School of Education
Suresh Gyan Vihar University
Mahal, Jagatpura, Jaipur-302025
Updated Curriculum
M.Ed.
for
Academic Session 2014-15
GYAN VIHAR SCHOOL OF EDUCATION
Teaching and Examination Scheme for M.Ed 1Year Program
Edition-2014
Year-I
Sem-I
S.No
Sub.
Code
Contact
Hrs/Wk.
Theory Paper
C
L
A
S/P/
WS/
TU
Exam
(Hrs.)
Weightage (in
%)
CIE
ESE
Compulsory Papers
1.
2.
ED-501
Philosophical & Sociological
Foundations of Education
5
5
3
30
70
ED-503
Methodology of Educational of Research
5
5
3
30
70
ED-505
Psychological Foundations of Teaching
& Learning
5
5
3
30
70
Area-1
Principles of Comparative Education-1
Educational Technology -I
OR
Area-2
Foundation & Organization of Teacher
Education-I
Principles & Procedure of Guidance-I
5
5
3
30
70
5
5
Dissertation work Synopsis preparation and presentation
2
2
-
60
40
3
3.
B
4.
5.
6.
ED-507
ED-509
er
er
ED-511
7.
ED-513
8.
DI 501
Elective Papers (Specialization)
9.
SM 501
10.
OTP501
Seminar/Presentation/WS/Tu.
Observation and involvement in teaching
practice
C
Discipline and Co-Curricular Activities
11.
DC 501
Discipline and Co-Curricular Activities
Total
6
2
2
34
100
100
27
6
Total Teaching Load
33
Note – Students have to select one area out of area-1 or area -2 papers only from the elective papers.
L = Lecture
T = Tutorial
S = Seminar
P = Practical
W= Workshop
CIE = Continuous Internal Evaluation
ESE = End Semester Examination
Page 1 of 34
GYAN VIHAR SCHOOL OF EDUCATION
Teaching and Examination Scheme for M.Ed 1Year Program
Edition-2014
Year-1
S.No
Sem-II
Course
Code
Course Name
Credits
L
A
1.
WEIGHTAGE
(in %)
Contact Hrs/Wk.
S/P/WS/TU
Exam
Hrs.
CIE
ESE
Compulsory Papers
ED 502
Philosophical & Sociological
Foundations of Education
5
5
3
30
70
ED 504
Methodology of Educational of Research
5
5
3
30
70
ED 506
Psychological Foundations of Teaching
& Learning
5
5
3
30
70
Elective Papers (Specialization)
Area-1
Education in U.K., U.S.A. & India-II
5
5
3
30
70
5
5
-
60
40
2.
3.
B
4.
ED 508
5.
ED 510
Educational Technology & instructional
Process -II
OR
6.
er
ED 512
RRRR
Area-2
Student Teaching & Innovative Practice
in Teacher Education-II
7.
ED 514
Techniques of Appraisal & CounsellingII
8.
DI 502
9.
OTP502
Dissertation work
Field work and Report writing
Observation and involvement in teaching
practice
Total
Total Teaching Hours
4
2
31
8
100
25
33
8
Note – Students have to select one area out of area-1 or area -2 papers only from the elective papers.
L = Lecture
T = Tutorial
S = Seminar
P = Practical
W= Workshop
CIE = Continuous Internal Evaluation
ESE = End Semester Examination
Page 2 of 34
EXAMINATION SCHEME-M.Ed. (2014-15)
1. Compulsory Papers & Elective Papers: All compulsory & elective papers shall be evaluated as
follows:Total
Internal (CIE)
External (ESE)
100
30
70
External marks will be awarded at the end semester theory examination.
Internal marks will be awarded on the following basis.
I-Mid Term
10
II- Mid Term
10
Class Test
05
Assignment
05
Total
30
2. Dissertation Work:
M.Ed. Dissertation Work is divided in two parts in Semester-I & Semester-II. In I-Semester
Synopsis preparation and presentation & in II- Semester: field work and report writing will be
evaluated. Both the semesters will be evaluated as follows:Topic
Synopsis preparation &
presentation
Field work and report writing
i.
Internal (CIE)
60
External (ESE)
40
60
40
Components of CIE of synopsis:
 Topic selection
 Attendance
 Synopsis Presentation-I
10
20
30
60
Components of ESE of synopsis:
 Synopsis Presentation-II
 Viva-voce
ii.
30
10
40
Components of CIE of field work and report writing:
 Preparation of tools & techniques/research design
 Data collection procedures in the field
 Report writing
Components of ESE of field work and report writing:
1. Presentation (LCD based)
 Command over language
 Slide preparation
 Ability to express the result/findings
2. Viva- voce
Board of Examiner for ESE:
i. Concerned Dean/ Principal/VP/Head
ii. External expert not below the associate professor
OR
Senior member of teaching staff
iii. Concerned supervisor
Page 3 of 34
15
15
30
60
10
10
10
10
40
First Examiner
Second Examiner
Internal Examiner
3. Seminar /Ws/ Presentation/tutorial
Total
Internal (CIE)
External (ESE)
100
60
40
Components of CIE of Seminar /Ws/ Presentation/tutorial:
 Attendance
 Presentation skills
Components of ESE of Seminar /Ws/ Presentation/tutorial:
 Report submission/ File Work
 Report presentation & viva
20
40
60
20
20
40
4. Evaluation of observation of teaching practice:
Total
Internal (CIE)
External (ESE)
100
60
40
Components of CIE of Observation of teaching practice:
 Attendance
 Observation of lesson
 Guidance work
Components of ESE of Observation of teaching practice:
 Observation by the evaluator
 Observation file
20
30
10
60
20
20
40
Page 4 of 34
GYAN VIHAR SCHOOL OF EDUCATION
LIST OF COURSES FOR B.Ed & M.Ed PROGRAM
Edition-2014
Course Code
Course Name
ED -501
Philosophical & Sociological Foundations
of Education
Philosophical & Sociological Foundations
of Education
ED -502
ED -503
Methodology of Educational of Research
ED -504
Methodology of Educational of Research
ED -505
Psychological Foundations of Teaching &
Learning
Psychological Foundations of Teaching &
Learning
ED -506
ED -507
Principles of Comparative Education-1
ED -508
Education in U.K., U.S.A. & India-II
ED -509
Educational Technology -I
ED -510
ED-513
Educational Technology & instructional
Process -II
Foundation & Organization of Teacher
Education-I
Student Teaching & Innovative Practice in
Teacher Education-II
Principles & Procedure of Guidance-I
ED-514
Techniques of Appraisal & Counselling-II
OTP-501
Observation and involvement in teaching
practice
OTP-502
DI- 501
Observation and involvement in teaching
practice
Synopsis preparation and presentation
DI -502
Field work and Report writing
SM-501
Seminar/Presentation/WS/Tu.
SM-502
Seminar/Presentation/WS/Tu.
ED-511
ED-512
Page 5 of 34
The first research oriented University of state
SCHOOL OF EDUCATION
DETAILED SYLLABUS
2014-15
PHILOSOPHICAL & SOCIOLOGICAL FOUNDATIONS OF EDUCATION
[Ed 501]
I-SEM. M.Ed.
EVALUATION
SCHEDULE PER WEEK
LECTURES-5
CREDITS-5
EXAMINATION TIME = THREE (3) HOURS
MAX. MARKS = 100
[CIE-30) & ESE- (70)]
Objectives:
1. To develop the understanding that education has its base philosophical and sociological.
2. To understand the social context of education and its operational dimensions as a social sub system.
3. To understand the current issues in social context.
Two questions will be set from each unit and students will be required to answer one question from each unit.
Unit Contents of the Subject
No. of
Teaching
Periods
required
1
Philosophical basis of Education
12
i.
Meaning, scope, and branches of philosophy.
(Metaphysics, epistemology and axiology).
ii.
Impact of philosophy on different aspects of education.
(Philosophy and aims of education, curriculum, methods of teaching,
philosophy and teacher).
iii. Functions of educational philosophy.
2
Philosophical thoughts of Indian Educationist
i.
Dr. Zakir Hussain.
ii.
Swami Vivekananda.
iii.
J. Krishnamurthy.
(In context to aims of education, curriculum, methods of teaching and teacher).
12
3
Contribution of Western Philosophy to Education
i.
Existentialism.
ii.
Humanism.
iii.
Realism.
12
4
Sociological basis of Education
i.
Meaning, scope and interdependence of sociology and education.
ii.
Concept of social system, education and other sub system.
iii. Education as a agent of:
a) Social change.
12
Page 6 of 34
b) Social mobility.
c) Modernization.
d) Socialization.
5
Issues affecting Education
i.
Life skill Education.
ii.
Inclusive Education.
iii. Women Education.
12
Total
Note: Scheme of CIE

Class tests

Assignments

Two Mid Terms
:
:
:
60
5marks
5marks
20marks
30marks
Recommended Books:
S. No.
1.
Name of the Author
Rao Usha (2012)
2.
3.
4.
Saxena Radha, Sharma
Gopinath, Shastri Ira (2000)
Rao Usha (1999)
Chaubey Saryu Prasad (1987)
5.
6.
Perkit, B.R. (1988)
Bhatia and Narang (1989)
7.
8.
Pillai, K. Shiv dasan (1991)
Shrimali K.L. (1965)
9.
Shrimali K.L. (1951)
Name of Book
Inclusive Education
Publication
Himalaya Publication
House ,New Delhi
Teacher & Education in Emerging Classic Pub., Jaipur
Indian Society
Values in Education
Top Pub., Mumbai
Sociological Foundation of
Vinod Pustak
Education
Mandir,Agra
New Education in India
Associate Pub., Ambala
Principles and Techniques of
Prakash Brother,
Education
Ludhiana
Relevance of Peace Education
Associate Pub., Ambala.
Education in changing India
Asia Publishing House,
New Delhi
A search for values in education
Harper Co., New York.
Page 7 of 34
The first research oriented University of state
SCHOOL OF EDUCATION
DETAILED SYLLABUS
2014-15
PHILOSOPHICAL & SOCIOLOGICAL FOUNDATIONS OF EDUCATION
[Ed 502]
II-SEM. M.Ed.
EVALUATION
SCHEDULE PER WEEK
LECTURES-5
CREDITS-5
EXAMINATION TIME = (3) HOURS
MAX. MARKS = 100
[CIE-30) & ESE- (70)]
Objectives:
1. To develop an understanding that education has at its base philosophic understanding.
2. To understand the nature of philosophic inquiry and its applications in education.
3. To critically examine the Indian policy on education, at least the current one for its philosophical,
logical basis.
Two questions will be set from each unit and students will be required to answer one question from each
unit.
Unit Contents of the Subject
No. of
Teaching
Periods
required
1
Indian Philosophical Foundations of Education
12
i. Educational implication of following philosophies:
a) Sankhya philosophy of education.
b) Vedant philosophy of education.
c) Philosophy of yoga and education.
2
Educational thoughts of Western Philosopher
i.
Plato.
ii.
Rousseau.
iii. John Dewey.
(In context with aims of education, curriculum, methods of teaching and teacher
taught relationship).
12
3
Sociological bases of Education
12
i.
ii.
iii.
4
Concept of social structure.
Culture and education: concept, cultural lag and conflict.
Agencies of education (school, family and state).
Social dimension of Education
i. Social stratification.
ii. De-Schooling.
iii. Futurology of education.
iv.
Religious and moral education.
12
Page 8 of 34
5
Issues in Education
i. Educational disparities.
ii. Education for international understanding.
iii. Youth unrest.
12
Total
Note: Scheme of CIE

Class tests

Assignments

Two Mid Terms
:
:
:
60
5marks
5marks
20marks
30marks
Recommended Books:
S. No. Name of the Book
1.
Development and planning of modern
education
2.
New Educational Policy
3.
Problem of Indian Education and
Trends
4.
Bhartiya Shiksha ki Jwalant Samasya
5.
Author
Agarwal,J.C.(1968)
Publisher
Agra Book Depot., New Delhi
Kabra Ummed Rao (1989)
Agarwal, S.B., Uniyal M.
(1975)
Pandey Ramshakal Misra,
Karuna Shankar (1990)
Govt. of India (1959)
Krishna Brother Pub., Ajmer
U.P. Hindi Granth Academy,
Lucknow
Bohra Pub. Allahabad
Bais, H.S. (1991)
Ashish Publishing House, New
Delhi
The Mcmillan Co. of India,
New Delhi
Ram Prasad and Sons, Agra
R.B.S.A. Pub., Jaipur
6.
Educational for International
understanding & co-relation
Shiksha ki Ruprekha
7.
Process of Education
Bruner, J.S. (1980)
8.
9.
Shiksha Darshan
Shiksha Darshan and Samaj
10.
Problem of Education in Indian
11.
Education for International
understanding
Pandey, R.S. (1965)
Sharma Rajini & Pandey
Satya Prakash (1995)
Sharma Ramnath &
Rajendra Kumar (1996)
Saiden, K. G. (1948)
Page 9 of 34
New Delhi
Atlantic Pub., New Delhi
Kitab Ltd., Bombay
The first research oriented University of state
SCHOOL OF EDUCATION
DETAILED SYLLABUS
2014-15
[Ed -503]
METHODOLOGY OF EDUCATIONAL RESEARCH
I-SEM. M.Ed.
EVALUATION
SCHEDULE PER WEEK
LECTURES-5
CREDITS-5
EXAMINATION TIME = (3) HOURS
MAX. MARKS = 100
[CIE-30) & ESE- (70)]
Objectives:
1. To acquaint students with the concepts of research and educational research.
2. To develop an understanding of the nature and scope of educational research.
3. To develop insights into the methodological issues involved in educational research.
Two questions will be set from each unit and students will be required to answer one question from each
unit.
No. of Teaching
Unit Contents of the Subject
Periods
required
1
Concept of Research in Education
12
i.
Meaning & Significance of Research
ii. Research in Education-it’s need & significance
iii. Objective of educational research.
iv.
Scientific Method and Scientific attitude: meaning and its need in
research.
2
Fundamentals of Research
Meaning of the following terms:
i.
Philosophical & Scientific Theory.
ii. Concepts, Constructs, Facts & Theory, Laws & Axioms.
iii. Steps in developing Scientific Theory.
iv.
Hypothesis, objectives & variability.
12
3
Developing a Research Plan
i.
The Research Problem - Its selection, formulation and delimitation,
Qualities of a good research problem.
ii. Formulation of objectives, hypothesis, characteristics of good
hypothesis, testing of hypothesis & Null hypothesis.
iii. Sample, characteristics of a good sample, types of sampling,
Methods of sampling
iv.
Format in preparing a research plan.
12
4
Types of Educational Research
i.
Historical Research.
ii.
Experimental Research.
iii. Basic and Action Research.
12
Page 10 of 34
iv.
5
Surveys-Descriptive and Normative.
Collection of Data in research
i.
Different type of Tools & Techniques of Data Collection.
ii. Characteristics of a good research tool or technique
iii. Problems involved in the collection of Data, Precautions to be taken
iv.
Reliability & validity of a tool: its meaning and types.
12
Total
60
Note: Scheme of CIE

Class tests

Assignments

Two Mid Terms
:
:
:
5marks
5marks
20marks
30marks
Recommended Books:
S.No.
1.
Name of the Book
Action Research to Improve School
Practices
Author
Corey, Stephen M
2.
Guilfore J.P.
4
Fundamental Statistics in
Psychology and Education
Research Methods in Social
Relations
Anusandhan Parichay
5
Sekha Anusandhan Lekhan
R.S. Sharma
3
Shiltz & Jahoda
Dr. B.N. Ray
Page 11 of 34
Publisher
New York, Bureau of
Publication,
Columbia University
London Mc. Graw
Hill Book Co.
London, Methuen &
Co.
Vinod Pusttak
Mandir
Kamal Book Depot,
Murret.
The first research oriented University of state
SCHOOL OF EDUCATION
DETAILED SYLLABUS
2014-15
[Ed 504]
METHODOLOGY OF EDUCATIONAL RESEARCH
II-SEM. M.Ed.
EVALUATION
SCHEDULE PER WEEK
LECTURES-5
CREDITS-5
EXAMINATION TIME = (3) HOURS
MAX. MARKS = 100
[CIE-30) & ESE- (70)]
Objectives:
1. To develop understanding and skill in using quantitative and qualitative techniques of data analysis.
2. To develop understanding and skill to interpret a given set of data after analysis.
3. To enable the student to write a research report in a proper way.
4. To enable the student to know and aware the status of research in India and abroad.
Two questions will be set from each unit and students will be required to answer one question from each unit.
No. of Teaching
Periods
required
12
Unit
Contents of the Subject
1
Tools & Techniques of Data Collection
i. Standardized and non-standardized: self constructed test & different
type of psychological tests.
ii. Questionnaire, Interview, observation, schedule, attitude scales, Rating
scales, check lists
iii. Case study technique and focus group discussion.
2
Analysis of Data
i. Qualitative Analysis & Quantitative Analysis.
ii. Need and importance of Statistics: Mean, Median, Mode, Standard
deviation, Correlation.
iii. Measures of reliability: Central tendencies.
Measures of variability: Percentages & Correlation.
iv.
t-test F-Ratio test, chi-square test, content analysis.
v.
Use of computer & internet in research: data analysis, data
organization, presentation, report writing.
12
3
Interpretation of data
i. Meaning and importance of data interpretation.
ii. Need of interpretation of data in research.
iii. Techniques and steps of data interpretation.
iv.
Precautions to be taken by the research scholar during interpretation.
12
4
5
Writing the Research Report:
i.
Use of library, importance of taking notes, reference material.
ii.
Characteristics of a good research report.
iii. How to right the research report.
iv.
Criteria for evaluation of a research report.
Review of Educational Research in India & Abroad:
i.
History of Research in Education in India & Abroad.
Page 12 of 34
12
12
ii.
iii.
iv.
Present status of Research in India & abroad.
Recent trends in different areas of research.
Interdisciplinary approach: an emerging trend in the field of research.
Total
Note: Scheme of CIE

Class tests

Assignments

Two Mid Terms
:
:
:
60
5marks
5marks
20marks
30marks
Recommended Books:
S.No.
1.
Name of the Book
Action Research to Improve School
Practices
Author
Corey, Stephen M
Publisher
New York, Bureau of
Publication, Columbia
University
2.
Fundamental Statistics in Psychology and
Education
Guilfore J.P.
London Mc. Graw Hill
Book Co.
3
Research Methods in Social Relations
Shiltz & Jahoda
London, Methuen & Co.
4
Anusandhan Parichay
Dr. B.N. Ray
Vinod Pusttak Mandir
5
Sekha Anusandhan Lekhan
R.S. Sharma
Kamal Book Depot,
Murret.
Page 13 of 34
The first research oriented University of state
SCHOOL OF EDUCATION
DETAILED SYLLABUS
2014-15
PSYCHOLOGICAL FOUNDATION OF TEACHING-LEARNING
[Ed505]
I-SEM. M.Ed.
EVALUATION
SCHEDULE PER WEEK
LECTURES-5
CREDITS-5
EXAMINATION TIME = (3) HOURS
MAX. MARKS = 100
[CIE-30) & ESE- (70)]
Objectives:
1. To acquaint students with the concept of educational psychology and importance in education.
2. To acquaint students with the significance of individual differences in educational process.
3. To familiarizes students with the tools and techniques of measurement of various attributes of
individual differences and different school of psychology.
Two questions will be set from each unit and students will be required to answer one question from each
unit.
No. of
Teaching
Unit Contents of the Subject
Periods
required
1
Educational Psychology
12
i.
Meaning, scope and functions of Educational Psychology.
ii.
Contribution of psychology for a teacher in teaching learning
process.
iii. Schools of Psychology (brief introduction):
a)
Behaviourlism.
b)
Gestalt.
c)
Psycho-analytic.
2
3
4
Individual differences
i. Meaning, aspects of individual differences (cognitive and noncognitive).
(Intelligence, Aptitude, Creativity and Personality Characteristics).
ii. Techniques of measurement of different aspects of individual
difference.
a) Standardized and
b) Non-standardized.
The Learning as Psychological Foundation of Education
i. Concept, factors influencing learning.
ii. Learning theories.
a) Cognitive field theory of learning.
b) Behaviouristic theory of learning.
c) Contribution of Piaget and Burner.
12
Motivation as Psychological Foundation of Education
i. Meaning, nature and characteristics.
12
Page 14 of 34
12
ii.
iii.
Factors affecting learner's motivation.
Factors for enhancing learner's motivation (teacher related, Goal
related, Incentives, desirable classroom environment etc.)
Theories of motivation
a) Psycho analytical theory of motivation.
b) Behaviouristics theory of motivation.
c) Maslow's theory of motivation.
5
Group Psychology in Education
i.
Meaning, nature and characteristics of human group.
ii.
Characteristics of a class as a group.
iii.
Group dynamics: concept and need to study of group for a teacher,
condition for improving group behaviour in school.
12
Total
60
Note: Scheme of CIE
 Class tests
 Assignments
 Two Mid Terms
:
:
:
5marks
5marks
20marks
30marks
Recommended Books:
S. No.
1.
Name of the Book
Author
Essentials of Educational Psychology Agarwal.J.C.
2.
3.
4.
Learning Theories for Teachers
Educational Psychology
Introduction to Psychology
5.
Educational Psychology
6.
10.
11.
Educational Psychology in the
classroom
Psychology an Introduction to Study
the Human behaviour
Learning and Behaviour
The psychology of learning and
Techniques of teaching
Advanced Educational Psychology
Psychology of Teaching (Vedic)
12.
Advanced Educational Psychology
7.
8.
9.
Publisher
Vikas Publishing House Pvt
Ltd, New Delhi
Bigge
Harper,N.Y.
Blair,jones and Simpson
Macmillan,N.Y.
Cliford, T. Morgan (1961) Mc. Graw Hill Book Co., New
York
Garrison (1964)
Vakils and Sons, Pvt. Ltd.,
Bombay
Henry Clay Lindgren
Oxford University Press,N.Y.
(1980)
Henry Clay Lindgren
John Wiley and Sons, Inc.,
(1976)
New York
James E. Mazur (1986)
Prentice Hall, U.S.A.
James, M. Thyne (1963)
London Press Ltd., London
Kuppuswami B. (1963)
Lefranceois R. Guyo
(1982)
Prakash Ravi Tarachand
(1997)
Page 15 of 34
Jalandhur University Publisher
Waldsworth Pub. Co.,
California
Kanishks Pub., New Delhi
The first research oriented University of state
SCHOOL OF EDUCATION
DETAILED SYLLABUS
2014-15
PSYCHOLOGICAL FOUNDATION OF TEACHING-LEARNING
[Ed 506]
II-SEM. M.Ed.
EVALUATION
SCHEDULE PER WEEK
LECTURES-5
CREDITS-5
EXAMINATION TIME = (3) HOURS
MAX. MARKS = 100
[CIE-30) & ESE- (70)]
Objectives:
1. To acquaint students with the concept of teaching, theories of teaching.
2. To acquaint students with the importance of development stages and its importance in teaching
learning.
3. To acquaint the students with the identification and treatment procedures for mental health of
learner.
Two questions will be set from each unit and students will be required to answer one question from each
unit.
No. of
Teaching
Unit Contents of the Subject
Periods
required
Psychology of Teaching
12
i.
Meaning, nature, characteristics of good teaching.
1
ii. Dimensions of teaching such as teacher, learner, learning material
methods of teaching, the environment.
iii. How they interact with each other and affect teaching learning.
2
3
4
Theories of Teaching:
i. Meaning, need for a theory of teaching.
ii. Classification of theories of Teaching (brief introduction):
a) Maiutic theory
b) Communication theory
c) The Moulding theory.
d) The inquiry theory.
iii. Relationship of theories of teaching with learning theories.
Education implications of Psychology of Human development:
i. Concept and importance, purpose and influencing factors of development.
ii. Essential Psychological functions for understanding the development of
childhood.
iii. Developmental tasks of childhood. Learning physical skills building
wholesome attitude towards oneself as a growing organism learning to get
along with age mates.
Developmental tasks of adolescents
i. Accepting one's physique and masculine feminine role.
ii. New relation with age mates of both sexes.
iii. Adjustment with emotional independence.
iv.
Achieving assurance of economics independence.
v. Developing intellectual skills.
vi.
Building conscious values in harmony with adequate specific world
picture.
Page 16 of 34
12
12
12
5
Mental Health of Learner
12
1. Meaning, objectives, Characteristics of mentally healthy person.
2. Importance of mental health in teaching learning.
3. Treatment procedure promoting mental health:
a) Physical examination.
b) Therapies: Psycho Therapy, Play Therapy, Rational Emotive
Therapy (Albert Ellis), Reality Theraphy (William Glasser).
Total
60
Note: Scheme of CIE

Class tests
:
5marks

Assignments
:
5marks

Two Mid Terms
:
20marks
30marks
Recommended Books:
S. No.
Name of the Book
Author
Publisher
1.
Review of research on theory of teaching Bhattacharya, C.A.S.E. monograph, M.S. University
S.P. (1973)
Barodara
2.
The Psychology of Learning and
Dececo, J.P. Prentice Hall of India Pvt. Ltd.
instruction Educational Psychology
(1970)
3.
Theories of Teaching and Instructure
Gage, N.L.
63, Year Book of National Society for
(1964)
the Study of Education (Part-II)
4.
Towards a Theory of Teaching
Smith, B.O. Buscom Pub. Teachers College,
(1963)
Columbia University New York.
5.
The Technology of Teaching
Skinner, B.F. Appleton Century Craft N.Y
(1968)
6.
Towards taking the fun out of building a Travers, R.W. Educational psychology, prentice hall
theory of instruction
(1966).
India Pvt. Ltd.
7.
Fundamentals of Educational
Sharma,R.A. Lal Book Depot, Meerut
Psychology
8.
Essentials of Edcuational Psychology
Skinner,B.F. Asia Publishing House, Bombay
9.
Shiksha Kai Nutan Aayam
Oad, L.K.
Rajasthan Hindi Granth Academy
(1978)
10.
Towards better teacher in the secondary Walton, John Allen and Bacon Inc., Boston.
schools
(1966)
Page 17 of 34
The first research oriented University of state
SCHOOL OF EDUCATION
DETAILED SYLLABUS
2014-15
[Ed-507]
COMPARATIVE EDUCATION: PRINCIPLES OF COMPARATIVE
EDUCATION-I
I-SEM. M.Ed.
EVALUATION
SCHEDULE PER WEEK
LECTURES-5
CREDITS-5
EXAMINATION TIME = (3) HOURS
MAX. MARKS = 100
[CIE-30) & ESE- (70)]
Objectives:
1. Understand the concept, objectives and importance of comparative education.
2. Understanding the development of comparative education in India.
3. Understand the structure of education (sec. edu.) in different centers.
Two questions will be set from each unit and students will be required to answer one question from each unit.
No. of Teaching
Periods required
Unit
Contents of the Subject
1
Meaning, scope, need, importance and purpose of Comparative
Education.
i. In relation to the education system prevailing in the U.K.
ii. In relation to the education system prevailing in the U.S.A.
iii. In relation to the education system prevailing in India.
12
2
Factors determining the theory and practice of education
i. In relation to geographical, economic, cultural, sociological,
linguistics, religious and scientific conditions in U.K
ii. In relation to geographical, economic, cultural, sociological,
linguistics, religious and scientific conditions in U.S.A
iii. In relation to geographical, economic, cultural, sociological,
linguistics, religious and scientific conditions in India
12
3
Approaches to Comparative Education
i.
Philosophical Approach
ii.
Sociological Approach
iii. Historical Approach
iv.
Statistical Approach
12
4
Study of the following branches of education:
i. Primary Education-it’s subject-matter, content, text books, the
extent to which it is spread, the extent to which it responds to the
needs of the local communities, how it is administered and
financed, teachers and their training in U.S.A., U.K. and India.
ii. Secondary Education-Its extent, manner and criteria of selection
of pupils for it, curriculum, examination, guidance programme in
Page 18 of 34
12
relation to vocational preparation and higher education. Teachers
and their training and finance in U.S.A., U.K. and India.
iii. Higher Education, its extent, intellectual and social contents,
length of studies, institutions, organizational structure.
Universities in U.S.A., U.K. and India.
5
World Education
The role of U.N.O. and modern trends in world education, need of modern
trends in education, effective factors of modern trends of education
tendency of globalization in education, International Education
Commission 1993-96, role of UNESCO in education. Developing
international understanding: characteristics & need.
12
Total
60
Note: Scheme of CIE

Class tests

Assignments

Two Mid Terms
:
:
:
5marks
5marks
20marks
30marks
Recommended Books:
S.No.
1
2
3
4
5
Name of the book
Comparative Education
The New Era in Education,
World Perspectives in Education,
Comparative Education
UNESCO: Hand book of World
Surveys of Educational Organization
and Statistic
Author
Hans, N.A.
Kandel, I.L.
King, Edmun J.
Mukerji, L
Page 19 of 34
Publisher
London Kegan Paul
London, Harrap
Bobbs Metlcill
Allahabad, Kitab Mahal
The first research oriented University of state
SCHOOL OF EDUCATION
DETAILED SYLLABUS
2014-15
COMPARATIVE EDUCATION: EDUCATION IN U.K., U.S.A. AND INDIA- II
[Ed 508]
II-SEM. M.Ed.
EVALUATION
SCHEDULE PER WEEK
LECTURES-5
CREDITS-5
EXAMINATION TIME = (3) HOURS
MAX. MARKS = 100
[CIE-30) & ESE- (70)]
Objectives:
1.
To acquaint students with the organization of education system at different levels.
2.
To develop an understanding the professional, vocational and technical education in USA, U.K. &
India.
3.
To develop an understanding of the special education system in India.
Two questions will be set from each unit and students will be required to answer one question from each
unit.
Unit Contents of the Subject
No. of
Teaching
Periods
required
1
A comparative study of the systems of education in U.K., U.S.A. and India vis12
a-vis. The following:
i.
Purpose of Education
ii.
Organization, Finance and control
iii. The educational ladder
2
Principles underlying the organization, curriculum and syllabus, text books,
12
examinations and guidance with reference toi.
Pre-Primary Education
ii.
Primary Education
iii. Secondary Education
3
Principles underlying the organization, curriculum and syllabus, text books,
12
examinations and guidance with reference toi.
Higher and Professional Education
ii.
Teacher Education
iii.
Vocational & Technical Education.
4
Special Education12
i.
Education of the Handicapped,
ii.
Education of Gifted Children
iii. Social groups.
N.B.: All the above points to be studied in relation to Indian Education.
5
Post-Independence Education in India:
i.
University Education Commission
ii.
Secondary Education Commission
iii. Education Commission (1965-66)
iv.
New Education Policy 1986.
v.
Knowledge Commission
12
Total
Note: Scheme of CIE
Page 20 of 34
60



Class tests
Assignments
Two Mid Terms
:
:
:
5marks
5marks
20marks
30marks
Recommended Books:
S.No.
1
Name of the book
Comparative Education
Author
Hans, N.A.
Publisher
London Kegan Paul
2
The New Era in Education,
Kandel, I.L.
London, Harrap
3
4
World Perspectives in Education,
Comparative Education
King, Edmun J.
Mukerji, L
Bobbs Metlcill
Allahabad, Kitab
Mahal
5
UNESCO: Hand book of World Surveys of
Educational Organization and Statistic
--------
---------
Page 21 of 34
The first research oriented University of state
SCHOOL OF EDUCATION
DETAILED SYLLABUS
2014-15
EDUCATIONAL TECHNOLOGY: EDUCATIONAL TECHNOLOGY-I
Ed 509
I-SEM. M.Ed.
EVALUATION
SCHEDULE PER WEEK
LECTURES-5
CREDITS-5
EXAMINATION TIME = (3) HOURS
MAX. MARKS = 100
[CIE-30) & ESE- (70)]
Objectives:
1. To acquaint students with nature of educational technology.
2. To help students understand systems approach in education.
3. To develop understanding and skill of programming.
Two questions will be set from each unit and students will be required to answer one question from each
unit.
Unit
Contents of the Subject
No. of
Teaching
Periods
required
Concept of Educational Technology:
1
12
i.
Definition, meaning, nature and scope of Educational Technology
and it's basic principles.
ii.
Role of Educational Technology in modern times.
iii. New trends in Educational Technology.
2
Communication & Media technology:
i.
Concept, process & principles of communication, barriers in
Communication.
ii.
Class-room communication: verbal communication & non-verbal
communication
iii. Different Media of Communication.
iv.
Teaching-Learning as a communication process.
12
3
Innovations in teaching learning process:
i.
Cooperative learning
ii. Constructivism
iii. Modules: concept, definition, importance & applications in the
teaching learning process.
12
4
Skill based teaching:
i.
Definition, Meaning and Scope of Micro-Teaching and Simulated
Teaching
ii. Characteristics and Objectives of Micro-Teaching and Simulated
Teaching
iii. Steps of Micro-Teaching and Stimulated Teaching
iv.
Feed-back devices: meaning, devices, mechanism of feed-back.
Page 22 of 34
12
5
Management and Organizing teaching:
i.
Task analysis
ii.
Content analysis
iii.
Ways of providing learning experiences:
a) Programmed learning
b) Computer assisted learning
iv.
Evaluation: concept, types and techniques.
12
Total
Note: Scheme of CIE

Class tests

Assignments

Two Mid Terms
:
:
:
60
5marks
5marks
20marks
30marks
Recommended Books:
Sr.No. Name of Book
1
Technology of teaching
2
Innovation in teaching-learning process
3
The selections and use of international
media for improving classroom teaching
and interactive individualized instruction
4
Instructional technology
5
Introduction to educational technology
6
Models of teaching
7
8
9
10
Encyclopedia of educational technology
Encyclopedia of teaching techniques
Technological foundation of education
Essential & educational technology
management
11
12
Educational technology management &
evaluation
Educational technology and management
13
14
Educational technology
Distance education
Author
Skinner, B.F.
Chauhan, S.S.
Romiszowaski
Publisher
Appleton Century Crofts
Vikas Publication, New Delhi
London: Kagan Page
Knork, F.G.
Chillds, T.
Sampath, K.,
Painiselvan, A
&
Santhanam, S
Joyace,
Bruce &
Weilmansha
Giridhar, C.H.
Shankar, T.
Sharma, R.A.
Oberoi, S.C.
Saxena, N.R.
Swaroop
Aggrawal, J.C.
N.Y.Holt Rinehart and
Winston
New Delhi, Sterling (P) Ltd.
Bhatnagar,
R.P.
Rao, V.K.
Pathak, C.K.
International pub. house.
Page 23 of 34
New Jersey, Prentice Hall,
Englewood Cliffs
Commonwealth Publishers
Commonwealth Publishers
R.Lall book depot
R.Lall book depot
Vinod Pustak Mandir
A.P.H. Publishing Corp.
Rajat Publications
The first research oriented University of state
SCHOOL OF EDUCATION
DETAILED SYLLABUS
2014-15
EDUCATIONAL TECHNOLOGY: EDUCATIONAL TECHNOLOGY
AND INSTRUCTIONAL PROCESS- II
[Ed 510]
II-SEM. M.Ed.
EVALUATION
SCHEDULE PER WEEK
LECTURES-5
CREDITS-5
EXAMINATION TIME = (3) HOURS
MAX. MARKS = 100
[CIE-30) & ESE- (70)]
Objectives:
1. To acquaint students with nature of educational technology.
2. To help students understand systems approach in education.
3. To develop understanding and skill of programming.
Two questions will be set from each unit and students will be required to answer one question from each
unit.
Unit
Contents of the Subject
No. of Teaching
Periods
required
1
Teaching & its models:
12
a. Concept of teaching
b. Principles & maxims of teaching
c. Models of teaching: Bruner’s model, Suchman’s inquiry training
model.
2
Instructional objectives in teaching-learning:
12
i.
Bloom’s Taxonomy of instructional objectives: cognitive,
affective, and psychomotor.
ii.
Formulation of instructional objectives.
iii.
Impact of educational technology on teaching & learning.
3
Methods and approaches in Teaching-Learning:
i.
System approach.
ii.
Personalized system of instruction (PSI).
iii.
Blended learning.
iv.
Composite learning.
12
4
Application of educational technology in evaluation:
i.
Concept and need of evaluation.
ii.
Process of evaluation.
iii.
New trends in evaluation.
iv.
Application of technology in distance education.
12
5
Action Research:
i.
Concept of action research.
ii.
Difference between action research and other researches
iii.
Fundamentals of action research.
iv.
Procedure & methodology of action research
12
Total
Page 24 of 34
60
Note: Scheme of CIE

Class tests

Assignments

Two Mid Terms
:
:
:
5marks
5marks
20marks
30marks
Recommended Books:
Sr.No.
1
2
Name of Book
Technology of teaching
Innovation in teaching-learning process
Author
Skinner, B.F.
Chauhan, S.S.
3
Romiszowaski
4
The selections and use of international
media for improving classroom teaching
and interactive individualized instruction
Instructional technology
5
Introduction to educational technology
6
Models of teaching
7
Encyclopedia of educational technology
Knork, F.G.
Chillds, T.
Sampath, K.,
Painiselvan, A &
Santhanam, S
Joyace,
Bruce &
Weilmansha
Giridhar, C.H.
8
Encyclopedia of teaching techniques
Shankar, T.
9
10
Technological foundation of education
Essential & educational technology
management
11
Educational technology management &
evaluation
Educational technology and management
Educational technology
Distance education
Sharma, R.A.
Oberoi, S.C.
Saxena, N.R.
Swaroop
Aggrawal, J.C.
12
13
14
Bhatnagar, R.P.
Rao, V.K.
Pathak, C.K.
Page 25 of 34
Publisher
Appleton Century Crofts
Vikas Publication, New
Delhi
London: Kagan Page
N.Y.Holt Rinehart and
Winston
New Delhi, Sterling (P)
Ltd.
New Jersey, Prentice
Hall, Englewood Cliffs
Commonwealth
Publishers
Commonwealth
Publishers
R.Lall book depot
R.Lall book depot
Vinod Pustak Mandir
International pub. house.
A.P.H. Publishing Corp.
Rajat Publications
The first research oriented University of state
SCHOOL OF EDUCATION
DETAILED SYLLABUS
2014-15
FOUNDATION OF TEACHER EDUCATION: FOUNDATION AND
ORGANIZATION OF TEACHER EDUCATION- I
Ed 511
I-SEM. M.Ed.
EVALUATION
SCHEDULE PER WEEK
LECTURES-5
CREDITS-5
EXAMINATION TIME = (3) HOURS
MAX. MARKS = 100
[CIE-30) & ESE- (70)]
Objectives:
1. To enable the students to understand the meaning, scope and objectives of teacher education at
different level and its development in India.
2. To acquaint the students with the various aspects of student teaching programmes, prevailing in the
country.
3. To enable the students to understand about agencies in India.
4. To develop understanding about the researches in teacher education.
Two questions will be set from each unit and students will be required to answer one question from each unit.
Unit Contents of the Subject
No. of
Teaching
Periods
required
1
12
Development and Organization of Teacher Education
i.
Historical view of Teacher Education.
ii.
Objectives of Teacher Education at different level.
iii.
In-service & Pre-service teacher education (Concept & Objectives).
2
Managing bodies and Agencies involved in Teacher Education
i.
NCTE, NCERT, SCERT, DIET, UGC
(Organizational setup, role and functions).
ii.
Report of various commissions and policies on teacher education.
12
3
Student Teaching Programmes:
i. Patterns of student teaching (Practice Teaching, Block Teaching).
ii. Skill based teaching: Micro Teaching (need and importance, procedure
of conducting the programme).
iii. Evaluation and supervision of student teaching.
Trends in Teacher Education
i.
Distance mode in Teacher Education (concept, need, feasibility and
relevance).
ii.
Use of IT in Teacher Education.
iii.
Interdisciplinary approach (four year integrated programme).
12
4
Page 26 of 34
12
5
Issues in Teacher Education
i. Quality assurance in teacher education (regarding admission, duration
of programme).
ii.
Curriculum:
a) Theory.
b) Practice Teaching.
c) Practical work.
iii. Research activities in the field of teacher education.
Total
Note: Scheme of CIE

Class tests
:
5marks

Assignments
:
5marks

Two Mid Terms
:
20marks
30marks
12
60
Recommended Books:
Sr.No. Name of Book
1
Dynamic Teacher Education
2
Handbook for the Prospective
Teacher
Mathur, B.M., Thadani
B. (1988)
Publisher
R.S.A. International
Agra.
Atlantic Pub., New
Delhi.
3
The Teacher: Teacher Education:
Professional Organization of
Teachers
Challenges in Teacher Education
Chaurasia, G. Etat (Ed)
(1998)
Council for Teacher
Education, Bhopal
Towards Better Teaching
Curriculum frame work for Teacher
Education
Vijay, D.R. (1993)
NCTE
4
5
6
7
8
Author
Mathur, B.M. (2009)
Singh, Mayashankar
(2007)
Teacher Education in Delewa
Singh, Mayashankar
(2007
Quality impact in Teacher Education Singh, M.S. (2004)
Page 27 of 34
Adhyan Pub., New
Delhi
Adhyan Pub., New
Delhi
Adhyan Pub., New
Delhi
Duaba House, Delhi
Discussion document,
NCTE, New Delhi.
The first research oriented University of state
SCHOOL OF EDUCATION
DETAILED SYLLABUS
2014-15
FOUNDATION OF TEACHER EDUCATION: STUDENT TEACHING AND
INNOVATIVE PRACTICES IN TEACHER EDUCATION- II
[Ed 512]
II-SEM. M.Ed.
EVALUATION
SCHEDULE PER WEEK
LECTURES-5
CREDITS-5
EXAMINATION TIME = (3) HOURS
MAX. MARKS = 100
[CIE-30) & ESE- (70)]
Objectives:
1. To understand the concepts, objectives and principles of teacher education.
2. To acquaint the development of teacher education.
3. To realize the place of teaching in the community.
Two questions will be set from each unit and students will be required to answer one question from each unit.
Unit
Contents of the Subject
No. of
Teaching
Periods
required
1
12
Student Teaching
i.
Meaning and scope of student teaching.
ii.
Objectives of student teaching.
iii. Problems of student teaching.
2
3
4
5
Quality concern in Teacher Education
i.
Need of quality concern in teacher education.
ii.
Causes of quality deterioration in teacher education.
iii. Role of teachers for promoting quality in teacher education.
Self Financing Teacher Education Institution
i.
Meaning and need of self finance institution.
ii.
Position/ status of self finance institution.
iii. Role of universities in affiliated private colleges.
Models of Teaching
i.
Meaning and characteristics of models.
ii.
Types of Models:
a) Advance organizer model of teaching.
b) Jurisprudence model of teaching.
c) Synectic model of teaching.
12
Innovative practices in Teacher Education
i.
Seminar
ii.
Workshops
iii.
Tutorial
iv.
SUPW
v.
Analyzing teacher behavior.
(Flanders Interaction analysis system).
12
12
12
Total
Page 28 of 34
60
Note: Scheme of CIE

Class tests

Assignments

Two Mid Terms
:
:
:
5marks
5marks
20marks
30marks
Recommended Books:
Sr.No.
1
2
Name of Book
Adhyapak shiksha
New era in teacher education
Author
Sharma, R.A. (2007)
Chaurasia G. (1967)
3
Teacher education current and
prospects
Education of Indian teachers
Gupta, Arun K. (1984)
Secondary Teacher education
Teacher education quality
development
Ministry of Human Resource
Development
Teacher Education In Etal in
India
New Education Policy special
issue -Sahitya Parichaya
Teachers in the Emerging
India Society
Horizon of Teacher Education
Kakkad, G.M. (1988)
Maya Shankar (2004)
4
5
6
7
8
9
10
11
12
13
14
15
16
Word Perspectives on
Teacher Education
Teacher's in 21st century
Teacher Education and the
Teacher
Professional education of
teachers
Teacher Education
Udai Shankar (1984)
Publisher
Loyal Book depot. Meerut.
Sterling Publishers Pvt. Ltd.,
Delhi
Sterling Publishers Pvt. Ltd.,
Delhi
Sterling Publishers Pvt. Ltd.,
Delhi
Himalaya Pub. House, Delhi
Adhayan Pub., Delhi
National Policy on
Education (1986)
Adaval, S.P. (1984)
Govt. of India, New Delhi
------
Vinod Pub., Agra
Safaya, Shaida, Shukla
(2005)
Bhargava Mahesh,
Haseen Taj (2008)
Vijay Kumar (2008)
Dhanpati Rai Pub. Co. New
Delhi
Rakhi Pub., Agra
Amitabh Pub. Allahabad
Sanjay Pub., New Delhi
Bhargava Mahesh, Sakia Rakhi Pub., Agra
Rasul Lutfun (2005)
Singh, L.C. (1995)
Vikas Pub. House Pvt. Ltd.,
New Delhi
Vashistha, S.R. (1993)
Mangaldeep Pub. Delhi
Panda, B.N. , Tiwari
(1997)
Page 29 of 34
APH Pub., New Delhi
The first research oriented University of state
SCHOOL OF EDUCATION
DETAILED SYLLABUS
2014-15
GUIDANCE & COUNSELLING: PRINCIPLES AND PROCEDURE OF
GUIDANCE- I
[Ed 513]
I-SEM. M.Ed.
EVALUATION
SCHEDULE PER WEEK
LECTURES-5
CREDITS-5
EXAMINATION TIME = (3) HOURS
MAX. MARKS = 100
[CIE-30) & ESE- (70)]
Objectives:
1. To help students in understanding the concepts and the basic principles of guidance & counseling,
their need and application to the process of education.
2. To acquaint the student with a theoretical background for educational vocational and personal
guidance.
3. To acquaint the students with organization frame work for various guidance services.
Two questions will be set from each unit and students will be required to answer one question from each
unit.
Unit Contents of the Subject
No. of Teaching
Periods
required
1
Meaning, Nature, Scope and the process of Guidance:
12
i. Meaning, scope, aims of guidance and counseling.
ii. Need for guidance and counseling in education.
iii. Areas of guidance:
a) Educational.
b) Vocational.
c) Personal.
2
Guidance Services and role of personnel:
12
i. Guidance services: Individual Inventory, Information, Counseling,
Placement, Follow up.
ii. Group guidance.
iii. Role of personnel in guidance program
3
Organization of Guidance Programme at different levels:
12
i.
School level
ii.
College level
iii. Essentials of good guidance program.
iv.
Psychology of careers:
a) Concept and significance.
b) Vocational development.
c) Job analysis: concept, need and importance.
4
A. Theories of counseling:
Brief introduction of :
i. Psycho analytical theory
12
Page 30 of 34
ii.
iii.
iv.
5.
Cognitive theory
Back theory
Behavioural theory
Current issues in Guidance and Counseling
i.
Problems of guidance in India.
ii.
Evaluation in guidance and counseling.
iii. Status of Researches in guidance and counseling in India.
12
Total
Note: Scheme of CIE



Class tests
Assignments
Two Mid Terms
:
:
:
60
5marks
5marks
20marks
30marks
Recommended Books:
S.No.
1.
Name of the book
Principles And Techniques Of Guidance
Author
S.S. Chauhan (1982)
2.
Introduction To Guidance
Crow And Crow (1964)
3.
Guidance Services In India
Dosajh, N.L. (1969)
4.
Educational And Vocational Guidance In
Secondary Schools
Counseling And Guidance An
Explanation
Counseling In The Secondary Schools
Kochhar, S.K. (1984)
7.
Organization and administration of
guidance service
Robert Smith and
Erickson (1953)
Harper And Row, New
Delhi
Mc- Graw Hill Book Co.
Inc. London.
8.
funsZ'ku ds ewyrRo
banq nwos ,ao vjfoan
ikVd (1987)
jkt- fganh xza vdkneh
]t;iqj
5.
6.
L.F. Moser And Moser
R.S.
Donald Super (1965)
Page 31 of 34
Publication
Vikas Publishing House
Pvt. Ltd. New Delhi
Publishing House Pvt.
Ltd. New Delhi
Arya Book Depot., New
Delhi
Sterling Publishers Pvt.
Ltd.
--------
The first research oriented University of state
SCHOOL OF EDUCATION
DETAILED SYLLABUS
2014-15
GUIDANCE & COUNSELLING: TECHNIQUES OF APPRAISAL
AND COUNSELLING- II
[ Ed 514]
II-SEM. M.Ed.
EVALUATION
SCHEDULE PER WEEK
LECTURES-5
CREDITS-5
EXAMINATION TIME = (3) HOURS
MAX. MARKS = 100
[CIE-30) & ESE- (70)]
Objectives:
1. Develop command of theoretical knowledge of various techniques in guidance and counseling.
2. Develop practical skills in selected techniques in guidance and counseling.
3. Develop abilities to provide individual and group guidance and counseling.
Two questions will be set from each unit and students will be required to answer one question from each unit.
No. of Teaching
Periods required
Unit Contents of the Subject
1
2
3
4
Appraisal in Guidance & Counseling:
i. Meaning, Nature of appraisal.
ii. Need for appraisal in Guidance & Counseling.
iii. Techniques of diagnosis:
a) Standardized techniques.
b) Non-standardized techniques.
Role of Tests and Tools of Measurement
i. Projective techniques.
ii. Semi projective techniques.
iii. Standardized tests.
iv.
Non- Standardized tests.
12
12
Approaches and Models of Counseling:
1. Approaches:
a) Humanistic approach.
b) Self study approach.
2. Models:
a) Counselor control.
b) Non directive.
12
Individual Counseling:
i. Concept of individual counseling.
ii. Counseling interview.
12
Page 32 of 34
iii.
5
Counseling process: conditions, counseling relationship.
Group Counseling:
i. Concept and structure of group counseling.
ii. Dynamics of group counseling.
iii. Process of group counseling.
iv.
Limitations of group counseling.
12
Total
Note: Scheme of CIE



Class tests
Assignments
Two Mid Terms
:
:
:
60
5marks
5marks
20marks
30marks
Recommended Books:
S.No.
1.
Name of the book
Guidance and Counseling in School
Author
Lee, Michall James
and Pallone (1966)
Publication
Mc-Graw Hill Book
Co. New York.
2.
Guidance and Counseling
3.
Guidance and Counseling in
Colleges and Universities
Sitaram Jaiswal
(1984)
Indu Dave (1983)
4.
Testing in Guidance and Counseling
5.
Theories of Counseling
6.
Theories of Counseling
Prakashan Kendra
Lucknow
Sterling publication
Green Park New
Delhi
Mc-Graw Hill Book
Co. New York
Mc-Graw Hill Book
Co. New York
Mc-Graw Hill Book
Co. New York
Jonson F, Walter
(1963)
OHL Sen., Merle M.
(1965)
Jonson F, Walter
(1963)
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