S..D.T. Women’s University
(Sndt.digitaluniversity.ac)
Syllabus – Masters in Education
S..D.T. Women’s University
1, athibai Thackersey Road,
Mumbai 400 020
Revised Syllabus- 2008
1|Page
SYLLABUS FORMAT
Faculty Name :
Education
Course Name :
M. Ed.
SCHEME
Two Semester (Total duration: One year)
:
Course-Regular M.Ed. and Part Time M.Ed
Each Paper carries 150 marks
Compulsory Component
1.
Philosophical and Sociological foundations of education
2.
Psychological Foundations of Education
3.
Methodology of research in Education
4.
Teacher Education
Optional Component (Any two of the following)
1.
Guidance and Counseling
2.
Educational Technology.
3.
Educational Management
4.
Environment Education
5.
Teaching and learning in Higher Education
Course structure for Regular M.Ed –Two Semesters
Subjects
L
Cr
P/T D
TP
TW
P/V
T
4
6
4
3
100
50
_
150
4
6
4
3
100
50
_
150
4
6
4
3
100
50
_
150
4
6
4
3
100
50
_
150
16
24
16
400
200
_
600
Semester I
1 Philosophical and Sociological
foundations of education
2 Psychological Foundations of
Education
3
Methodology of Research in
Education
4 Teacher education
Total
2|Page
Semester II
1 Optional paper I
4
6
4
3
100
50
_
150
2 Optional Paper II
4
6
4
3
100
50
_
150
8
12
Report
Viva
200
150
External &
3 Dissertation
Internal
referee avg50
4 Seminars (two)
2
4
50
50
5 Internship
2
4
50
50
24
28
Total
8
200
350
50
600
♦Hours specified in the syllabus indicate work-hours to be put in by each student.
Even though dissertation, seminar and internship is shown in semester II, the students
will start working on it in the first semester itself because these aspects are related to
availability of schools. The marks will be shown in the mark list of second semester.
M.Ed. (Part Time) Course Structure
Master of Education
ew Course to be introduced from June 2008
Subjects
L Cr P/T D
TP
TW
P/V
T
4
6
4
3
100
50
150
4
6
4
3
100
50
150
8
12
8
200
100
300
4
6
4
3
100
50
150
4
8
6
12
4
8
3
100
200
50
100
150
300
4
4
8
6
6
12
4
4
8
3
3
100
100
200
50
50
100
150
150
300
Semester I
1 Philosophical and Sociological
Foundations of Education
2 Psychological Foundations of
Education
Total
Semester II
3 Methodology of Research in
Education
4 Teacher Education
Total
Semester III
1 Optional paper I
2 Optional Paper II
Total
3|Page
Semester IV
1 Dissertation
8
12
Report
writing
150
2 Seminars -2
3 Internship
Total
2
2
12
4
4
20
50
50
250
Viva
External &
Internal
referee avg50
50
200
50
50
300
L= no. of lectures per week, PPT= Practical/Tutorial in hours, D= Duration of theory
papers in examination, TP-Theory paper marks, TW= Term work marks, P/V=
Practical/ Viva voce marks ,T= Total
Even though dissertation, seminar and internship are shown in semester IV, the
student will start working on it in the third semester itself because these aspects are related to
availability of schools. The marks will be shown in the mark list of fourth semester.
General Rules and Regulations:
1.
Eligibility for Admission to the M. Ed. Course:
•
Candidates having passed B. Ed. Examination of this University or any other
Statutory University will be eligible for admission to the M. Ed. Regular Course as
per the norms prescribed by the N. C. T. E. from time to time.
•
For M. Ed Part time in addition to above mentioned rule, candidate needs to be inservice and have minimum 2 years of teaching experience.
2.
Certificates or Documents for Admission
A candidate shall be required to submit, at the time of registration or admission to the
M. Ed. Course, following certificates/documents-
a.
(i)
Certificate of passing the qualifying Examination as recognized by the
University Rule 1, specified above.
b.
c.
(ii)
Its attested Xerox copy.
(i)
B. Ed. Degree Certificate.
(ii)
Its attested Xerox copy.
(i)
Statement of marks obtained at the first degree ( Bachelor’s degree)
examination.
(ii)
4|Page
Its attested Xerox copy.
d.
(i)
Migration Certificate (in case of students having passed the last
examination from the University other than the S. N. D. T. Women’s
University).
(ii)
Certificate for the change in the name on account of marriage (in case of
student having passed the qualifying examination under her maiden name).
This certificate shall be from a Special Executive Magistrate or a Magistrate
bearing his office seal. Alternatively, a copy of the Government Gazette in
which the change of name has been notified; may be submitted.
(iii)
e.
Caste certificate (if applicable).
Candidates opting for part time course shall submit experience certificate in addition
to all above certificates.
3.
Duration
The duration of the M.Ed. Regular Course will be two consecutive academic
semesters and for M.Ed .part time 4 consecutive academic semesters.
4.
Medium
(a)
Medium of Instruction The medium of instruction for the M, Ed, Course will be Gujarati, Marathi or English
provided the Department concerned can make arrangement and is permitted to do so
by the University.
(b)
Medium of Dissertation The students, with prior permission, have option for the medium of the dissertation as
Gujarati, Marathi, English or Hindi irrespective of the medium of Instruction, but not
different from the medium of the M. Ed. Examination.
(c)
Medium of Examination The medium of the Examination shall be Gujarati or Marathi or English. With prior
permission, the students will have the option to write their theory papers in any of the
above media or Hindi, irrespective of their medium of Instruction.
5.
Dissertation
a)
SubjectThe Departmental Committee shall finalize the Proposals of the Dissertations
submitted by the M. Ed. Students and the respective Head of the Department shall
5|Page
communicate the approval to the students, within one month from the commencement
of the course.
b)
Submission of DissertationThe M. Ed. Student shall submit two copies of her dissertation, duly certified
by the recognized guide, to the Head of the respective Department before
commencement of the Final Examination, on the date decided by the Head of the
Department. On recommendation of the Guide, a student may be granted permission
by the Head, to submit her dissertation after the Examination but not later than four
weeks after the date of the end of the Examination.
(c)
Viva on the DissertationThe viva voce will be based on the dissertation submitted by the M. Ed.
Student and it will be held before or after the M. Ed. Theory Examination at the
respective Department.
(d)
Assessment of Dissertation1. The B.O.E. shall appoint two referees, one of whom shall always be the recognized
guide of the student, to assess the dissertation. Each dissertation, including the viva,
will be assessed individually by each referee and the average of their assessment
marks will be taken as the final result of the dissertation.
2. The viva voce of each candidate will be conducted jointly by both the referees and
average of their individual assessment will be taken as the final result of the viva
voce.
6.
Eligibility of Admission to the M. Ed. Examination
(i)
At least 80% of attendance of the total number of working days in each semester.
7.
Internal Work
a)
Completion of all items of internal work in each semester is to be done by each
student individually and / or jointly in a group, as prescribed in the syllabus before
appearing for the semester. In case student fails to complete the internal work in the
first semester(First, second and third semester in case of part time students) the HOD
may grant her permission to appear in semester examination, but she will have to
complete it before last semester with out which she can not appear for the last
semester.
6|Page
b)
In case the student is sanctioned absence on medical grounds, she has to complete the
items of internal yearly work that she may have missed during her absence, as may be
re- arranged by the department.
c)
The Head of the Department shall send the Internal assessment marks to the C.O.E. of
the University before the commencement of the examination.
8.
Refund of Fees
a)
Tuition and Other Fees1. No tuition fees shall be refunded to the M.Ed. student withdrawing her admission
after eight days from the date of commencement of the M.Ed. course, however all
other fees shall be refunded.
2. 50 % of the tuition fees and all other fees shall be refunded to the M.Ed. student
withdrawing her admission on the eighth day from the date of commencement of the
M.Ed. course.
3. 75 % of the tuition fees and all other fees shall be refunded to the M.Ed. student
withdrawing her admission within eight days from the commencement of the M.Ed.
course.
4. In case a M.Ed. student does not report on the first day of the commencement of the
M.Ed. course and remains absent on subsequent eight days her admission shall stand
automatically cancelled and no fees shall be refunded to her.
9.
Aims of the M.Ed. course:
To empower the learner:
•
To demonstrate the lessons based on philosophical and psychological approaches at
various levels.
•
To conduct scientific inquiry related to educational problems.
•
To develop decision making ability to take decisions in various situations.
•
To be able to work as a net worker.
•
To become constructivist lifelong learner.
Competencies:
•
Educational transactional competency.
•
Conceptual competency.
7|Page
•
Contextual competency
•
Research competency
Objectives of M. Ed courseTo enable the students to1.
acquire advance knowledge about the philosophical, sociological and psychological
foundations of education.
2.
obtain knowledge about the research methodology of education.
3.
qualify with specialization in allied subjects.
4.
get familiar with the schedule of the college of education by way of actually working
in the college.
5.
Apply the theory to practical situations.
Details of M.Ed. Internship and Seminar
Sr.
o.
Topic and Details
o. of
Lectures
assigned
1
Internship: D.Ed.\B.Ed.\M.Ed. level. (Credits
2, hrs 60,Marks 50).
1]
Lesson guidance and lesson observation of at
least 5 students.[15 Marks].
2]
Preparing lesson timetable [5 Marks].
3]
Conducting two lessons.[ One large group,one
small group].[20 Marks].
4]
Conducting
workshop
issue/enrichment/personality
on
social
development/co-
curricular activities. [10 Marks].
Students will maintain diary and submit it. Also
they will be asked to make presentation on
experiences of internship.
2
SEMIAR 2: [Credit 2, hrs 60, Marks 50].
Each student will be giving two seminars.
8|Page
Weightage
in %
Seminar topics will be based on following broad themes.
1]
Current education concerns such as – right to
information,
stress
faced
by
students,
SSA etc.
2]
Topics from NET,SET syllabus which are not
covered in the syllabus.
3]
New trends in education which are not covered
in syllabus.
Methodology:
Seminar topics will be allotted to students. The
seminar will be chaired by chairperson among the
students who will also introduce the presenter, open the
forum for discussion, channelise the discussion and
recapitulate the topic.
Marks should be given on the basis of the performance
of the student as a presenter as well as chairperson.
EVALUATIO FORMAT
Name:
Topic:
Date:
A- Content.
1.Relevent.
2.Adequate.
3.Accurate.
4.Up-to-date
5.Comprehensive.
B- Presentation
1.Speed.
2.Confidence.
3.Analytical.
4.Expressing different
points of views.
5.Implication
of
theories/principles/laws
inclided.
6.Shows
command
9|Page
0
0
0
0
0
1
1
1
1
1
2
2
2
2
2
0
0
0
0
1
1
1
1
2
2
2
2
0
1
2
0
1
2
over
the
subject
knowledge.
7.Enthusiastic
and
energetic.
C- Interaction
1.Listens carefully to
others
2.
Preciseness
in
answering
3. Confident in dealing
with questions
D- Language.
1.Clear and simple.
2.Fluent.
3.Technical[wherever
required.
4.Exploration of new
technical words.
5.Grammatically
correct.
E
Originality and
over-all impact.
F
Performance as a
chair persons
Total out of 50
10 | P a g e
0
1
2
0
1
2
0
1
2
0
1
2
0
0
1
1
2
2
0
1
2
0
1
2
0
1
2
0-5
0-5
0-5
0-5
0-5
0-5
M. Ed. Compulsory Subject -I
Philosophical and Sociological Foundations of Education
Sr. o.
Topic and Details
Major
Philosophies
and
their
o. of
Lectures
assigned
15
Weightage
in %
15
25
25
Module
implications to Education.
1
Objectives
To enable the learner to understand and
relate philosophical theories with educational
practices.
Content
Understanding the philosophies in relation
to metaphysics, epistemology and axiology.
Implications of these philosophies to
education.
Idealism
Perennialism
Naturalism
Pragmatism
Existentialism.
Module
2
Indian philosophical traditions
and
their implications to Education.
Objectives To enable the learner to understand
and relate Indian philosophical traditions with
educational practices.
Content
Vedic
11 | P a g e
Buddhist
Jain
Islam
Democratic
(after
French
revolution
onwards)
Module
3
Fundamentals
of
Education
and
Sociology
Objectives
To enable the student to explain and reflect •
The relationship between
concepts and
processes of sociology and education.
•
The
theories
and
characteristics
of
sociological analysis and its relation to
education.
Content
1.
Sociology of education and educational
sociology
concepts,
relationship
and
functions.
2.
Approaches theories and characteristics of
sociological analysis and their significance
to education. Functional, Conflict
3.
Concept of institutionalization. Types of
social institutions. Education as a social
institution.
4.
Concept and dimensions of plurality.
Curriculum for multicultural education.
Teacher’s
role
in
and
strategies
of
multicultural education. Socialization in
cultural diversity (through education.)
5.
Meaning
and
importance
of
peace
education to address to social issues; Role
12 | P a g e
15
25
of teacher in inculcating peace education.
Module
4
Role of Education in changing society
Objectives :
To enable the student to explain and reflect on •
gender ideology.
•
the relationship between education and
social change with special reference to
modernization and globalization.
Content.
1.
Gender ideology in society. Role of
religion, constitution and law in gender
ideology.
Gender
differentiation,
stereotyping and inequality in society
Liberal
feminism.
women’s
Present
status
of
education in India. Education
and Gender.
2.
Issues
of
equality
of
educational
opportunities.
3.
Compensatory education programmes.
4.
Concept and implications of social change
,modernization, globalization in relation to
education
Assignments (1 credit, 30 hours, 25 marks)
1.
Identifying the educational problems of
socially deprived students and preparing
and
implementing
a
compensatory
programme for them. (15 marks)
2)
Reflective writing , in about 1000 words,
on educational thoughts of any one
educationist such as Swami Vivekanand,
13 | P a g e
15
25
Rabindranath Tagore, Plato, Rousseau,
Spencer, Peslatozzi, J.P.Naik. ( 10 marks)
Tutorial/Open book examination(1 credit,30
hours,25marks)
1.
On current issues in education like Mid
day
meal
scheme,
national
and
international concerns and education. ( 20
marks)
2.
Identifying one’s own philosophy on the
basis of SC inventory. ( 5 marks)
5
BIBLIOGRAPHY
1.
Ashok Kumar (1991) Current trends in
Indian
Education
Ashish
publishing
House.
2.
Bower W. Moral (1952) Moral & Spiritual
values in Education
3.
Bremald Philosophy of Education in
Cultural perspective
4.
Brubacher (1950) Modern Philosophics of
Education, McGrawHill Book Co. N.York
5.
Chalam K.S.
(1988) Education and
weaker sections, inter indian Publications,
New Delhi.
6.
Chaube S.P. (1988) Some foundations and
guidelines of modern Education, Room
Prasad & Sons, Agra
7.
Dewey
J.
(1957)
Experience
and
Education, Mcmillan New York 1957,
Democracy & Education Mcmillan, New
York
8.
14 | P a g e
Dhiman
O.P.
(1987)
Foundation
of
Education, Atma Ram & Sons, New Delhi,
9.
Gallnick D.M. & Chinn P.C. (1994)
Multicultural
Education
In
Pluralistic
Society ; N.Y. Merrill
10.
Goode Erich (1984) Sociology, Englewood
cliffs, Prentice Hall
11.
Gore
M.S.
(1967)
Papers
in
the
Sociology: A Education in India, NCERT,
New Delhi
12.
Gore M.S.
(1994) Indian Education:
Structure & Process Rawat Publications,
New Delhi
13.
Gore M.S. Education & Mordenisation in
India, Ravat Publishers, Jaipur
14.
Havighint Robert J. (1984) Sixth Edition,
Allyn & Becon
15.
Jayaram
N.
(1990)
Sociology
of
Education in India, Rawat Publication,
Jayapur
16.
Joshi R.N.
Education
elsewhere
&
Here Bhartiya Vidya Bhavan, Mumbai
17.
Keelpatrick W. (1967) Source book in
Philosophises
of
Education
an
introduction, Mcmillan Company New
York
18.
Laxmi S. (1989) Challanges in Indian
Education, Sterling Publishers Pvt. Ltd.
19.
Levine Damiel V.
20.
Meyers W.
Society & Edu
(1937) Education
in
a
democracy prentice Hall
21.
Mohenty Jagnnath
(1974) Education
for all Deep & Deep Publications, New
Delhi
15 | P a g e
22.
Navratham R. (1958) New frontiers in
east-west
philosophies
of
Education
Orient, Bombay
23.
Park Joe (1968) Selected readings in the
Philosophy of Education, The Mcmillan
Co. London
24.
Premnath
Perspectives in Education,
S. Chand & Company Delhi
25.
Rehmen M.M. (1993) Education ‘Work &
Women’ Commonwealth Publication, New
Delhi
26.
Ross
J.
(1977)
Grouondwork
of
Educational Theory Oxford University
Press, Calcutta
27.
Ruhela
S.P.
(1970)
Sociological
Foundation of Education in Contemporary
India, Dhanpat Rai, Delhi
28.
Shepard Jon M. (1981) Sociology, West
Publishing Co.St. Paul
29.
Shivrudrappa Philosophical approach to
Education
30.
Shukla Sureshchandra (1985) Sociological
Perspectives in Education A Reader,
Chanakya Publication, Delhi
31.
Siddiqui M.H. (1993) Women Education:
A Research Approach, Ashish Publicaion,
House New Delhi
32.
Tietijen Kosen (1991) Educating Girls:
Strategies to increase access, Pesisstance
& Achievement, USAID, Washingto
33.
Whitehead
34.
Ziaddin
Education
16 | P a g e
The aims of Education
Allair
An
introduction
to
M. Ed. Compulsory Subject- II
Psychological Foundations of Education
Sr. o.
Module 1
Topic and Details
Psychological
Development
of
the
Learner: Some Aspects
Objectives
To enable the learners to•
explain various issues in the development
of a person.
•
apply the principles of development to
teaching-learning
Content
1)
Piaget’s
Theory
Development
and
of
Cognitive
its
educational
implications
2)
Problem Solving: Steps, Heuristic and
Algorithmic Methods, Development of
Problem-solving skills.
3)
Creativity:
Relationship
between
creativity and Intelligence, Phases of
creativity (by Wallas) Role of a creative
person in society, Factors of creativity,
Identification
and
measurement
of
creativity, Techniques for development of
creativity
(Brain
storming,
Ideas
checklist, Attribute Listing, Synectics)
4)
Attitudes: Meaning, Nature, function and
formation of attitudes, Attitude Change:
17 | P a g e
o. of
Lectures
assigned
15
Weightage
in %
25
Role of Source, Message, Channels and
Receiver, Retention of attitude change,
Festinger’s theory of attitude change.
Module 2
:Reflecting on Learning process
15
25
15
25
Objectives :
To enable the students to•
explain the learning process
•
apply the concepts in practice
Content
1)
Theories/ views of Learning
i)
Ausubel’s Meaningful Verbal Learning
Theory: Concept of cognitive structure,
Types
of
learning,
educational
implications.
ii)
Bandura’s Social Learning theory: 4 steps
of observational learning and educational
implications
iii)
Constructivism: Related concepts and
their educational implications
2)
Motivation
i)
Maslow’s theory of Hierarchy of Needs:
Extended hierarchy and its educational
implications.
Module3 : Reflecting on Teaching process
Objectives :
To enable the students to-
18 | P a g e
•
explain the teaching process
•
apply the concepts in practice
Content
1)
Teacher and Teaching
i)
Carroll’s Model of School Learning
ii)
Slavin’s
QAIT
model:
Quality,
Appropriate levels of learning, Incentive,
Time
iii)
Bruner’s theory of instruction: Four
guiding principles of instruction, namely,
Motivation, Structure, Sequence and
Reinforcement.
vi)
Implications of brain-research in teaching
2)
Understanding Children with Special
eeds :a)
Concept and Characteristics of:
i)
Gifted and talented children9Relationship
between MI, creativity and nurturing of
talent)
ii)
Children with learning disabilities
iii)
Children with communication disorders.
b)
Concept
and
need
of
Inclusion,
Reflecting on techniques of teaching for
inclusive classes
Module 4
15
Personality and Adjustment
Objectives :
To enable learners to explain the •
Theories of personality
•
Concept
of
adjustment
adjustment
Content
1.
19 | P a g e
Theories of Personality
and
mal-
25
i)
Brief introduction to types of personality
theories
ii)
Freud's psychoanalytic theory and eco
defense- mechanisms
iii)
Rogers’ Humanistic theory
vi)
Big Five Theory of Personality
2.
Adjustment
i)
Preventing maladjustment
ii)
Integrated personality
Assignment/ Practicals
: (Credit:1,
Hours:30, Marks:25)
1.
Preparing a lesson plan incorporating the
various
psychological
(E.g.:theories
of
Theory
Instruction,
of
development,
principles
learning,
Multiple
Bruner’s
Creativity
Intelligences,
Techniques of dealing with the gifted,
underachievers, etc.) (15 marks)
2.
Administering any one psychological test
to 5 peers and writing a report. (10
marks)
Tutorial/
Open-book
Examination:
(Credit:1, Hours:30, Marks:25)
This should cover selected topics in
Psychology, (not covered in the syllabus) such
as:
Psychomotor
Development,
Multiple
Intelligences, Moral development, Theories of
moral development, Theories of personality,
Learning, Motivation, Teaching methods and
techniques, etc.
20 | P a g e
5
Bibliography
1.
Ausubel . & Robinson F.G. (1969)
School
learning-An
Introduction
to
Educational Psychology, New York,
Holt, Rinehart & Winston Inc..
2.
Bany And Johnson (1964) Classroom
Group
Behaviour,
New
York,
The
MacMillan Co.
3.
Bernard, H.W. (1972) Psychology of
learning
&
Teaching,
New
York,
Macgraw-Hill Company Third Edition.
4.
Bigge,
M.L.
Hunt
M.P.
(1962)
Psychological Foundations of Education,
New York, Harper & Brothers, Publish.
5.
Davis, Gary, Psychology of Education
6.
Deese, James & Holse
(1967) The
Psychology of learning New York,
McGraw - Hill Book
7.
Duric, Ladislav Essentials of Educational
Psychology
8.
Feldman, Robert, S. Social Psychology
9.
Fla
The Development Psychology of
Jean Piaget
10
Fontane, David (1981) Psychology for
teachers, London, Mcmillan Press Ltd.
11.
Gage and Berlinger (1984) Educational
Psychology, Boston, Houghton Miffinb
Co.
12.
Galotti
K.M.
(1999)
Cognitive
Psychology In and Out of the laboratory
Wadsworth,
Publishing
Belmont (U.S.A.)
21 | P a g e
Company
13
Garrison K.C. & Magoon R.A. (1972)
Educational Psychology : An Integration
of Psychology & Educational Practices
columbus, Ohio, Chartes E. Merill,
Publishing Company
14.
Gibson Psychology for the Classroom
Green Theories of Development
15.
Hayes,
J.R.
Psychology:
(1978)
Thinking
Cognitive
and
creating,
Homewood, Illiois, The Dorsey Press
16.
Henson K.T. & Eller B.F. (1999)
Educational Psychology for Effective
Teaching” Wadsworth, Publishing Co.
Belmont (U.S.A.)
17.
Joyce, Bruce & Weil Marsha Models of
Teaching
18.
Lahey
B.B.
(1998)
“Psychology:An
Introduction”
Tata
McGraw-Hill
Publishing Co. Ltd. New Delhi,
19.
Mangal
S.K.
(1993)
Advanced
Educational Psychology, New Delhi,
Prentice-Hall of India Pvt. Ltd.,.
20.
Mohsin Attitude Formation & change
21.
Morse, W.C. & Max
Readings in
Educational Psychology
22.
Moully, Georoge J.
Psychology of
Teaching Bolton, Allyn & Bacon Inc.
23.
Pringle, M.K. Verma V.P.
(1974)
Advances in Educational Psychology,
LONDON, Press Ltd. University of
London
24.
Royer & Feldman
Psychology
22 | P a g e
Educational
25.
Salvin
R.E.
(1997)
Educational
Psychology (Theory & Practice):London,
Allan & Bacon
26.
Santrock John W. (2001) Educational
Psychology, McGraw Hill (International
Edition) Boston
27.
Steworst, Company Third Ed.
28.
Stones, Edgar Psychology of EducationA Pedagogical Approach Thomburg
School Learning Instructions
29.
Thyne, James M. (1968) The Psychology
of learning & techniques of Teaching
London, University of London Press Ltd.
Second
30.
Travers Robert M.W. (1973) Educational
Psychology, New York, The McMillan
Co.
31.
Wads Worth B.J. (1989) Piaget's Theory
of Cognitive and Affective Development,
New York, Longman Incorporated Fourth
Edition.
32.
Wielkiewicz, R.M. (1986) “Behaviour
Management in the Schools Principles
and Procedures” Pergamon Press, New
York
33.
Wingo G.(Ed.) (1970) Bombay D.B.
Taraporevasla sons &’ Company Pvt.
Ltd.
23 | P a g e
M. Ed. Compulsory Subject-III
Methodology of Research in Education
Sr. o.
Module
1
Topic and Details
Research Process
o. of
Lectures
assigned
15
Weightage
in %
15
25
25
Objectives :
To enable the students to describe•
The nature of research in education
Content:
1)
Nature of knowledge, inquiry, research
2)
Introduction to Research in EducationMeaning and definitions, Characteristics,
need, areas, importance of related research
and literature.
3)
Objectives, Assumptions, hypothesis –
types and characteristics, Variables types
and control, operational definitions
4)
Types
of
research
–
Fundamental,
Applied, Action
5)
Approaches
to
research-Qualitative,
Quantitative- Meaning, Steps involved in
Qualitative and Quantitative Research
Module
2
Research Methods
Objectives ;
To enable the students to apply various methods
of research in education.
24 | P a g e
Content
1)
2)
Research Methodsi)
Case Study
ii)
Historical Method
iii)
Survey method.
Experimental method – Internal and
External validity, meaning and threats to
external
and
internal
validity
in
Experimental Method, Pre experimental,
True experimental and quasi-experimental
designs.
(One group pretest-post test design,
the static group comparison design, the
post test only equivalent groups design,
pretest post test equivalent groups design,
Solomon four group design, pretest – post
test non equivalent groups design, time
series design – with single group, with two
groups,)
Module
3
15
Data collection
Objectives
To enable the students to
•
Explain, construct and use the tools and
techniques of data collection-
•
Describe and select sample by using
various sampling methods.
Content:
1.
Tools of data collection –
rating scale,
attitude scale, Questionnaire, check list, Merits and limitations.
2.
25 | P a g e
Intelligence, Achievement, Aptitude Tests-
25
Merits and limitations.
3.
Techniques
of
Observation,
data
Interview
collection
-merits
–
and
limitations
4.
Reliability and validity of the tools and
techniques.
5.
Normal Probability Curve -Characteristics
and uses in sampling .
6.
Sampling
– Sample and population,
Meaning,
need,
Probability
methods
(random, systematic, Cluster, stratified
random,),
Non
probability
methods
(Incidental, Purposive)
Module
4
Data Analysis and Report writing:
Objectives:
To enable the students to describe and
choose appropriate technique of data analysis to
test the hypothesis.
Content
1)
Types of analysis
a)
Qualitative Analysis
b)
Quantitative Analysis:
Use of Normal Probability curve in statistical
analysis.
i)
Descriptive analysis:
Uses of graphs in analysis of data.
Measures of central tendency (concept and uses),
Measures of variability (concept and uses),
Correlation – meaning and uses in research
ii)
Inferential Analysis –
Levels of significance, Degree of freedom,
26 | P a g e
15
25
Type I and II error, Standard error of mean
Parametric techniques
t -test, Analysis of variance, co-variance,
Non-parametric
techniques
–
Mann
Whitney U test, Chi square test
2)
Report writing.
Termwork / Assignments : (Credit: 1,
Hours: 30, Marks: 25)
1)
Preparing and presenting a research
proposal. ( 15 marks)
2)
Preparing a tool for data collection (item
writing, experts
Opinion, item editing, tryout on 10) ( 10
marks)
Students shall prepare proposal of their
own research work which shall
Significance,
Title,
include Need,
Objectives/Hypothesis,
Review of related research etc. in this way, they
will stat working for their dissertation ( which is to
be completed in the IInd semester) from the first
semester itself.
Practical : (Credit: 1, Hours: 30, Marks:
25)
Computer training in data analysis.
5
Bibliography
1.
Abelsen H.
Research,
The Art of Educational
World
book
Company,
University of III Press.
2.
Almack J.T. Research and Thesis Writing,
Houghton Mrifflin Co. N.Y.
27 | P a g e
3.
Barr, A.S., Robert Davis Educational
Research and Appraisal and Palmer O
Johnson
4.
Best, John W. & James Kahn Research in
Education (1986) 5th Edition New York,
Prentice Hall,
5.
Borg,
Walter
R.
(1981)
Applying
Educational Research: A practical guide
for teachers, New York Longman.
6.
Borg,Walter R. & Meridith, D. Gall (1979)
Educational Research An introduction,
New York, Longman
7.
Brand & Brandchard Education in the Age
of Science.
8.
Burgess, R.G.Ed. (1984) The Research
Process in Educational Settings, London,
Falmer Press,.
9.
Dpt. J.R.
Understanding, Evaluating
Educational
Research,
Massachusetts,
Addison-Wesley Publishing Co., 1979
10.
Engelhart, Max D.
(1972) Methods of
Educational Research. Chicago, Rand Mc
Nally & Co..
11.
Fox, David J. (1969) The Research Process
in Education. New York, Holt, Rinchart &
Winston. Inc.
12.
Gailford J.P.
Fundamental Statistics in
Psychology and Education, Mc. Graw Hill,
New York
13.
Garrett
H.E.
(1967)
Statistics
in
Psychology of Education. Vakils Peffer
and Simons Private Ltd. Bombay.
14.
28 | P a g e
Good Garter G. Methods of Research N
15.
Good, Carter V. (1959) Introduction to
Educational Research New York, Appleton
Century Crofts, Inc.
16.
Koul, Lokesh (1984) Methodology of
Educational Research, New Delhi, Vikas
Publishers
17.
Mouly, George J.
(1970) The Science
of Educational Research 2nd Edition, New
York, Van Nostrand Reinhold Company,
18.
Pal, S.K. & P.C. Sexena Eds. (1985)
Quality Control in Educational Research
New Delhi, Metropolitan Book Co. Pvt.
Ltd.
19.
Sheffer, Sheldon Eds. (1983) Educational
Research Environments in the Developing
Countries.
Ottawa,
International
Development Research Centre.
20.
Sukhia,
S.P.,
P.V.Mehrotra
&
R.N.
Mehrotra (1974) Elements of Educational
Research, 3rd Revised Edition, New Delhi,
Allied Publishers Pvt. Ltd..
21.
Travers,
Robert
M.W.
(1958)
An
Introduction to Educational Research New
York, Macmillan & Co..
22.
Turney, B.L. & George Robb (1971)
Research in Education, Replinois, Dryden
23.
Vockell, E.L. & Asher J.W. (1995)
Educational Research New Jersey Merrill
24.
Whitney Frederick L.(1950) The Elements
of Research New York, Prentics Hall Inc.,
25.
Wiresma W. (1995) Research Methods in
26.
Ed An Introduction. Boston Allyn &
Bacon
29 | P a g e
M. Ed Compulsory subject IV
Teacher Education
Sr. o.
Module
Topic and Details
Reflecting on Teacher Education
o. of
Lectures
assigned
15
Weightage
in %
15
25
25
1
Objectives
To enable the students to•
Explain the concept of Teacher Education
•
Understand the history and objectives of
Teacher Education
•
Explain
concepts
used
in
Teacher
concept
of
Teacher
Education
Content :
1.
Development
of
Education
2.
Need of pre-service teacher education
3.
Objectives
of
Teacher
Education
as
suggested by NCF 2005
4.
Recommendations
of
knowledge
commission
5.
Difference
between
Andragogy
and
Pedagogy.
6.
Need and concept of a)
Competency
based
Teacher
Education
Module
2
30 | P a g e
b)
Affective Teacher Education
c)
Integrated course
Strengthening Teacher Education
Objectives
To enable the students to•
Explain the need of
in-service Teacher
Education
•
Explain
types
of
in-service
Teacher
Education
•
Explain the functions of NCTE.
•
Understand the concept of professionalism.
•
Get acquainted with various ways of
strengthening the Teacher Education
Content
1)
Need and types of In-service Teacher
Education programmes
2)
Institutions offering Teacher Education in
India, DIET, ASC, RCE, IASE, Colleges
of Education, Department of Education
3)
NCTE: set up and functions
4)
Teaching as a profession
a)
Characteristics of a profession
b)
Activities
to
develop
professionalism.
c)
Role of professional organization.
Module – :Management of Teacher Education
3
Objectives
To enable the students to•
Understand
management
of
Teacher
Education at institutional level.
•
Plan
activities
like
micro
teaching/internship etc.
•
31 | P a g e
Identify issues and problems related to
15
25
Teacher Education
Content
1)
Planning and organization of Teacher
Education at institutional level
2)
i.
Micro teaching
ii.
Practice teaching
iii.
Internship/block teaching
iv.
SUPW
v.
Simulation Lessons
vi.
Computer Training
Problems and issues related to Teacher
Education
i.
Admission
ii
Current developments
iii
Organisational problems
iv
Financial
and
administrative
problems
v
Professionalism
vi
Training and Retraining problems-
online programmes.
Module Evaluation
4
process
in
Teacher
Education
Objectives :
To enable the students to•
Evaluate existing teacher education course
•
Understand teacher effectiveness and its
importance
•
Explain and suggest changes in the
existing evaluation system of Teacher
Education
32 | P a g e
15
25
Content:
1.
Need and importance of evaluation
i.
Course evaluation : Models of evaluation
ii.
Evaluation of Teacher effectiveness –
concept, importance and procedure. Use of
sign system, rating system, Category
system,
Performance
appraisal
and
portfolio assessment.
iii.
Student teachers’ evaluation
a)
cognitive,
affective
and
psychomotor competencies
b)
suggestions for change
Assignments/ Practicals: (Credit –1;
Hours-30; Marks -25)
1)
Using any one category system for
evaluating teacher education. ( observing
lesson for duration of 10-15 minutes.) ( 10
marks)
2)
Interviewing principal or teacher educator
of any teacher education institute in order
to identify their problems and evaluation
system and reflective writing . (Marks 15)
Tutorials/Open book exam/ presentation
(Credits –1; Hours-30; Marks -25)
1.
Critic on various educational reports and
its implementation. (Marks 15)
2.
Prepare a write up on reflecting on present
teacher education (Marks 10)
5
33 | P a g e
Bibliography
1.
Bligh D.A. etal : methods and Techniques
in post secondary Education, Paris, unesco
1981
2.
Desai D..M. : New directions in the
Education of Indian teachers Barods, M.S.
University 1971
3.
Dikshit S.S. : Teachers Education in
Modern Jullunder Sterling Publication
1984
4.
Dunkin & Biddle : Study of teaching New
York Holt Rinehard & Winston 1974.
5.
Gupta Arun K. :
Teacher
Education:
Current & Prospectus New Delhi, Sterling
Publications 1984
6.
Hysen Torsten :
Teacher
training
&
student achievement in less developed
countries, Washington World Bank 1984.
7.
India, Minsitry of ; Report of the
Education
Commission
(1964-66)
Education & National
8.
Education : development New Delhi
publication division 1966.
9.
India Ministry of : Report of the Secondary
Education commission (52-53) New Delhi
10.
Education : Publication division 1953.
11.
India Ministry of Human;
National
commission on teachers Vol I & II New
Delhi
12.
Resource Development :
Publication
Division 1985
13.
Jangira N.K. : Teacher training & teacher
effectiveness an experience
in teacher,
behaviour New Delhi, National publishing
34 | P a g e
House, 1979.
14.
Khan Mohd Sharif : Teacher education in
India & aborad New Delhi, Ashish
Publishing House 1983
15.
Kochar S.K. : Methods & techniques of
teaching 2nd & rev & enlarged edition,
New Delhi, Sterling Publishers 1985
16.
McGarrey, Brain & : Micro-teaching in
Education & training U.K. Croom Helm
Ltd.
17.
Swallow Derek : 1986
18.
Patel, Surbhi P. : Pre-Primary Teacher
Education curriculum, New Delhi NCERT
1976.
19.
Pires E.A. : Better Teacher Education,
Delhi, University press 1959
20.
Razik Taher A. : Systems approach to
teacher
training
&
curriculum
Development (in case of developing
countries) Paris, Unesco, 1972.
21.
Regional colleges of : New dimensions in
teachers Education, New Delhi, NCERT.
22.
Sabharwal, Nirmal : Innovative practices
in Secondary Teacher Education in India
1975-78 Vol.IV
23.
Sabharial, Nirmal : M.Ed. disserations on
Teacher Education in India. 1967-72, a
study, New Delhi, NCERT 1977
24.
Sabharwal
,
Nirmal
:
Studies
&
Investigations on Teacher Education in
India, New Delhi NCERT 1981
25.
S.N.D.T College of : Futuristic approach to
teacher Education; a report, Mumbai,
35 | P a g e
S.N.D.T. Education, 1985
26.
Srivastav R.C. & : Theory & Practise of
teacher Educatin in India, Allahabad,
27.
Bose K. : Chugh Publ. 1978.
28.
Simpson, Ray H. : Teacher self-evaluation,
New York Mcmillan 1968
29.
Singh R.P. : The teachers in India, New
Delhi National 1984.
30.
Smith Elemer E.(Ed) : Teacher Education:
a reappraisal, New York Harper & Row
1962.
31.
Sulbha Rao C.S. & : Primary teacher
Education
Curriculum,
New
Delhi,
of
Indian
NCERT
32.
K.R.P. Singh : 1970.
33.
Uday Shankar :
Education
Teachers, New Delhi, Sterling publishers,
1984
34.
Unesco : Regional office for Education in
Asia,
Bangkok,
dimensions
in
Exploring,
Teacher
Education,
Bangkok, Unesco,1976
35.
New
:
Unesco : A System approach to teaching
&learning procedures a guide for teacher
Educators, Paris:Unesco 1981
36.
Upasani N.K. :
Effective
college
Teaching, Mumbai S.N.D.T Women’s
University, 1988
37.
Upasani N.K. :
learning
Planning
Mumbai,
S.N.DT.
for
better
Women’s
University, 1988
38.
Vasistha : Teacher Education in India, a
study in new dimentsions, New Delhi,
36 | P a g e
Concept Publ. 1979
39.
Yates, Alfred :
Current
problems
of
teacher Education report of the meeting: of
the
international
experts,
Hamburg,
Unesco, institute for Education 1972
40.
Shukla R.S. : Emerging Trends in Teacher
Education,
Patil Leela : ‘Aajache Adhyapan, Pune’,
Shri Vidya Prakashan, 1983.
41.
Akhtar Siddiqui : In service Teacher
Education
college
teachers
and
administrator
42.
Chapatirao I.V. : Wordsworth publishing
company
INC
Belmont
Califorine,
1961College teachers and administrators
43.
Harmer
:
Instructional
strategies
for
student teachers.
44.
Houston & Housam : Competency based
Teacher
Education
science
Research,
asspcoatopm INC chicago U.S.A. 1972
45.
Kohil V.K. : Teacher Education in India
46.
Mohanty J. : Current issues in Education
cosmo Publication, New Delhi, 1972
47.
Singh R.P. : The challanges of tomorrow :
A profile of Future teacher, Sterling
publishing Pvt. Ltd. New Delhi 1993(Ed)
48.
Chakrabarti Mohit : Teacher Education
Modern trends, Kauishka Publishers, New
Delhi 1998
49.
Richey Robert : “Planning for teaching” an
introduction to Education, MacGraw Hill
publication London 1958
50.
37 | P a g e
Loughran J. & Russell : ‘Teaching about
teaching’ purpose, passion and Pedagogy,
The flamer press, London 1997.
51.
Chakrabarti Mohit : Challanges in Teacher
Education Daya publishing Delhi 1993
52.
Hustler D et al :
Action
Research
in
classrooms and School , Allen & Vnwin,
publishers 1986
53.
Houston R. & Howson R.: Conpetency
based Teacher Education Science Research
associates Sidney 1972
54.
Shrivastava G.N. Prakash : Management of
teacher education concept publishing New
Delhi 2000.
55.
Sharma M.L. : Educating the educator the
Indian publication Amballa Cantt, 2002
56.
NCTE :
Curriculum
framework
for
Teacher Education New Delhi 1996
57.
Sangani Meena & Mehta Anil ; Training
for change RBSA Publishers Jaipur.
58.
Singh R.P. : The challanges of tomorrow A profile of future Teacher Education
Sterling publishers New Delhi 1993
59.
Shanahan Tinothy : ‘Teachers thinking
teachers knowing’ National Council of
Teachers of English, Chicago, 1992.
60.
Chalapati Rao I.V. : ‘College teachers and
administrators Booklinks
Corporation,
Hyderabad 1992
61.
Pandey K.P. : ‘Modern concepts of
teaching behaviour’ Anamika Pub.Delhi,
1997
38 | P a g e
M. Ed Optional Paper I
Guidance and Counseling
Sr.
o.
1
Topic and Details
o. of
Lectures
assigned
Objectives: To enable the students to explainThe meaning, need and importance of guidance
•
and counseling.
The theories, approaches and process of
•
guidance and counseling.
The
•
nature,
importance,
and
uses
of
psychological tests in guidance services.
The
•
meaning
and
need
of
integrated
personality.
The nature of Counselor’s work.
•
Module 1: Guidance (Credit 1, Hours: 15,
Marks 25)
a)
Meaning, significance, assumptions, principles,
and scope of guidance.
b) i)
Types of guidance:
•
Educational
•
Vocational
•
Personal
•
Social
•
Moral
•
Health
ii)
Problems which require guidance at various
stages,
facilitation
of
learning
through
guidance- guidance for exceptional children (
39 | P a g e
Weightage
in %
gifted, average and slow-learners.
iii)
Individual guidance and group guidance
iv)
Role of faculty members in the guidance
work.
2
Module 2: Counseling (Credit 1, Hours: 15,
Marks 25)
a)
Meaning, significance, basic assumptions,
principles, and scope of Counseling
b)
Approaches of counseling: Directive, nondirective and Psychoanalytic
c)
Nature and process of counseling (counseling
interview).
3
d)
Techniques of counseling
e)
Parent counseling
f)
Essential qualities of a good counselor
Module
3:
Vocational
(Career)
Development (Credit 1, Hours: 15, Marks
25)
a)
Meaning of career; need for career guidance
b)
Occupational information – meaning and
need.
c)
Sources of Occupational information
d)
Dissemination of Occupational information
e)
Theories of career development: Super, Roe
and Holland
4
Module 4: Psychological Testing (Credit 1,
Hours: 15, Marks 25)
a) i)
40 | P a g e
Types of psychological tests – Intelligence,
Achievement,
Aptitude,
Interest,
and
Personality tests
ii)
Tools and techniques in guidance services –
tests and non-test tools.
iii)
Uses and limitations of psychological tests
iv)
Communication of test results.
b)
Organization
of
guidance
services
in
educational services.
c)
Evaluation
of
guidance
and
counseling
services.
d)
5
Case-study
Term work: (Credit 1, Hours: 30, Marks
25)
1.
To
prepare
and
present
a
career
talk
(20 marks)
2.
To prepare one chart on any one career
(5 marks)
Practical: (Credit 1, Hours: 30, Marks 25)
1.
Preparation
of
a
non-test
tool,
its
administration and report wring.(15 marks)
2.
Preparation of a report on “Study Habits” of
one student and related guidance provided to
the
(10 marks)
41 | P a g e
student.
M.Ed. Optional paper III
EUCATIOAL MAAGEMET.
Sr. o.
Topic and Details
Module-1
Educational manager role and function.
Objectives.
To enable students to understand concepts
in management of education, role and functions of
education manager.
Content:
1.
Concepts in management.
A]
Concepts
of
Management,
Administration and Organization.
B]
Systems
approach
and
its
application to education management.
2.
Role and functions of manager.
A]
Role of manager: Interpersonal,
Informational, Decisional, Leading
professional.
B]
Skill
required:
Technical,
Conceptual and Human.
C]
Functions: Planning, Organizing,
Staffing, Controlling, Directing.
D]
Decision
making:
Phases
of
decision
making,
Process
of
decision making, Techniques of
decision making. [Delphi, NGT
technique].
42 | P a g e
o. of
Lectures
assigned
15
Weightage
in %
25
Module-2
Managing people
15
25
15
25
Objectives
To enable students to understand principles
theories & techniques of managing people
Content:
1]
Motivation.
A]
Meaning need and importance
B]
Theories of motivation and its
application.[ Hertzberg’s, Vroom’s,
Equity, McClleland’s].
2]
Leadership:
A]
Meaning,
factors
influencing
leadership.
B]
Theories and its application.
1] Charismatic leadership theory.
2] Transformational
leadership
theory.
3] Participative
leadership
[theory X, theory Y
theory.
Situational
leadership].
3]
Conflict, stress and time management.
A]
Conflict
management:
Meaning,
sources and strategies.
B]
Stress
management:
Meaning,
sources and strategies.
C]
Time
management:
Need,
Importance and strategies.
Module-3
Organization development. [Objectives:
To enable students to understand concepts
&techniques related to organization development.
1]
43 | P a g e
Organization development: - Concept,
need, importance, process and methods of
O.D.
2]
Learning
organization:
-
Meaning,
characteristics.
3]
Staff development: - Meaning, objective,
process and methods of S.D.
4]
Performance
appraisal:
-
Meaning,
purpose, stages, tools and techniques.
5]
Management of change: A]
Meaning, responses to change.
B]
Planned change: meaning, phases,
force-field analysis Theory of kurt
lewin.
Module 4
15
Quality in education.
Objectives:
To enable students to understand the
factors contributing to quality in Education.
1]
Resource
management:-
Concept
of
resource mobilization and allocation.
2]
Institutional climate:
A]
Meaning importance and dimension
of institutional climate.
B]
Halpin’s theory.
C]
Perceptual Organization: - Meaning
and principles
D]
Team
building:
Nature
of
organizational group, group Processes.
E]
Concept of organization citizenship
behaviour.
3]
TQM.:A]
Concept
improvement
44 | P a g e
,strategies
of
quality
25
B]
Assessment &
accreditation
of
education institution.
5
Assignments/ practical: [Credit-1, hrs30, Marks-25].
i)
Analyzing own time management &
writing report ( 5marks)
ii)
Preparing own motivational profile.(5
marks)
iii)
Preparing
a
tool
for
performance
appraisal.(15 marks)
Term work: [Credit-1,hrs-30,marks-25].
i)
Study an institute & prepare a plan for
Organisation Development. (15marks)
ii)
Open book assignment or analyzes your
self on the basis of johari window
parameters. (10 marks)
45 | P a g e
M. Ed Optional Paper V
Teaching Learning in Higher Education
Sr. o.
Module 1
Topic and Details
Reflecting
on
Higher
Education
o. of
Lectures
assigned
15
Weightage
in %
15
25
25
Objectives: Students will be able to
Explain the role of Higher Education in
•
India.
Explain the problems of higher education
•
in India
1.
The role of higher education in India
2.
Higher education as envisaged in various
reports of education commissions and
policies.
3.
Problems of higher education in India
•
Mass
education
and
uncontrolled
expansion
•
Quality of teachers and teaching
•
Evaluation system
•
Curricula
•
The problem of medium of instruction at
the tertiary level
•
Module 2
Academic and career choice problem.
Curriculum
of
higher
education
Objectives: Students will be able to
•
Explain the concept and principles of
curriculum development.
•
Explain
the
foundations
curriculum development.
46 | P a g e
underlying
•
Use the revised taxonomy of objectives.
1)
Principles of curriculum development
•
Meaning and concept of curriculum
development
•
2)
Curriculum and syllabus.
Philosophical,
sociological
and
psychological foundation of curriculum.
•
Philosophical theories and their
implication
to
curriculum
development
•
Sociological
needs
and
their
implication
to
curriculum
Psychological
needs
and
implication
to
curriculum
development
•
their
developmet.
c)
Module 3
Bloom’s revised taxonomy of objectives.
Teaching – learning in higher education
Objectives: Students will be able to
•
Explain the andragogical basis of teaching.
•
Explain the approaches to learning
•
Select
and
use
appropriate
teaching
method.
1.
Basis of teaching: Andragogy, Learning
styles.
2.
3.
Approaches to learning
•
deep approach
•
surface approach
•
strategic approach
Critical matrix of teaching- learning
environment
47 | P a g e
15
25
4.
Teaching methods: Steps, strengths and
limitations.
•
Co-operative learning
•
Problem based learning
•
Case based learning
•
Reciprocal teaching
•
Role-play
•
Small group teaching
•
Supervising : projects, dissertations,
thesis
Module 4
•
Teleconferencing
•
Videoconferencing.
15
Evaluation in higher education
Objectives: Students will be able to
•
Explain concept and types of assessment
•
Describe tools of evaluation
•
Construct tool for evaluation.
a)
Evaluation: concept of evaluation and
assessment
-
Types: formative and summative
Norm-referenced
and
criterion-
referenced.
b)
48 | P a g e
Tools for assessment and evaluation
-
Types of questions
-
Authentic assessment
-
Portfolio
-
Rubrics
-
Self-assessment
-
Open book examination
-
Peer assessment
-
Grading
25
5
Computer assisted assessment.
Term work: (Credit 1, hrs 30, marks 25)
a)
Prepare
a
workshop/
rubric
for
seminar/one
evaluation
of
microteaching
skill
b)
Analyze one question paper of B.Ed./
M.Ed.
Practical work: (Credit 1, hrs 30, marks
25)
Give one lesson each on any one teaching
methods and prepare lesson note on 2 methods
mentioned in the module 3.
49 | P a g e
M. Ed Optional Paper II
Educational Technology
Sr. o.
Module 1
Topic and Details
Educational technology
(Objectives:
o. of
Lectures
assigned
15
Weightage
in %
15
25
25
Students will be able to
•
Explain the concept of ET
•
Describe the use of ET in formal and open
education
•
Explain the systems approach to education
•
Explain the communication process and its
importance in education
a)
Development of the concept of ET.
b)
Scope of ET in formal and open education
c)
Systems
approach:
Meaning
and
importance
d)
Systems approach to education
Communication
–
meaning
and
components
-
Models of communication: Simple,
Osgood and Schramm,
-
Gerbner’s model
-
Teleconferencing
and
video-
conferencing.
Module 2
Computers in education
Objectives: Students will be able to
•
Explain the structure of computer system.
•
Plan the set-up of computer lab in school/
college.
50 | P a g e
•
Explain the class-room application of
various softwares.
•
Explain the concept of CAI, CML and
CBT.
•
Explain
the
meaning
and
types
of
interactivity.
a)
Introduction to computers
-
b)
c)
Types of computers
Basic structure of computers.
-
CPU
-
Memory – ROM and RAM
-
Input – output devices
-
LAN Network
Setting up a computer lab in school/
college.
d)
Classroom applications of word processor,
spreadsheets and presentation tools
e)
Use of SPSS package
f)
CAI, CBT and CML – concept and
characteristics
-
g)
Modes of CAI.
Interactivity – meaning and types.
Module 3 Instructional design
Objectives: Students will be able to
•
Explain the concept of ET
•
Describe the steps involved in developing
ID
•
Develop an ID for interactive multimedia
CAI
•
51 | P a g e
Explain the models of ID.
15
25
a)
Concept and levels of ID
b)
Steps in developing ID
-
Learner analysis
-
Content analysis
-
Flowchart- concept mapping
-
Deciding
entry
and
terminal
behaviour
-
Preparing test
-
Selection of method
-
Selection of media
-
Development of material
-
Tryout
-
Formative
and
summative
evaluation
c)
Models of ID – ADDIE and Dick and
Carrey
-
Module 4
Component display theory.
Web-based learning Objectives: Students
will be able to
•
Explain the uses of internet in improving
the quality of education.
•
Explain the use of virtual reality in
education.
•
Explain the concept of online learning.
•
State the features, components and uses of
tools
used
in
synchronous
and
asynchronous communication.
•
Explain the role of e-tutor.
a)
Internet – Meaning
-
Use
of
education
52 | P a g e
improving
quality
of
15
25
b)
Virtual reality – meaning and use
Online Learning
-
Concept and need
-
Modes
used
in
synchronous
communication
(features,
components, uses)
1. Chat
2. Conference
3. Distributed classroom
4. Whiteboard
-
Modes
used
in
asynchronous
communication
(features,
components, uses)
1. e-mail
2. discussion forum
3. blogs
4. groups
5
Term work: (Credit 1, hrs 30, marks 25)
a)
Developing educational system at microlevel (such as school library, geography
lab, etc.)
b)
Preparing an ID for an interactive CAI
package
Practical work: (Cr 1, hrs 30, marks 25)
a)
Make a blog on education-related topic
with minimum 5 postings
b)
Make a
group on
topic related to
educational technology with minimum 5
members and act as a moderator
c)
Prepare a presentation on innovations in
Educational
Technology
references of at least 5 sites.
53 | P a g e
and
give
M. Ed Optional Paper IV
EVIROMET EDUCATIO
Sr. o.
Module 1
Topic and Details
:
Understanding
environmental
problems (Objectives:
To enable the learner to•
Understand
interrelationship
between
various factors of environment
•
To understand problems of environment
•
Identify
causative
factors
of
various
pollution
Content:
1.
Meaning and definitions of Environment.
2.
Interrelationship between various factors
of environment
3.
Problems of environment
(Population explosion, Pollution, Depletion
of resources)
4.
Pollution
i)
Meaning of pollution
ii)
Classification of pollution
a)
Air pollution (smog, acid
rain, Green house effect,
global
warming,
ozone
depletion)
b)
Water pollution (Meaning
and effects)
c)
Land pollution (Meaning
and effects )
54 | P a g e
o. of
Lectures
assigned
15
Weightage
in %
25
Depletion
i)
Meaning of depletion
ii)
Depletion of various resources,
such
as
soil,
resources,
water,
minerals,
energy
species
:
causes & effects
Module 2 Conservation
of
environment
15
25
15
25
Objectives:
To enable the learner to•
Understand the meaning and need of
conservation of natural resources
•
Course Content:
Conservation
i)
Meaning and need of conservation
ii)
Energy conservation (Meaning and Types
of renewable energy resources)
iii)
Water conservation
iv)
Soil conservation
v)
Mineral conservation
vi)
Biodiversity conservation
Module 3 :
Restoring
environment
and
environment management Objectives:
To enable the learner to•
Understand
curative
and
preventive
measures for restoring environment
•
Understand the concept of ecological crisis
•
Understand environment management
•
Understand
support
environment management
55 | P a g e
system
for
Content:
1.
Curative and preventive measures
i)
2.
meaning and need
Environment management
i)
Concept of ecological crisis
ii)
Environment management strategy
(4 aspects)
-Environmental planning
-Environment status evaluation
-Environment impact assessment
(EIA)
-Environment
legislation
and
administration
iii)
Support
system
for
environment
management
-Environment
management
information system
-Environment
monitoring
and
surveillance system
Module 4
Concept
of
Environment
EducationObjectives:
To enable the learner to•
Understand the concept of environment
education
•
Understand
various
approaches
to
environment education
•
Understand
methods
of
environment
education
•
Understand the role of technology and
different
education
56 | P a g e
agencies
in
environment
15
25
Content
1.
Meaning and need
i)
Meaning, definitions and objectives
of environment education
ii)
Illustration to explain the need from
various fields
2.
Various
approaches
to
environment
education, Recommendations of National
Curriculum framework 2005
3.
Methods
of
teaching
environment
education (Field visits, Team teaching,
Discussion, Demonstration, Observation,
Simulation, Project-Method)
4.
Use
of
technology
in
environment
education.
Projected & non-projected teaching aids,
mass media
5.
Role of various agencies in environment
education
i)
Government (education policies,
monitoring, control, enforcing law)
ii)
NGO’S (major NGO’S & their role
in creating awareness, interest and
positive
attitude
towards
environment through non formal
way)
iii)
Role of teacher (Creating interest,
awareness,
attitude
through
curricular, co-curricular and extra
curricular activities)
iv)
5
57 | P a g e
Role of Women
Practical/Assignments work for 1 credit,
30 hours, 25 marks
1)
Visiting any one institution or project
(examples given) working in the field of
environment and preparing the report
•
Vermiculture plant
•
Solar system plant
•
Biogas plant
•
Sewage treatment plant
•
Sugar factory
•
Relegan siddhi
•
Baramati
vidnyan
sanshodhan
Kendra (shardanagar)
Open book examination or Tutorial on any issue of
environment education and reflecting on it , for 1
crdit,30 hours,25 marks
Or
Analyzing a text book in light of environment
education
OR
Preparing
a
teaching
aid
for
environment
education
Term work for 25 marks- Tutorials/ Open book
exam on the topics such as
Population Education, Socio cultural aspects of
environment,
Agents
of
pollutions,
Forest
conservation: social forestry, Afforestation
6
Bibliography
1.
Agarwal S.K. – “Environmental issues and
themes”, APH Publishing Corporation,
New Delhi, 1997
2.
58 | P a g e
Bhatia S.C. – “Papers in Environment
Education”. Indian University Association
for Continuing Education, 1984, IUACE
3.
Brown Lester R, Flavin Christopher, Postal
Sandra, “Saving The Planet”, Orient
Longman, 1994
4.
Brown
Paul
“Global
Warming”
Universities Press, 1999
5.
“Best
Practices
Environment”
F.I.U.
Universities Press, 1999
6.
“Green House – Global Warming” –
Christianson
Environment
Education,
Universities Press, 1999
7.
B.P. Chaurasia – “Environmental Pollution
Perception and Awareness” – Chugh
Publications, 1992
8.
C.C. Park – “Ecology and Environmental
Management” – Butterworths 1980
9.
C.E.E. “The Green Reader”, 1999
10.
David Briggs, Peter Smithson, Kenneth
Addison
and
“Fundamentals
Ken
of
Attekinson,
the
Physical
Environment”, Second Edition, Routledge,
London & U.S.A, 1997
11.
Dahiwal G.S., Sangha G.S., Ralhan P.K.,
“Fundamentals of Environmental Science”,
Kalyani Publishers, 1996
12.
Dahiwal G.S., Sangha G.S., Ralhan P.K.,
“Fundamentals of Environmental Science”,
Kalyani Publishers, 1996
13.
Das R.C., Baral J.K., Sahu N.C., Misra
M.K., “The Environmental Divide” APH
Publishing Corporation, 1998
14.
59 | P a g e
University
of
Delhi
and
Dept.
of
Environment,
Govt.
“Operationalizing
of
India,
Environmental
Education”, 1984
15.
Embertin J.C., “Introduction to Ecology”,
M & E Handbooks, 1983
16.
S.K. Kochhar, “Methods and Techniques
of Teaching”, Sterling Publishers Private
Ltd. New Delhi, 1981
17.
Kothari
Ashish,
“Understanding
Biodiversity” Orient Longman Ltd., 1997
18.
Mukherjee
Biswarup,
“Environmental
Biology” Tata McGraw-Hill Publishing
Co. Ltd. New Delhi, 1996
19.
Mukherjee Anjali, “Environment-Nursery
of Life” Publications Division
20.
Ministry of Information and Broadcasting,
Govt. of India, Nov.1985
21.
L.Mohan, “The FragileEnvironment” ,
Ashish Publishing House, New Delhi, 1991
22.
Preston Gralla, “How the Environment
works” , Illustrated by Cherie Plumlee, ZD
Press, California, 1994
23.
Prabhakar
V.K.,
“Environmental
Education”, Anmol Publications Pvt. Ltd.,
New Delhi, 2001
24.
Reese
Jay,
“Simulation
Games
and
Learning” Activities kit for the Elementary
School, Parker Publishing Co. Inc, West
Nyack NY, 1977
25.
Rao V.K., Reddy R.S., “Environmental
Education”
Commonwealth
Publishers,
1997
26.
60 | P a g e
Sapru R.K., “Environment Management in
India” , Ashish Publishing House, New
Delhi, 1987
27.
Sinha Dr. P.C., “Environmental Policies” ,
Anmol Publications, New Delhi, 1998
28.
Turk
Jonatnan,
“Introduction
to
Environmental studies”, Saunders College
Publishing, Hold Saunders, Japan, 1985
29.
Tansey
P.J.
‘Educational
Aspects
of
simulation”, McGraw Hill Publications,
London, 1971
30.
Unesco, “Environmental Education in the
Light of the Tbilisi Conference”, 1980
31.
Vijandra Kumar, “Modern Methods of
Teaching
Environmental
Education”,
Sanap & Sons, New Delhi, 2000
32.
David yencken, John Fien and Helen sykes,
“Environment
Education
and
Global
Discourses”, Rouledge, Taylor & Fancis
Group, London NY, 2000
33.
N.H. Ravindranath, K Usha Rao, Bhaskar
Natarajan, Pradeep Monga, “Renewable
Energy and Environment” CEE Tata
McGraw-Hill Publishing Company Ltd.,
New Delhi, 2000
34.
Dr.Nasrin , “Environmental Education”,
APH Publishing Corporation, New Delhi,
1999
35.
CEE, “Ozone Eleven”, 1998
36.
Gadgil Madhav and P.R. Seshagiri Rao,
“Nurturing
Biodiversity,
An
Indian
Agenda”, CEE Ahmedabad, 1998
37.
Ishwar
C.
Poojar
(Compiler)
“Environmental Education Initiatives in
61 | P a g e
South India”, CEE South, Bangalore, 1997
38.
Sharma R.C., “Environmental Education”,
Metropolitan, 1986
39.
Saxena A.B. , “Environment Education”,
National Psychological Corporation, 1986
62 | P a g e