling in Groups”. Mc Graw –Hill.18.Brewer J.M., “Educational Guidance” Macmillan Co.19.Herr.E.L. and Crammer S.H., “Vocational Guidance and Career Development in

the Schools towards a System Approach “, Boston Hoghton Mifflin.20.Hoose, William N., “ Counselling and Guidance in the 20th Century “, Honghton

Mifflin co.

2. DISTANCE EDUCATION

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External: 75 marksUNIT I

Distance Education and its development

a. Some definitions and teaching – learning componentsb. Need and characteristic features of Distance Education.c. Growth of Distance Educationd. Distance teaching – learning systems in India

UNIT II Intervention strategies at a distancea. Information and Communication Technologies and their application in Distance

Education.b. Designing and preparing self- instructional materialc. Electronic media (T.V) for Educationd. Distance Education.

Learning at a distancea. Student support – services in Distance Education and their management.b. Technical and vocational programmes through Distance Education.c. Programmes for women through Distance Educationd. Distance Education and Rural Development.

UNIT III Quality Enhancement and Programme Evaluation

a. Quality assurance of Distance Educationb. Mechanisms for maintenance of standards in Distance Educationc. Programme evaluation

UNIT IV

a. Cost analysis in D.E – concept, need and processb. New Dimensions in Distance Education – promises for the future.

References:1. Parmaji, S; 1984, Distance Education, Sterling Publishers Pvt.Ltd., New Delhi2. Venugopal Reddy, V and Manjulika, S, 2000; The World of open and distance

learning, Viva books Pvt.Ltd., New Delhi3. Ram Reddy, G.1988; Open University: The Ivory Towers thrown open, Sterling

Publishers Pvt.Ltd, New Delhi4. Manjulika, S and Venugopal Reddy, V; Distance Education in India: A model for

developing countries5. Sewart, David and others, Distance Education: International Perspectives.

3. VALUE EDUCATION AND HUMAN RIGHTS

Examination Duration: 3 Hours Maximum Marks: 10014

Contact Hours: 6 hours per week Sessional: 25 marks External: 75 marks

UNIT I The Social – moral and Cultural context

a. Need and importance of value Education and Education for Human Rights in the existing social scenario.

b. Valuation of culture: Indian Culture and Human values

Nature and Concept of Morality and Moral Education

a. Moral Education vis-à-vis religious education; moral instructions, moral training and moral indoctrination.

b. Language of moral education – its form and context, characteristics of a morally educated persons.

c. Justice and Care – the two dimensions, perspectives in Morality: Dichotomy between reason and passion.

d. Moral Judgement and Moral Action.

UNIT II Moral Development of the Child

a. Concept of Development and Concept of Moral developmentb. Psycho-analytic approachc. Learning theory approach, especially social learning theory approach.d. Cognitive development approach – Piaget and Kohlberg, Stages of Moral

development and their characteristic features

UNIT III Moral Learning to Moral Education.

a. Moral Learning outside the school – child rearing practices and moral learning, Moral learning via limitation, Nature of Society and moral learning, Media and moral learning.

b. Moral Learning inside the school: providing “form” and “content” to education.c. Moral Education and the curriculum: Can moral education be imparted taking it as

a subject of curriculum.

UNIT IV Intervention Strategies for Moral Education and Assessment of Moral Maturity.

a. Model of Moral Education – a) Rationale Building Model, b) The consideration Model, c) Value classification Model, d) Social Action Model, e) Just Community intervention Model.

b. Assessment of moral maturity via moral dilemma resolutionc. Examples of some select moral dilemmas.

References:

1. Gupta, N.L.(2000); Human Values in Education, Concept publishing company, New Delhi

15

2. B.P.Singh Sehgal (2001); Human Rights in India – Problems and perspectives, Deep and Deep Publications Pvt.Ltd., New Delhi

3. Dayakara Reddy.V. and Bhakar Rao .D (2006); Value Oriented Education, Discovery Publishing House, New Delhi – 110 002

4. Pani B.Kand Singh. P; Value Education, National Psychological Corporation, Agra.

5. Ruheela, S.P (1990); Human Values and Education, Sterling Publishers Private limited, New Delhi.

6. Taneja, V.R.(1986); Inculcation of Human Values. Educational approach and strategies in Human Values and Education, Sterling Publishers, New Delhi.

7. Subramanian, S.1997, Human Rights: International challenges, Manos Publications, Vol 1&2, New Delhi

8. Jagannath Mohanty, 2003, Human Rights Education, Deep & Deep Publications Pvt Ltd, New Delhi.

9. Krishan Mohal Mathur, 1996, Crime, Human Rights and National security, Gyan Publishing House,New Delhi

10.Veena Pani Pandey, 1999, International Perspectives on Human Rights, Mohit Publications, New Delhi.

11.Sharma, H.C, 1999, Politics and Human Rights, Book Enclave, Jaipur

12.Vijay S.T. Shankardass, 1993; Human Rights, imn Indis: The updated Amnesty International Report; Vistaar Publications, New Delhi

13.Jawahar ,Kaul. 1995; Human Rights: Issues and perspectives, Regency Publications, New Delhi.

4. COMPARTIVE EDUCATION


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Comparative education – Meaning in terms of looking at it as a new discipline. Scope and major concepts of comparative education Methods. Democracy and Nationalism Juxtaposition Area Study Intra and Inter educational analyses Democracy and Nationalism.

UNIT II Comparative education factors and approaches geographical, economic, cultural,

philosophical, sociological, linguistic, scientific, historical, ecological, structural and functional factors – Cross disciplinary approach used in comparative education.

Modern trends in world education – national and global Role of UNO in improving educational opportunities among the member countries,

various official organs of the UNO and their educational activities.UNIT III

A comparative study of the education systems of countries with special references to:

Primary Education ---- USA, UK, Russia, Japan, India Secondary Education ---- USA, UK, Russia, Japan, Germany, India Higher Education --- USA, UK, Russia, France, India Teacher Education --- USA, UK, Russia, Germany, India Adult Education --- Australia, Cuba, Brazil, IndiaUNIT IV

Problems prevailing in developing countries with special reference to India, their causes and solution through education

Poverty Unemployment Population explosion Hunger Terrorism Casteism and communalism Illiteracy Beggary Political instability Economic under – development

References:1. Alexander; History of English Education2. Bereday, George Z.F.: Comparative Method in Education.3. Hans: Comparative Education.4. Kandel: New Era in Education5. Mallinson: An Introduction to the Study of Comparative Education.6. King: Communist Education.7. Myers: Development of Education in the 20th Century.8. Reller and Morphet: Comparative Educational Administration.9. Rugg: Foundations of American Education.

5. INCLUSIVE EDUCATION


External: 75 marks17

UNIT I

Meaning and scope of Inclusive Education. A brief history of Inclusive Education. Scope of Inclusive education in India. Government policies and legislations. Administration of special education. Characteristics, education and placement of the following types of special children.

Meaning of universalisation of education as per constitutional provision as well as state – wise allotment; - recommendations given in NPE 1986, POA 1992, and PWD (Persons with disability Act) 1995; National Institutes of Handicapped and the role of Rehabilitation council of India.

UNIT II

Exceptional learners – learners who are mentally handicapped, visually impaired, hearing impaired, locomotor impaired, suffering with learning difficulties, and gifted – the meaning and salient characteristics of learners of each category in a manner that paves way for early and easy identification.

UNIT III

Meaning of an educational intervention – nature and objectives of special schools; concept of main streaming; integrated schools and support services provided within them viz. Resources room, resource teacher, counselor etc.; concept of remedial teaching (specially for learning disabled children); role of other (peer) members of the school (children as well as teachers); family of the “concerned child” and the community in educating the child who is an exceptional one.

UNIT IV

Characteristics, prevention, educational programs and placement of the following types of special children: Mentally Retarded (MR), With Learning Disabilities, Emotionally disturbed, With Speech and Language Disorders, Visually impaired, With Hearing Impairment Creative Gifted.

(Definition, types, causes, psychological and behavioural characteristics and education)

References:

1. Source book – Training Teachers of Hearing Impaired, CRS (PIED), New Delhi, 1987.

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2. S.S.Chauhan, Education of Exceptional Children, Indus Publishing Company New Delhi, 1989.

3. K.C. Panda, Education of Exceptional Children, Vikas Publishing House Pvt.Ltd, New Delhi, 1997.

4. Frederick N.Martin., Introduction to audiology, Prentice –Hall, Inc;, Engle wood cliffs, New Jersey, 1986.

5. A Handbook on Facilities and Concession for the Hearing Handicapped, Compiled By Department of Socio- Economic Rehabilitation, Ayjnihh, Mumbai.

6. M.C. Martin & Antony Martin, Deafness, 1994 John Ballantryne (Ed). 1994, Lakshman Chand Arya, Delhi – 110 151.

7. Onita Nakra, 1996, Children & Learning Difficulties, Allied Publishers Ltd., New Delhi.

8. Bill R.Gearheart, Carol J.Gearheart, 1989, Learning Disabilities, Merrill Publishing Company.

9. R.Venkateswara Rao, Special Education – Vacation Course in Education, Osmania University, Hyderabad.

10.S.Ramaai, Nature of Learning Disability, Handbook.

11.The Gazette of India, Extra – ordinary, Part –II – Section-I published by Authority, Ministry of Law, Justice and Company affairs, New Delhi, 1966. The Person with Disabilities (Equal opportunities, Protection of rights and full participation) Act, 1995.

12.The Project Integrated Education for the Disabled, A Document, NCERT, New Delhi, 1987.

13.Hallowell Davis & S.Richard Silverman, Hearing and Deafness, Holt, Rinehart and Winston, New York, 1970. A Profile of RCI, Published by RCI, New Delhi, DPEP, Hyderabad.

6. EDUCATIONAL MEASUREMENT & EVALUATION



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The measurement and evaluation process: Concept, scope and need, Taxonomies of educational objectives, Norm-

referenced and criterion- referenced measurement. Evaluation: Functions of evaluation, and the basic principles of evaluation.

UNIT II

Models in Educational Evaluation: 3D Model, Total Teflection Model & Individual Judgement Model. Evaluation and Curriculum Interrelationship between measurement and evaluation in education.

UNIT III

Tools of Measurement and Evaluation Subjective and objective tools, essay test, objective test, scales, questionnaires,

schedules, inventories, performance tests. Test Construction: General principles of test construction and its standardization. Writing test items – objective type, essay type and interpretive type. Item analysis procedures for norm- referenced and criterion referenced mastery

test. Basic characteristics of good measuring instruments: Validity, Objectivity,

Reliability, Usability and norms. Types, Ways of determination; importance and application. Standardization of measuring instruments. Item analysis Test Standardization Norm referenced and criterion referenced tests, scaling – standard scores, T-

scores & C-scores. Steps involved in standardizing a Test.

UNIT IV

Measurement of Achievement, Aptitudes, Intelligence, Attitudes, Interest, Skills Interpretation of the above test – scores and methods of feedback to students. New trends in evaluation viz.:

Grading Semester system Continuous Internal Assessment Question Bank Use of Computers in Evaluation

References:

1. Bhaita, K.K. Measurement and Evaluation in Education’ Prakash Brothers, 546, Books Market, Ludhiana – 141 008.

2. Rambhai N.Patel, 1999; Educational Evaluation – Theory & Practice ; Himalaya Publishing House, New Delhi – 110 002.

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3. Jum C.Nunnally, 1972; Educational Measurement and Evaluation, Mc Graw – Hill Book Company, New York.

4. Robert L.Ebel and David A.Frisbie 1991; Essential of Educational Measurement Prentice – Hall of India Pvt Ltd ; New Delhi – 110 001.

5. Victor H.Noll and Dale P.Scannell; 1972; Introduction to Educational Measurement’, Houghton Mifflin Company, New York.

6. Victor II. Noll, Dale P.Scannell and Rachel P.Noll; 1972; Introductory Readings in Educational Measurement , Houghton Mifflin Company, New York.

7. William A.Mehren and Irvin J.Lehman; 1973; Measurement and Evaluation in Education and Psychology Holt, Rinehart and Winston, Inc: New York.

7. CURRICULUM DEVELOPMENT


External: 75 marks

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UNIT I Introduction: Concept and meaning of curriculum. Curriculum development, theories and procedures History of curriculum development Bases of Determinants of curriculum Philosophical considerations Psychological considerations Sociological considerations Discipline –oriented considerations

UNIT II Curriculum design and organization Components and source of design Principles Approaches Categories and types Curriculum Construction: Different models and principles Deduction of curriculum from aims and objectives of education Grass – root level planning

UNIT III System – analysis Curriculum Implementation Strategies:

Role of curriculum support materials Types of materials and aids Models of implementation Curriculum Evaluation: Interpretation of evaluation results and method Models of curriculum evaluation. Interpretation of evaluation results and method Issues and trends in curriculum development, curriculum research in India.

UNIT IV Suggestions and recommendation in curriculum development as per the

following commissions: University Education Commission, 1948 Secondary Education Commission, 1952 Education Commission, 1966.

References:1. Albert Oliver, Curriculum Improvement, Dodd, Mead & Co., New York.

2. Hilda taba, Curriculum Development, Theory and Practices, Harcourt, World and Brace, New York.

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3. Salyer. J.G. and Alexander, W.M., Curriculum Planning for Modern Schools, Holt, Rinehart & Winston Inc., New York.

4. Wheeler. D.K., Curriculum Process, University of London Press Ltd.

5. Salyer, J.G. and Alexander. W.M., Curriculum and Planning for better Teaching and Learning, Rinehart & Co., New York, 1960.

6. Aggarwal. J.C., Curriculum reforms in India, World Overview, Doada House, New Delhi.

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8. MANAGEMENT, PLANNING AND FINANCING OF EDUCATION


External: 75 marks

UNIT I

‘Educational Management’ practice in the Present day context: Meaning, nature, scope and principles of modern scientific management. Systems approach to operational management in education Functions of educational managers Research relating to educational management The present trends in educational management. The process of management: Planning for a rational approach to goal achievement: Concept, of Objectives, Steps for formulating the objectives: Planning strategy,

Policy and Programme for realizing the objectives in items of: Decision making. Programme development and forecasting: Organizing, Directing, Staffing and Recruiting, and planning for Human Resources; Training, Coordinating and Controlling; Budgeting, Recording & Reporting. POSDCORD & PODC approaches

UNIT II

Management of Financing: Nature and scope of Educational finance, Sources, Procurement, Budgeting and Allocation of Funds, Maintenance of Accounts, Sharing and distribution of financial responsibility, Mobilization of local resources Private and self-financing of educational institutions.

UNIT III

Supervision and Inspection in Education: Need for supervision; Meaning, Nature, Scope, limitations of present supervisory procedures; Evaluation of supervisory effectiveness.

Inspection Vs. Supervision Academic Supervision Vs. Administrative Supervision. Resources budgeting and auditing in education: Resource : Meaning, types, mobilization, allocation and creation Budgeting: Processes, formulation, types, drawbacks. Evaluation for performance and accountability.

UNIT IV

Controlling & leadership styles in educational management:24

Centralization Vs. Decentralization, PERT, PPBS, Control and methods of controlling, control – diameter, unity of command.

Leadership: Meaning and nature, Theories of leadership styles. System Evaluation, Programme Evaluation and Evaluation of functionaries.

References:1. A.N.Agarwal, “ The Emerging Dimensions of Indian Management”, New York, Asia

Publishing House, 1970.2. Chandrasekharan. P, “Educational Planning and Management”, New Delhi, Sterling

Publishers Pvt. Ltd., 1997.3. Drucker P.F., “ The Practice of Management “, New York, Harper, 1974.4. Herkey. P, and Blanchard.K, “Management of Organisational Behavior”, New Delhi,

Prentice – Hall, 19825. Koontz .H and O’ Donnel.C, “ Principles of Management”, New York, Mc Graw – Hill

Book Co. 1972.6. Laxmidevi (Editor inchief) “ Encyclopaedia of Educational Data and Planning”, Vol.

II New Delhi, Annual Publication Pvt. Ltd., 1996.7. J.C. Agarwal, “Educational Administration, School Organisation, Supervision,” Arya

Book Depot, New Delhi, 1967.8. Buch. M.B., “Institutional Planning for Educational Improvement and Development.”9. Naik. J.P. “The Role of Teachers in Educational Planning and Development”,

Regional College of Education, Bhopal, 1968.10.Naik J.P. “Educational Planning in India”.11.S.N.Mukerji, “Administration of Education, Planning and Finance”.12.S.N.Mukerji, “Administration of Education in India”.13.Padmanabhan C.B., “Recent trends in Educational Planning (NIEPA)”.14.VedaPrakash, “Some Relations on the Administration – Aspects of Educational

Planning in India (NIPEA)”.15.Atmanand Misra, “The Financing of Indian Education”16.Aggarwal. P.P., “Systems of Grant in aid in India”.17.Aggarwal J.C.” Development and Planning of Modern Education”, Vikas Publishing

House Pvt. Ltd.18.S.N.Mukerji, “Administration of Education, Planning and Finance (Theory and

Practice),” Published by J.C. Shah for Acharya Book Depot, Baroda, 1970.19.J.C. Agarwal, “ Development and Planning of Modern Education “, Vikas Publishing

House Pvt. Ltd., 5/ Ansari Road, Delhi, 110 002

9. ENVIRONMENTAL EDUCATION

Examination Duration: 3 Hours Maximum Marks: 100

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Contact Hours: 6 hours per week Sessional: 25 marks External: 75 marks

UNIT I Introduction: Concept, Importance and Scope Aims and Objectives. Guiding Principles and foundations. Relationship between man and Environment. Ecological and Psychological Perspective. Environmental Hazards: Environmental pollution; physical, air, water, noise, chemical. Extinction of flora and fauna, deforestation, soil erosion. Need for conservation, preservation and protection of rich environmental heritage. Programme of environmental education for primary, secondary and higher

education institutions.UNIT II

Features of curriculum for environmental education: Special nature of curriculum on environmental education. Concept of environment and ecosystem. Natural system, earth and biosphere, abiotic and biotic components. Natural resources, abiotic resources. Human systems – Human beings as part of environment human adaptations to

environment, population and its effect on environmental resources. Technological System – industrial growth, scientific and technological inventions

and their impact on the environmental system.UNIT III

Methods and approaches of environmental education Strategies and approaches, treating environment education as a separate subject,

topical units, integration and interdisciplinary approaches. Methods – Discussion, Seminar, Workshop, Dialogue, Problem Solving, Field

Surveys, Projects and Exhibition. Role of Media, print, films and T.V

UNIT IV Comparative Study of Environmental Projects from various Countries.

References:1. Environmental Education by Dr.Nasrin, ABH Publishing Corporation 5, Ansari Road, Darya

Ganj, New Delhi.2. Environmental Education by Dr.Ganapathi Rao, Neelkamal Publication Pvt. Ltd. Educational

Publishers, Sultan Bazar, Hyderabad – 500 095.3. Paryavarana Vidya Karadeepika by Sri Pulla Reddy, DIET Kurnool, Vigyana Ganitha

Sastravibhagam, S C E R T, Hyderabad –1, Govt. of A.P4. Parisarala Vigyanam Part I& Part II, Publishers: Telugu Academy, Hyderabad.5. Manaparyavarana Chattalu, A. P.Pollution Control Board.6. Primary, High School Teacher’s Manual, Rastravidyaparisodhana sikshana Institute,

Hyderabad.7. Source book on Environmental Education, R.C. Sharma, Published by UNESCO.8. Environmental Education at School level by N C E R T Publications.

10.YOGA EDUCATION


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Metaphysical basis of yoga. Concept of Purusha (pure consciousness) and Prakriti as basic components of cosmic

reality. Concept of Budhi (Mahat) and Ahamkar (The Ego) as basic components of prakriti of the

individual. Further sun-divisions of Ahamkar – Mana (the mind), karmendris, Jnanedris and

Tanmatras (the Suksham Sharir) Nature of knowledge and knowledge getting process – the Pramanas.

UNIT II The Philosophy of yoga and its relationship to individual and social upliftment The meaning and definitions of Yoga. Yoga as a way to healthy and integrated living. Yoga as a way to socio-moral upliftment of man. Yoga as a way to spiritual enlightenment – Atmanubhuti Pratykshanubhuti.

Different types of yoga systems and characteristics of yoga practioner. Ashtanga yoga of Patanjali Jnana yoga, Bhakti yoga and karma yoga of the Bhagwadgita Internal yoga of Aurobindo and modern off shoots of yoga Characteristics of a practitioner of yoga.

UNIT IIIThe instrumentals of yoga (Sadhana pad).

The Five vamas (observances). The Five Niyamas (abstinences). Asana – The right postures Pranayam – controlling the breadth. Pratyahara – controlling the senses. Dharana ( concentration) and its methods. Dhyana (meditation) and its kinds. Samadhi – its various types.

UNIT IVScientific basis of yoga – yoga and mental health.

Yoga and Bio-feedback Therapeutic values of yoga Different Asana and their effects to promote a sound physical and mental health. Dhyana, and its therapeutic value.

References:1. Swami Rajarshi Muni, 1985; Yoga the ultimate attainment, Jaico publishing House, Delhi.2. Virendra Shekhawat, 1979, Yoga: A technique of liberodra. Sterling publishers Pvt.Ltd.

New Delhi.3. Vasu.S.C, 1981 An introduction to the Yoga Philosophy, Takshila Hardbounds, Julundar.4. Jeon Varenne, 1989, Yoga and the Hindu Tradition, Motila Banarsidas, Delhi.5. Werner, Karnel, 1977, Yoga and Indian Philosophy, Motilal Banarsidas, Delhi.

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Documents

4. RESEARCH METHODOLOGY AND · Web viewEducation as Socialization Process, Social Stratification, Social Change, Modernization, Privatization and Globalization