UNIVERSITY SCHOOL OF EDUCATION - Rayat Bahra …education.rayatbahrauniversity.edu.in/student-zone/MA...Philosophies of Education: Western thought -overview of Idealism, Naturalism

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UNIVERSITY SCHOOL OF EDUCATION

Study Scheme and Syllabus

Batch 2014-16

Programme : Education

Level : Postgraduate

Course : MA (Education)

Semester : I& II

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Study Scheme for M.A. Education

Duration: 2years (Semester System)

M.A. EDUCATION PART - I

SEMESTER-I

PAPER Paper Code

COURSE TITLE L (Lecture)

T (Tutorial)

P (Practical)

C (Credit)

I MN 6101 Philosophical Foundations

of Education

3 1 0 4

II MN 6102 Psychological Foundations

of Education

3 0 2 4

III MN 6103 Methodology of

Educational Research

3 1 0 4

IV MN 6104 Pedagogy of Teaching 3 1 0 4

V MN 6105 Field Work/Project 0 0 0 1

Total 12 3 2 17

SEMESTER II

PAPERS Paper Code

COURSE TITLE L (Lecture)

T (Tutorial)

P (Practical)

C (Credit)

I MN 6201 Sociological Foundations

of Education

3 1 0 4

II MN 6202 Psychological

Characteristics and

Abilities

3 0 2 4

III MN 6203 Statistics in Education 3 1 0 4

IV MN 6204 Special Education 3 1 0 4

V MN 6205 Field Work/Project 0 0 0 1

Total 12 3 2 17

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M.A. (EDUCATION) SEMESTER-I

MN 6101 PHILOSOPHICAL FOUNDATIONS OF EDUCATION

Max. Marks: 200 Continuous Evaluation system: 120

End Term Exams: 80

Lecture Tutorial Practical Credit

3 1 0 4

OBJECTIVES

To enable the students to:

(i) understand the significance of philosophical enquiry as basis of education. (ii) apply the concepts of different philosophical thoughts and thinkers in educational situations. (iii) develop understanding about the contribution of western and eastern philosophers to

education. (iv) make them understand and apply knowledge in the contemporary development in educational

field.

SYLLABUS

Philosophy of Education: nature, scope and functions; epistemology, metaphysics and axiology. Philosophies of Education: Western thought -overview of Idealism, Naturalism and Pragmatism;

Existentialism, realism, logical positivism and empiricism in reference to teaching-learning process.

Indian philosophies of education -Buddhism, Vedanta, Sankhya and Sikhism; Educational Thinkers:

Swami Vivekananda; Emile Durkheim; Classification, hierarchy and erosion of values; Wellbeing;

concept, importance and theories.

Projects:

Case study of any educational institution with respect to its philosophy (metaphysics, epistemology,

axiology, aims of education, curriculum, text books, discipline, role of teacher and methods of

teaching).

Contribution made by any institution for the development of values in the present day scenario.

BOOKS RECOMMENDED

Aggarwal J.C. & Gupta, S. (2006). Great Philosophers and Thinkers on Education. New Delhi: Shipra

Publications.

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Ahmed, Shehzad (2007). World’s Great Educationists. New Delhi: Anmol Publications Pvt. Ltd.

Ansari, S.H. (2003). Philosophical Foundations of Education. New Delhi: Sanjay Prakashan.

Black, N. et al. (2003). Philosophy of Education. UK: Blackwell Publishers.

Broudy, H.S. (1955). Building a Philosophy of Education, New Delhi : Prentice Hall of India.

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

Distributors.

Kaur, Kirandeep and Singh Lakhwinder (2011) Philosophical and Sociological Foundations of Education

(Punjabi). Faridkot: Jashan Publications.

Kumar, Satinder (2000). Educational Philosophy in Modern India. New Delhi: Anmol Publications Pvt.

Ltd.

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

Delhi: Deep and Deep Publications.

Mukerjee, H.B. (1962). Education Fullness, Asia Publishing House, Bombay.

Nandra, I.S. (2010). Philosophical, Sociological and Economic Bases of Education. Patiala: Twenty First

Century Publications.

Pathak, R. P. (2007).Philosophical and Sociological Perspectives of Education. New Delhi: Atlantic

Publishers.

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

Ross, James (1966). Ground Work of Educational Theory, George G. Harreap and Co. Ltd., London.

Sachdeva, M.S. (2013). Philosophical, Sociological and Economic Bases of Education. Patiala: Twenty First

Century Publications.

Sachdeva, Surjit Singh (2014). Philosophical and Sociological Foundations of Education (Pbi.). Patiala:

Twenty First Century Publications.

Sharma, Promila (2006). Philosophy of Education. New Delhi: APH Publishing Corporation.

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

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MN 6102 PSYCHOLOGICAL FOUNDATIONS OF EDUCATION


End Term Exams: 80 Practical: 100

OBJECTIVES


(i) Understand the nature of the learner.

(ii) Apply the principles of educational psychology in the class room situations.

(iii) be able to administer and interpret psychological tests to provide counseling in different

situations.

SYLLABUS

Educational Psychology: concept, scope and contribution of psychology to education; Methods:

observation, experimental and case study; human development: Piaget's and Bruner's theories of

cognitive development; learning: concept, theories of Skinner, Bandura and Gagne's hierarchy;

individual differences and causes of inter and intra individual differences. Intelligence: concept,

theories: Cattell, Thurstone, Guilford's model and Gardner ; spiritual, social and emotional

intelligence: concept and application; Mental Health: concept, strategies of promoting mental

health of students and teachers, criteria of Normalcy-abnormality, stress and coping, defense

mechanisms.

Practical

Administration of the following tests:

(a) Measurement of Intelligence using verbal and non-verbal techniques

(b) Measurement of Spiritual, emotional and social intelligence

(c) Identification of level of stress of your class

(d) Exploring type of defense mechanism of your class

(e) Assessment of mental health

The students will maintain the record of the practicals duly certified by the teacher in the practical

note-book. Performance of practical to be evaluated by the external examiner.

BOOKS RECOMMENDED Aggarwal, J.C. (2006). Psychology of Learning and Development. New Delhi: Shipra Publications. Anastasi, Anne and Urbina, Susana (2008).Psychological Testing. New Delhi: Prentice Hall of India Pvt. Ltd. Baron, R.A. (2012).Psychology. New Delhi: Prentice Hall of India Pvt. Ltd. Bhatia, K.K. (2008). Bases ofEducational Psychology: The Learner Nature and Development. New Delhi: Kalyani Publishers.


3 0 2 4

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Chand, Jagdish (2010). Psychological Foundations of Education. New Delhi: Anshah Publishing. Claridge, Gordon & Davis, Caroline (2003).Personality and Psychological Disorders. New Delhi: Atlantic Publishers. Dandapani, S. (2008).A Text Book of Advanced Educational Psychology. New Delhi: Anmol Publishers. Deaux, Kay & Snyder, Mark (2012).The Oxford Handbook of Personality and Social Psychology. New York: Oxford University Press. Garrison, Carl C. & Gray, Stanley J. (2011).Educational Psychology. New Delhi: Sarup Book Publishers Pvt. Ltd. Hall, C.S., Gardner, L., & Campbell, J.B. (2010).Theories of Personality. New York: John Wiley & Sons Inc. Mangal, S.K. (2007).Essentials of Educational Psychology. New Delhi: PHI Learning Pvt. Ltd. Meenakshi (2004).Advanced Educational Psychology. Patiala: Punjabi University. Singh, AgyaJit (2012). Development of the Learner and Teaching-Learning Process.Patiala: Twenty First Century Publications. Singh, Kanwarjit and JasrajKaur (1997) Vidyak Manovigyan: Ik Roop Rekha. Patiala: Gujaral Book Depot.

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MN 6103 METHODOLOGY OF EDUCATIONAL RESEARCH

Max. Marks : 200 Continuous Evaluation system: 120

End Term Exams: 80


3 1 0 4

OBJECTIVES To enable the students to: (i) Learn and understand the basic concepts and techniques of research. (ii)Understand and complete a research project in the field of education. (iii)Develop abilities of questioning, probing, discussing, summarizing, formulating the hypotheses and drawing conclusions. (iv)Develop attitudes of critical analysis and synthesis for the solution of education problems.

SYLLABUS

Educational Research: meaning, nature, types, purpose, steps and limitations; Priority areas of

Educational research; Research problem: Its selection, definition, statement and sources;

Related literature: Purpose, sources and organization of related literature; Hypothesis: its

meaning, types, importance, formulation and testing. Sampling: probability and non-probability;

methods of research: Historical, Descriptive and Experimental, Ethnography, Phenomenology

and Case Study; research proposal and research report.

BOOKS RECOMMENDED

Adams, G.S. (l964). Measurement and Evaluation in Education &Psychology. New York: Rinehart and Winston. Aiken, L.R. & Gary GrothMarhant (2011).Psychological Testing and Assessment (12th edition). New Delhi: Pearson. Anastasi, Anne and Urbina, Susana (2008).Psychological Testing.New Delhi: Prentice Hall of India Pvt. Ltd. Bhatia, K.K (1985). Measurement and Evaluation in Education. Ludhiana: Prakash Brothers. Creswell, J.W. (2007). Qualitative Inquiry and Research Design: Choosing Among Five Approaches. London: Sage Publications. Ebel, R.L. and D.A. Frisbei (1986).Essentials of Educational A1easurement. New Jersey: Prentice Hall. Garrett, H.E. (2004). Statistics in Psychology and Education (11th Indian print). New Delhi: Paragon International. Grounlund, N.E. (1981). Measurement and Evaluation in Teaching (Fourth Edition). New York: MacMillan Publising Co. Guilford, J.P. (1965). Fundamental Statistics in Psychology and Education. New York: McGraw Hill Book Co.

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Kothari, C.R. (2004). Research Methodology: Methods and Techniques. New Delhi: New Age International Pvt. Ltd. Publishers. Koul, Lokesh (2009). Methodology of Educational Research (4th Ed.). New Delhi: Vikas Publishing House Pvt. Ltd. Kubiszyn, T. &Borich, G. (2003).Educational Testing and Measurement: Classroom Application and Practice (7th edition). New York: John Wiley and Sons. Lindvall, C.M.(1976). Testing 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. Rao, AdithamBhujanga (2008). Research Methodology for Management and Social Sciences. New Delhi: Excel Books. Sandhu, P.K. (2012). Research in Education and its Implications. Publication Bureau,Punjabi University,Patiala. Sharma, T.R. (1983). Measurement and Evaluation (Punjabi). Chandigarh: Punjab State University Text Book Board. Sharma, Yogendra K. (2011). Methodology and Techniques of Educational Research. New Delhi: Kanishka Publishers and Distributors. Singh, Amit& Kumar, Dinesh (2013).Elementary Statistical Methods. Patiala: Twenty First Century Publications. Singh, Pritam (2005). Handbook of Measurment and Evaluation. New Delhi: Doaba House. Thorndike, Robert M. & Thorndike-Christ, Tracy M. (2011).Measurement and Evaluation in Psychology and Education (8th Ed.). New Delhi: Pearson. Wadhwa, B.S. (2013). Research and Statistics in Education. Patiala: Twenty First Century Publications.

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MN6104 PEDAGOGY OF TEACHING


End Term Exams: 80


3 1 0 4

OBJECTIVES


(i) understand the concept of pedagogy and teaching and learning. (ii) Identify objectives of teaching at different levels. (iii) organize teaching at different levels. (iv) Utilize different audio-visual aids in teaching-learning process. (v) Apply the concept of continuous and comprehensive evaluation.

SYLLABUS

Pedagogy: Concept, importance, Teaching and learning: concept and relationship, Objective specification, Principles of teaching: psychological and general, Methods, Maxims and devices of teaching, Micro Teaching: Meaning, phases and skills of: introducing a lesson, questioning, illustrating with examples, stimulus variation, reinforcement and using black board. Text Book: Meaning, importance, types and characteristics, Teacher: Qualities and role, Laboratory: Meaning, importance, planning and equipment, management. Audio-Visual Aids in teaching language: importance and types, Lesson-planning: Meaning, importance and steps, Evaluation: Meaning, importance, methods, Continuous and comprehensive evaluation.

BOOKS RECOMMENDED Aggarwal, J.C. (2005) Teaching of Economics, Vinod Pustak Mandir, Agra. Aggarwal, J.C. Essentials of Educational Technology, Delhi: Vikas Publishing House PVT.LTD. Aggarwal, J.C. (2003)Teaching of Commerce, Vikas Publication, New Delhi. Ansari, M.S. Essentials of educational Technology, Meerut: International Publishing House. Bhatia, K.K. Teaching and Learning English as a Foreign Language. Bhatia, K.K.: Foundations of Teaching Learning Process, Ludhiana: Tandon Publications. Deol, Nishan Singh and Sharma, Monika (2010) Teaching of Physical Education, 21st Century Publication,

Patiala. Dhillon, S. & Chopra, K. (2002) Teaching of Economics, Ludhiana : Kalyani Publishers. Gakhar, S.C.(2005):Teaching of Mathematics,Haryana: N.M. Publishers Joshi, S.R. : Teaching of Science, A.P.H. Publishing Corporation, New Delhi. Kumar, Mahesh.(2004) Modern Teaching of Commerce. Anmol Publications Pvt. Ltd. Mehta,N.(2007) :Teaching of Social Studies.Pune:Tech-Max publications. Mittal, R.L. : Arth shastar da adhiapan (Pbi. Univ.). Monga, Vinty(2009)Teaching of Commerce. Twenty First Century Publications, Patiala.

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Pahuja, N.P. Teaching of English, Anmol Publishers. Sachdeva, M.S. :Teaching Learning Process, Ludhiana: Bharat Book Centre. Sachdeva, M.S.(2013). Teaching of English. Patiala: Twenty First Century Publications. Sandhu, P.K.(2003) : Teaching of Social Studies (Punjabi). Sharma, R.A. Teacher Training Technology, Meerut: R. Lall Book Depot. Yadav, Amita (2005) Teaching of Economics, New Delhi : Anmol Publishers.

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MN 6105 FIELD WORK/ PROJECT


End Term Practical: 30


0 0 0 1

Objectives

(i) To understand the socio cultural condition of India and encourage social responsibility (ii) Foster capabilities to work in cooperation with all, to form humane relationships (iii) To have a deep commitment to human well being

Field Work

To engage the students to understand the socio cultural conditions of the society and contribute to the social fiber such as visit slums, Brick Kilns, Construction sites and any other informal/organized space.

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M.A. (EDUCATION) PART - I

SEMESTER-II

MN6201 SOCIOLOGICAL FOUNDATIONS OF EDUCATION


End Term Exams: 80


3 1 0 4

OBJECTIVES


To enable the students to: (i) develop understanding of the interrelationship between sociology and education (ii) understand the impact of various political ideologies and social theories on education (iii) analyse the trends of social changes, cultural changes and their impact on education (iv) acquaint with impact of changing scenario of society and education

SYLLABUS

Sociology: concept, nature and relationship between education and sociology; nature and scope of

sociology of education; Social change: meaning, concept and factors affecting social change, role of

education, socialization: concept, importance and role of education, social organization and

stratification. Culture: meaning and nature, role of education, cultural determinants of education;

education and culture change; Modernization, urbanization, globalization and privatization with

special reference to Indian society; Social theories: R. K. Menon and Marxism ; impact of education

on social issues of Indian society.

Project:

Study of self-help group of your area

Analyze changes in marriage institution

Survey of influence of westernization on village life

BOOKS RECOMMENDED

Bhattacharya, Srinibas (2000). Sociological Foundations of Education. New Delhi: Atlantic Publishers and Distributors. Bhavinds, P.V. &Sabu, S. (2014). Sociological Perspectives on Education. New Delhi: APH Publishing Corporation. Brown, Francis J. (1954).Educational Sociology, New York: Prentice Hall of India. Cook and Cook (1980).Sociological Approach to Education, London: McGraw Hill.

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Dewey, John (1966). Democracy and Education, New York: The Freeman's Press. Hasley, A.H.; FloudJeen and Anderson C., Arnold (1969).Education, Economy and Society, New York: The Freeman's Press. Kaur, Kirandeep and Singh Lakhwinder (2011) Philosophical and Sociological Foundations of Education (Punjabi). Faridkot: Jashan Publications. Kumar, Vijay (2003). Sociological Foundations of Education. New Delhi: Sanjay Prakashan. MacIver, R.M. and Page, Thomas (1948).Society, New York: Rinehart & Co. Inc. Nandra, I.S. (2010). Philosophical, Sociological and Economic Bases of Education. Patiala: Twenty First Century Publications. Ottoway, A.K.C. (1962).Education and Society, London: Routledge Kegan Paul. Panday, K.P. (2010).Perspectives in Social Foundations of Education. New Delhi: Shipra Publication. Russel, Bertrand (1969).Education and Social Order, London: Unwin. Sachdeva, Surjit Singh (2014). Philosophical and Sociological Foundations of Education (Pbi.). Patiala: Twenty First Century Publications. Sharma, T.R. and Sidhu, J.S. (1997).Education and its Business, DhanpatRai and Sons.

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MN6202 PSYCHOLOGICAL CHARACTERISTICS AND ABILITIES


End Term Exams: 80

Practical: 50 Lecture Tutorial Practical Credit

3 0 1 4

OBJECTIVES


(i) Understand the relevance of educational psychology to the teaching learning process.

(ii) Apply the role of heredity and environment in growth and development of the individual.

(ii) be able to understand the concept personality and well-being.

SYLLABUS

Educational Psychology: relevance for teaching, identification of learner, individual differences: determinants, role of heredity and environment, implications in classroom and in organizing educational programmes. Motivation: concept, types, strategies, approaches to motivation: behavioral, humanistic, cognitive and socio-cultural. Personality: Concept, development and theories: Allport, Erickson, Big-Five Model, Personality assessment: subjective, objective and projective techniques. Well-being: concept, indicators and implications, criteria of normality-abnormality, stress and coping, defense mechanisms.

Practical work

Administration and interpretation of the following:

1. Achievement motivation 2. Subjective technique of personality assessment 3. Objective technique of personality assessment 4. Well-being assessment 5. Measurement of stress 6. Use of Defense mechanisms

The students will maintain the record of the practical duly certified by the teacher in the practical note-book. Performance of practical to be evaluated by the internal examiner.

BOOKS RECOMMENDED

Anastasi, Anne and Urbina, Susana (2008).Psychological Testing. New Delhi: Prentice Hall of India Pvt. Ltd. Baron, R.A. (2012).Psychology. New Delhi: Prentice Hall of India Pvt. Ltd. Dandapani, S. (2008).A Text Book of Advanced Educational Psychology. New Delhi: Anmol Publishers.

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Deaux, Kay & Snyder, Mark (2012).The Oxford Handbook of Personality and Social Psychology. New York: Oxford University Press. Hall, C.S., Gardner, L., & Campbell, J.B. (2010).Theories of Personality. New York: John Wiley & Sons Inc. Mangal, S.K. (2007).Essentials of Educational Psychology. New Delhi: PHI Learning Pvt. Ltd. Meenakshi (2004).Advanced Educational Psychology. Patiala: Punjabi University. Sharma, Promila (2005). Educational Psychology. New Delhi: APH Publishing Corporation. Shrivastav, Neelu (2006). Educational Psychology. New Delhi: Pragun Publications. Singh, AgyaJit (2012). Development of the Learner and Teaching-Learning Process.Patiala: Twenty First Century Publications. Virk, Jaswant K. (2012). Understanding the Learner and Learning Process. Patiala: Twenty First Century Publications.

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MN6203 STATISTICS IN EDUCATION


End Term Exams: 80


3 1 0 4

OBJECTIVES


(i) recognize the importance of statistics in the field of education. (ii) use different statistical techniques to different problems. (iii) Be proficient in interpreting the analysed data.

SYLLABUS Concept of statistics, relevance in education, parametric and non-parametric data; graphical representation of data: histogram, frequency polygon, ogive and pie chart; Measures of Central Tendency: concept, computation and interpretation; measures of variability: concept, computation and interpretation; normal probability curve: concept, application and interpretation Correlation: concept, computation and interpretation- Product Moment, Rank Order, Biserial, Point Biserial, Phi, Contingency, Tetrachoric; significance of mean: concept, computation and interpretation of significance of t-test(correlated and uncorrelated, matched, paired-unpaired, matching- paired); ANOVA(One way ):concept, computation and interpretation, regression and prediction; chi square: concept, computation and interpretation (equal and normal probability).

BOOKS RECOMMENDED

Adams, G.S. (l964). Measurement and Evaluation in Education &Psychology. New York: Rinehart and Winston. Aiken, L.R. & Gary GrothMarhant (2011).Psychological Testing and Assessment (12th edition). New Delhi: Pearson. Anastasi, Anne and Urbina, Susana (2008).Psychological Testing.New Delhi: Prentice Hall of India Pvt. Ltd. Creswell, J.W. (2007). Qualitative Inquiry and Research Design: Choosing Among Five Approaches. London: Sage Publications. Garrett, H.E. (2004). Statistics in Psychology and Education (11th Indian print). New Delhi: Paragon International. Grounlund, N.E. (1981). Measurement and Evaluation in Teaching (Fourth Edition). New York: MacMillan Publising Co. Guilford, J.P. (1965). Fundamental Statistics in Psychology and Education. New York: McGraw Hill Book Co. Kothari, C.R. (2004). Research Methodology: Methods and Techniques. New Delhi: New Age International Pvt. Ltd. Publishers.

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Koul, Lokesh (2009). Methodology of Educational Research (4th Ed.). New Delhi: Vikas Publishing House Pvt. Ltd. Kubiszyn, T. &Borich, G. (2003).Educational Testing and Measurement: Classroom Application and Practice (7th edition). New York: John Wiley and Sons. Mangal, S.K. (1987).Statistics in Psychology Education. New Delhi: Tata McGraw Hill Publishing Co. Ltd. Rao, AdithamBhujanga (2008). Research Methodology for Management and Social Sciences. New Delhi: Excel Books. Sharma, T.R. (1983). Measurement and Evaluation (Punjabi). Chandigarh: Punjab State University Text Book Board. Sharma, Yogendra K. (2011). Methodology and Techniques of Educational Research. New Delhi: Kanishka Publishers and Distributors. Singh, Pritam (2005). Handbook of Measurment and Evaluation. New Delhi: Doaba House. Thorndike, Robert M. & Thorndike-Christ, Tracy M. (2011).Measurement and Evaluation in Psychology and Education (8th Ed.). New Delhi: Pearson.

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MN 6204 SPECIAL EDUCATION


End Term Exams: 80

OBJECTIVES To enable the students to:

(i) Develop an awareness and skill in identifying special children.

(ii) Equip themselves with latest trends of the special education.

(iii) Impart knowledge about functioning of special schools.

SYLLABUS

Special Education: Meaning, need and importance, classification of exceptional children. Legislation to

advanced special education: RCI Act, PWD Act 95, National Trust Act 99, NP 2006, RTE 2010. Trends in

special education: Mainstreaming, community based rehabilitation, inclusion and Least Restrictive

Environment. Identification, characteristics, causes and education of children with mentally retarded,

learning disabled, visually impaired, hearing impaired and Information Technology and disability.

Projects

Observation of special children

Case study of a special child(Hypothetical/Real).

Visit to a rehabilitation centre.

BOOKS RECOMMENDED Dutt, B. &Garg, Jyoti (2014).Education for All: A Survey. New Delhi: Global Publication. Frank, M.H. and Steven, R.F. (1984).Education of Exceptional Learner. Massachusetts: Atlyen and Bacon Inc. Hallahan, D.P. and Kuffman, J.M. (1991).Exceptional Children: Introduction to Special Education. London: Prentice Hall, International Ltd. Hans, I.J. (2000). Children in Need of Special Care. Human Horijons Series, Souvenir Press (E&A Ltd.). Kansal, A.K. (2012).Creativity, Memory and Personality Adjustment among Handicapped Adults. Patiala: Twenty First Century Publications. Kar.Chintamni (1992).Exceptional Children: Their Psychology and Instruction. New Delhi: Sterling Publishers Private Ltd. Khatena, J. (1982). Educational Psychology of the Gifted. New York: John Wiley and Sons. Kirk.S.A. and Gallaghar J.J. (1989) Education of Exceptional Children.Beston: Houghton Miffinco. Kumar, Jitender (2013). Inclusive Education: A Journey through Challenges. Patiala: Twenty First Century Publications. Penthoi, Ajay Kumar (2014). Special Education.New Delhi: APH Publishing Corporation.


3 1 0 4

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Shankar Uday (1984) Exceptional Children. New Delhi: Sterling Publishers. 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. Vsseldyke, J.E. (1998) Critical Issues in Special Education. New Delhi: Kanishka Publications.

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MN6205 FIELD WORK/ PROJECT


End Term Practical: 30


0 0 0 1

Objectives:

(i) To develop critical thinking (ii) Understanding of prevailing educational practices in Indian School (iii) Develop the skills of writing reports

Field Work

To visit and conduct a detailed study of two different systems of school such as residential school, sport schools, government schools, private schools, special schools and schools following alternative systems of teaching and so on and so forth.

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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/Quiz/

Presentation/Seminar

End Term

Test

Total

Marks

Theory 30 30 15+15+15+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 30 20

Question Paper Pattern for Mid Term Tests

Question Paper will be divided into three parts: (Total Marks=30 and Maximum Time Duration 1/1/2hr)

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

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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.

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

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

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UNIVERSITY SCHOOL OF EDUCATION - Rayat Bahra …education.rayatbahrauniversity.edu.in/student-zone/MA...Philosophies of Education: Western thought -overview of Idealism, Naturalism