GANPAT UNIVERSITYDepartment of Education

Master of Education (M.Ed.) Semester - I Program

Structure for M.Ed. Semester – I Program

Sr.No.

CourseCode

Course TitleTeaching Scheme Hrs/Week Type of Course

Subjecthours

Credit WeightedCredit Point

01 1A01PSE Philosophical and SociologicalFoundation of Education

4 4 10 X 4 = 40 Core

02 1A02AEP Advanced EducationalPsychology

4 4 10 X 4 = 40 Core

03 1A03RED Research in Education 4 4 10 X 4 = 40 Core04 1B04TED Teacher Education 4 4 10 X 4 = 40 Common

Subject05 1B05PED Population Education 4 4 10 X 4 = 40 Open Subject

Total 20 20 200

Structure for M.Ed. Semester – II Program

Sr.No.

CourseCode

Course TitleTeaching Scheme Hrs/Week Type of Course

Subjecthours

Credit WeightedCredit Point

01 2A01CDE Curriculum Development 4 4 10 X 4 = 40 Core02 2A02ETD Emerging Technologies of

Education4 4 10 X 4 = 40 Core

03 2A03ERS Educational Research &Statistics

4 4 10 X 4 = 40 Core

04 2A04EED Elementary Education 4 4 10 X 4 = 40 Core05 2A05DVV Dissertation and Viva-voce 8 8 10 X 8 = 80 Core06 2A06RCE Research Project and

Continuous Evaluation4 4 10 X 4 = 40 Core

Total 28 28 280

GANPAT UNIVERSITY

Department of Education

Teaching and Examination scheme for M.Ed. Semester – I Program

Teaching and Examination scheme for M.Ed. Semester – II Program

Sr.No

CourseCode

Course Title Teaching SchemeHrs/Week

TotalHours

Examination

Int Ext Total1 1A01PSE Philosophical and Sociological

Foundation of Education4 60 30 70 100

2 1A02AEP Advanced EducationalPsychology

4 60 30 70 100

3 1A03RED Research in Education 4 60 30 70 1004 1B04TED Teacher Education 4 60 30 70 1005 1B05PED Population Education 4 60 30 70 100

Total 20 300 150 350 500

Sr.No

CourseCode

Course Title Teaching SchemeHrs/Week

TotalHours

Examination

Int Ext Total1 2A01CDE Curriculum Development 4 60 30 70 1002 2A02ETD Emerging Technologies of

Education4 60 30 70 100

3 2A03ERS Educational Research &Statistics

4 60 30 70 100

4 2A04EED Elementary Education 4 60 30 70 1005 2A05DVV Dissertation and Viva-voce 8 120 -- 100 1006 2A06RCE Research Project and

Continuous Evaluation4 60 100 -- 100

Total 28 420 220 380 600

Department of Education, Ganpat UniversityM.Ed. SYLLABUSFIRST SEMESTER

I A 01 PSEPHILOSOPHICAL AND SOCIOLOGICAL FOUNDATIONS OF EDUCATION

Objectives:1. To enable the students to understand the significance of the ultimate human concerns and the

contribution of philosophy in this regard.2. To develop an understanding among students of the contribution of different religions in the field

of education.3. To develop an understanding among students of the contribution of different thinkers in the field

of education.4. To develop an understanding of concepts like privatization, globalization and modernization and

their contribution in the development of education.5. To develop an understanding of the Dee schooled society, role of education in the economic

development and the type of education needed for the future.Unit No Unit Details Subunits Time

(hours) Credit Marks

1

1.1 Philosophy andphilosophy of Education

1.1.1. Meaning, Nature andBranches of Philosophy.

2

0.86 26

1.1.2. Meaning and Nature ofEducation.

2

1.1.3. Relation between Philosophyand Education.

1

1.2 Western Philosophyof Education

1.2.1.Liberal Educationa. Characteristics and Specificitiesof Liberal Education.

2

b. Etymological Definition ofEducation.

1

c. Ancient and Modern Concept ofEducation.

1

d. Merits and Demerits ofEducation.

1

1.2.2. Utilitarian Education1a. Concept of Education

b. Merits and Demerits ofEducation

1

c. Relation between Liberal andEducation.

1

2

Education andVarious Religions:Meaning,Curriculum,Teaching Method,Relation of teacher –taught and discipline

2.1. Upanishad and Education 2

0.6 18

2.2. Shrimadbhagvat Geeta andEducation

2

2.3 Jainism and Education 22.4. Buddhism and Education 22.5. Difference between Jainismand Buddhism.

1

3 Educational thoughts 3.1. Educational Thoughts of 3 0.8 24

Of Indian andWestern Thinkers:Definition of education,Objectives, curriculum,Teaching MethodRelation of teacher –taught and discipline

Mahatma Gandhi.3.2. Educational Thoughts ofJ.Krishnamurti.

3

3.3. Educational Thoughts of Plato. 33.4. Educational Thoughts ofRousseau.

3

4

4.1.In the Perspective ofEducational Sociology

4.1.1. Meaning and definition ofSociology.

1

1.07 32

4.1.2. Meaning and definition ofEducational Sociology.

1

4.1.3.Diffference betweenEducational Sociology andSociology of Education

2

4.1.4. Objectives and Scope ofEducational Sociology.

1

4.1.5. Functions of EducationalSociology.

1

4.2.Privatisation ofEducation

4.2.1. Meaning, Concept and Need. 14.2.2. Need, Merits and Demeritsof Privatization of HigherEducation

1

4.3.Globalization ofEducation

4.3.1. Meaning, Characteristic,Merits and Demerits

2

4.3.2. Role of Government 14.3.3. Social impact 1

4.4. Modernization ofEducation

4.4.1. Meaning, Definition,Concept and Characteristics.

2

4.4.2. Modernization throughEducation.

1

4.4.3. Modernization andFunctions of Education.

1

5

5.1. Dee schooling5.2 Education as themeans of EconomicalDevelopment.

5.1.1. Dee schooled Society. 2

0.67 20

5.2.1. Education and Economics. 15.2.2. Relation between educationand economics.

1

5.2.3 Education and economicdevelopment.

2

5.2.4. Role of education ineconomical development.

2

5.3. Futurology ofEducation.

5.3.1 Meaning of Futurology. 15.3.2 Education for the Future. 1Total 60 4 120

REFERENCES:1. Anand C.L. and Et.al., The Teacher and Education in Emerging Indian Society, NCERT, New Delhi.

(1983)2. Brubacher John S, Modern Philosophies of Education, Tata McGraw-Hill Publishing Company, Ltd.,

New Delhi (1983).

3. Cahn Steven M., The Philosophical Foundations of Educations, Harper & Row,Publishers: NewYork. (1970)

4. Chaube S.P, Educational Philosophies in India, Vikas publishing House Pvt. Ltd., Bombay. (1993)5. Connor, DJC, An Introduction to the Philosophy of Education: Routledge & Kegan

Paul, London (1975).6. Chatterjee Partha, Nationalist thought in the Colonial World: A Derivative Discourse,

Oxford University Press: New Delhi. (1986)7. Haralambos M., Sociology: Themes and Perspectives, Oxford University Press, New Delhi. (1980)8. Hirst Paul H., Educational Theory and its Foundation disciplines, RKP: London (edit:1983).9. Martindale Don, The Nature and Types of Sociological Theory, Houghton Hifflin Co.,Doston. (1960)10. Parmji S., Caste Reservations and Performance, Mamata Publications: Warangal.11. Patrick G T W, Introduction to Philosophy, Surjeet Publications, New Delhi. (1978)12. Reid Louis Arnold, Philosophy and Education: An Introduction, Heineman

Educational Books, London (1973).13. Shrivastava R.S., Traditions in Sociological theory: Historical & Contergerery Perspective,

Rawat Publications, Jaipur. (1991)14. Singh Yogender, Social Stratification and Change in India, Manohar Book Service, New

Delhi. (1977)15. Thiroux Jacques P., Philosophy: Theory and Practices, Mac Millan Pvt., Co, New York. (1985)16. Wilson John, Preface to the Philosophy of Education, Routledge & Kegan Paul; London (1979).17. Wingo Max G, Philosophies of Education: An Introduction, Sterling Publishers Pvt,

Ltd., New Delhi. (1974)18. 5|FPXF:+L HI[g¸ NJ[4S[/J6LGF TFlÀJS VFWFZM4I]lGJl;"8L U|\YlGDF"6 AF["04U]HZFTZFHI s!))(f

Department of Education, Ganpat UniversityM.Ed. SYLLABUSFIRST SEMESTERI A 02 AEP

ADVANCED EDUCATIONAL PSYCHOLOGY

ObjectivesOn completion of this course the students will be able to:

1. Understand the theoretical background of Educational Psychology.2. Understand the dynamics of development.3. Examine critically the theories and basic concepts of development in such a way that their

linkages with methods, pedagogy and practices in the classroom could be established.4. Understand the basic concept and process of learning.5. Examine critically the theories of learning in the light of pedagogy and classroom practices.6. Understand the basic concept of Intelligence.7. Examine critically the various theories of Intelligence in the light classroom implications

and the measurement of Intelligence.8. Understand the concept of mental health and adjustment and means of enhancing mental

health and adjustment in the classroom.9. Understand the concept of stress and conflicts, its causes and ways of dealing with them.

UnitNo. Unit Details Subunits

TimeAllotted(Hours)

Credit Marks

1

EducationalPsychology as anapplied field

1.1.Meaning, Nature and Aims of EducationalPsychology

3

0.33 101.2 Domains of educational psychology 1

1.3. Role of Education in NationalDevelopment.

1

2Dynamics ofdevelopment andits theories.

2.1. Concept and aspects of humandevelopment.

1

0.87 26

2.2. Development of concept, logicalreasoning, problem solving ability andlanguage.

4

2.3. Cognitive development ( Piaget ) 32.4. Social Development (Bandura) 2

2.5. Moral Development (Kohlberg) 3

3Understandingthe process oflearning

3.1. Meaning concept and levels of learning. 2

1.20 36

3.2. Learning as Construction of Knowledge:

33.2.1. Concept, Characteristics and BasicAssumptions of Constructivism.3.2.2. Different views in constructivism inbrief: Psychological, Social & Sociological. 2

3.2.3.Constructivist Theoretical Backgroundof learning:(a) J. Bruner’s Constructivist Theory ofLearning.

2

(b) L. Vygotsky’s Social DevelopmentTheory.

2

3.2.4. Concept and Nature of constructivistlearning Environment.

2

3.3. Hierarchy of learning of learning typesand its educational implications. (R. Gagne)

3

3.4. Multiple ways of organizing learning:individualized learning, self learning, group/cooperative learning and e learning.

2

4.Current Views onIntelligence andits Measurement.

4.1. Meaning and concept of intelligence. 1

0.80 24

4.2. Guilford Structure of Intellect. 24.3.Robert Sternberg’s Three dimensionalIntelligence

3

4.4. Gardner’s Multiple Intelligence. 14.5. Golman’s Emotional Intelligence. 2

4.6. Thorndike’s Social Intelligence. 14.7. Measurement of Intelligence: Individualand Group Tests, Verbal and PerformanceTests.

2

5.5.1.MentalHealth andAdjustment

5.1.1.Concept of Mental Health2

0.80 24

5.1.2.Characteristics of Mentally HealthyPerson5.1.3. Concept, Types and Mechanism ofAdjustment

2

5.1.4.School and Classroom Practices forenhancing Adjustment and Mental Healthamong students

1

5.2.Stress andConflict

5.2.1. Concept and sources of stress. 15.2.2. Factors influencing stress 15.2.3. Strategies for coping with stress andstress management.

2

5.2.4. Measurement of stress 25.2.5. Outcomes of stress5.2.6. Meaning and types of conflict.

15.2.7. Resolution of conflict

Total 60 4.00 120

Transaction ModeLecture-cum-discussion; peer Group discussion on identified themes; observation ofvarious instructional situations in real classrooms, seminar reading; critical analysis ofevents in classroom, reflective discussion in a group; library work and, presentation/paneldiscussion, case study of a student and presentation in seminar, projects and assignmentfocusing on observation and interaction with children and adolescents; workshops,seminar, assignments and group discussion around issues and concepts studied in theory.

References:Bruner, J.S. (1990) Acts of meaning. Cambridge, M.A.: Harvard University Press.• Bruner, R.F. (1978). Psychology applied to teaching. Boston: Houghton Mifflin.• Dandapani, S. (2001) Advanced educational psychology, (2nd edition), New Delhi,Anmol publications pvt Ltd.• Gardner, H. (1983) frames of Mind: The theory of multiple intelligence. NewYork: Basic Books.• NCTE (2009) National Curriculum Framework for Teacher Education, NewDelhi.• NCERT (2005) National curriculum framework, New Delhi.• Piaget, J. (1999) Judgment and reasoning in the child. London: Routledge.• Vygostsky. L. (1986) Thought and language (A. Kazulin, Trans). Cambridge,M.A.: MIT Press.• Dececo, J.P. (1977). The Psychology of learning and instruction, Prentice Hall,Delhi.• Eason, M.E. (1972). Psychological foundation of education, N.Y. Holt, Rinehartand Winston, Inc.• Segal, J.W. Chipman, S.F., & Glaser, R. (1985). Thinking and learning skills:Relating Instruction to Basic Research. (Vol. I). Hillsdale, NJ: Erlbaum.• Synder, C.R. & Shane J. Lopez (2007). Positive psychology. SAGE Publications.U.K.• Lieber, C.M. (2002) Partners in learning: from conflict to collaboration.Cambridge, M.A, Educators for Social responsibility.• Pintrich, P.R.; and Schunk, D.H. (1996). Motivation in education: theory, research

and applications. Englewood Cliffs, N.J. Merill. Srivastava, G.N.P. (1995). Recent Trends in Educational Psychology. Agra Psycho

Research Cell, Agra, India.

Lingren, H.C. (1980). Educational Psychology in the Classroom (Sixth ed.) New York:Oxford University Press. Maslow, A.H. (1970). Motivation and Personality (2nd edition). New York: Harper & Row.Erickson, E.H. (1968). Identity, Youth and Crisis. New York: W.W. Norton. Klausmeier, Herbert J (1985). Educational Psychology. Harper and Row, Pub. New

York.

Department of Education, Ganpat UniversityM.Ed. SYLLABUSFIRST SEMESTERI A 03 RED

RESEARCH IN EDUCATION

Objectives:1. To enable students to understand the foundations of educational research.2. To enable students to identify research problems, and variables.3. To enable students to formulate hypotheses, design educational research and to make

them understand different techniques of data collection, different types of tools & methods.4. To enable students to familiarize with different methods and approaches of educational research.5. To enable students to understand the contemporary developments in educational research.

Sr.No. Units Subunits Time Credit Marks

1

FoundationofEducationalResearch

1. Concepts, Nature, structure and assumptions of science.2. Educational research as a scientific and disciplined

inquiry.3. The characteristics of educational research.

3

0.4 104. Different approaches and types of educational research.

35. Objectivity in educational research.6. A brief introduction to the research processes in

education.

2

ResearchProblemVariablesandHypotheses

1. Research problems:a. Selection and nature of the research problem.b. Techniques involved in defining and formulating a

research problemc. The significance of selecting an appropriate problem.

2

0.6 16

2. Formulating hypothesis:a. Source and characteristics of hypotheses.b. Types of hypothesis

3.5

3. Variables:a. Nature and types of variables.b. Continuous and discrete variables.c. Independent, Dependent, Moderator, Control,

Intervening variables.d. Selection of variables in educational research.

3.5

3LiteratureReview

1. Review of Literature:1.1 Nature of Data: Primary and Secondary

a. Reference books.b. Encyclopediac. Dictionaries

2.5

0.27 8d. Almancs and year bookse. Periodical and Pamphletsf. Dissertations,Theses and Research Journalsg. Internet,Inflibneth. Card catalog

1.5

4 Approachesand MethodsofEducationalResearch

1. Qualitative approaches:Nature, Defination and Characteristics (Brief)a. Phenomenological methods.

2

1.4 44

b. Ethnographical methods. 1c. Case-studies. 1d. Historical studies. 1e. Action research. 1

2. Quantitative approaches:a. Experimental studies – Definition, variable in

experimental research, criteria for evaluatingExperimental design, Control of the experiment,internal validity and methods of Equalizingexperimental and control groups, external validity.

10

b. Survey research: School surveys, documentaryanalysis, public opinion surveys, community surveys 3

c. Causal comparative studies. 2

5Techniquesof DataCollection

1. Questionnaires and interview schedules.2. Observation schedules, Rating scales, Check list,

Scorecard, Sociomentry

7

1.33 423. Prepation and Using – standardized test : Aptitude scale,Attitude scale, Personality tests. 6

4. Procedures of standardization and establishing reliabilityand validity (Difination, Types) 7

Total 60 4 120

REFERENCES:1. Jain G.L.,Research Methodology,Mangal deep Publications,Jaipur (2003)2. Swann,Joanna and Pratt John,Educational Research in Practice,Continuum (2003)3. Borse M.N.,Research Methodology,Shree Niwas Publications,Jaipur (2005)4. Sharma S.R.,Sharma K.K.,Pathak L.C. Encyclopedia of new Methods of educational

Research,sarup & sons,New Delhi (2006)5. Bhattacharya D., Research Methology,Excel Books,New Delhi (2006)6. Mishra R.C.,Management of Educational Research,APH Publication.Corporation, New

Delhi (2005)7. Wellington J.,Educational Research, Continuum (2006)8. Khanzode V.V.,Research Methodology,APH Publication Corporation,New Delhi (2004)9. Mann B.L.,Web Based Educational Research,Information science publishing (2006)10. Khan M.S., Educational Research,Ashish Publishing House,New delhi (2004)11. Mishra R.C.,Educational Research and Devlopment,APH Publishing corporation New

Delhi (2005)12. Sharma S.R., Problems of Educational Research, Anmol Publicational Pvt. Ltd. New

Delhi (2005)13. Qureshi M., Educational Research, Anmol Publications Pvt. Ltd. New Delhi (2005)14. Sharma S.R., Methods of Educational Research Anmol Publications Pvt.Ltd.,New Delhi

(2008)15. Kish L.,Statistical Design for Research,Wiley Interscience (2004)16. Sharma S.R.,Teacher Training and Educational Research,Anmol Publications Pvt.Ltd.

New Delhi (2007)17. Sharma S.R., Statistical Methods in Educational Research,Anmol Publications Pvt.Ltd.

New Delhi (2006)18. Sharma S.R.,Implementation of Educational Research,Anmol Publications Pvt.Ltd. New

Delhi (2006)19. Aggrawal Y P, Statistical Methods, New Delhi: Sterling publishers Pvt., Ltd (1998).20. Cohen Louis and Manion Lawrence, Research Methods in Education, London: Routledge,

(1980).21. Gupta S P, Statistical Methods, New Delhi: Sultan Chand & Sons, (1996).22. Hammersley Martyn, The Dilemma of qualitative Method, London: Routledge, (1989).23. Kothari C R, Quantitative Techniques, New Delhi: Vikas Publishing house, (1998)24. MacMillan James H and Schomacher Sally, Research in Education: A Conceptual

Introduction, New York: Harper Collins, (1989).25. Moustakas Clark, Phenomenological Research Methods, New Delhi: Sage, (1994).26. Travers Robert M W, An Introduction to Educational Research, New York: MacMillan

Publishing Co., Inc., (1978).27. Tuckman Bruce W, Conducting Educational Research, New York: Harcourt Brace

Jovanovich, Inc, (1972).28. Best John W & Kahn James V, Research in Education, Prentice Hall India Pvt. Ltd., New

Delhi, (1992)29. pRF84 0LPV[P s!))*f ;FDFlHS XF:+MDF\ ;\XMWG ;D:IF 5;\NULGF ;{wWF\lTS VG[

jIJCFZ4VFWFZMP ZFHSM8 o 5FZ; 5|SFXG30. pRF84 0LPV[P VG[ VgIM s!)((f ;\XMWG VC[JF,G]\ ,[BG XL ZLT[ SZXMm ZFHSM8 o

lGýG ;F.SM ;[g8Z31. N[;F.4 V[RPÒP VG[ S[PÒP N[;F. s!))*f ;\XMWG 5wWlTVM VG[ 5|lJlWVM sKõL VFJ'lTf

VDNFJFNo I]lGJl;"8L U|\YlGDF"6AM0"

32. 58[, VFZPV[;PsZ__(f X{1Fl6S ;\XMWGM DF8[ VF\SXF:+LI 5wWlTVMP VDNFJFNo HI5la,S[XG

33. XFC4 NLl5SF ALP sZ__$f X{1Fl6S ;\XMWG VDNFJFNo I]lGJl;"8L U|\YlGDF"6 AM0"

Department of Education, Ganpat UniversityM.Ed. SyllabusFirst SemesterI B 04 TED

Teacher EducationObjectives:-

1. To help students understand concept, perspectives & recommendations of various commissions onteacher education.

2. To help them understand aims & objectives of teacher education at various level.3. To help them understand teaching as a profession.4. To help them understand teacher professional development, programmes and agencies of teacher

education.5. To help them understand current problems / challenges in teacher education.Sr.No. Units Subunits Time Marks Credit

1 TeacherEducation

1. Concept 01

20 0.67

2. Perspectives 013. Policy & Vision 024. Recommendation of 06 Kothari commission National Policy on Education (NPE- 1986) NCTE, NCF’s Vision

2 Aims andObjectives

1. Elementary Level 0320 0.672. Secondary Level 03

3. College Level 04

3

Teacher’sProfessionalDevelopment

1. Concept 01

30 1.00

2. Teachers’ Commitments 023. Competencies to be development in teachers to

face the Challenges.03

4. Professional organizations for various levels ofteachers and their role.

04

5. Performance appraisal of teachers. 036. Faculty improvement programme Seminar Workshop Shibir etc.

02

4

Types ofTeacherEducationProgrammes

1. Pre-service teacher education Objective, Curriculum, Programme, Facilities

and Evaluation

05

20 0.662. In service teacher education Objectives, Curriculum, Programmes,

Facilities and Evaluation

05

5CurrentProblems /Challenges

1. Social & Economical Challenges 0230 1.002. Political Challenges 02

3. Cultural Challenges 02

of TeacherEducation

4. Scientific & Technological Challenges 035. Managerial Challenges 036. Emerging Concerns 03

Total 60 120 4.00

References:

1. Aggarwal Pradeep Teacher Education, Lotus Press, New Delhi, 20102. Basu,A.N. Education in morden India, Orient Book Co., Calcutta, 19473. Chaurasia,G. Innovations and Challenges in Teacher Education,Vikash Publication,New

Delhi,19774. Devgowda,A.C. Teacher Education in India, Bangalore Book Bureau,Banglore,19735. Hilgard,F.H.(ED) Teaching the Teachers:Trandsin Teacher Education,Grorge Allen and Union

Ltd.,London, 1971.6. Jangira,N.K. Teacher Traning and Teacher Effectiveness: An Experiment in Teacher

Education, National Publication House, Delhi,19787. N.C.T.E. Teacher Education Curriculum: A Frame work, NCERT, New Delhi,19788. Shukla R.S. Emerging Trends in Teacher Education, Chagh Publication,Allahabad,19789. Stones, Eand Teaching Practice – Problems and Activities, Bolhuem and co.Ltd., London,

197410. Stinnet, T.M. Professional Problems of Teachers,MacMillan Co.,London.11. VFRFI"4 DMlCGL lX1FSv5|lX1F64 V1FZ 5la,S[XG4 VDNFJFN4 Z__)12. VU|JF,4 H[P;LP ZFQ8=LI lX1FFGLlT o 5|EFT 5|SFXG4 lN<CL4 Z__&

Department of Education, Ganpat UniversityM.Ed. SYLLABUSFIRST SEMESTERI B 05 PED

POPULATION EDUCATIONObjectives:

1. To develop an understanding among the student teachers about the concept of PopulationEducation and the population situations in our country.

2. To make them understand the population situation in India & the world3. To make them analyse the factors responsible for population growth and their

consequences on economy and health etc.4. To acquaint the students with methods, techniques and approaches of teaching Population Education.5. To development understanding of the concept of economic development and factors affecting

population growth.6. To make them understand the contemporary developments in population education.

Sr.No. Units Subunits Time Marks Credit

1Introductionto Population

Education

1. Nature and meaning of population education 3

22 0.672. Aims and objectives of population objectives 23. Scope and importance of population education 34. Origin of population education in India. 2

2

Demographyand

PopulationPlanning

1. Growth of world population with special reference todeveloped and developing countries. 3

30 1.06

2. Population growth in India and Gujarat 33. Control of population growth and policies of control

in India, China and other developing countries. 4

4. Population dynamic and demographic transition. 35. National & International Sources of population

information 3

3

PopulationEducationMethods,

Techniquesand

Approaches

1. Methods : Interview, Observation, Self Learning,Assignment, Group Discussion, Dramatization, ProjectMethod, Work Shop

5

22 0.872. Techniques: Exhibition, Puppet Show, Description,Problem Solving, Value Discussion 4

3. Approaches: Separate Subject Approaches, Co-relatedApproaches, Core Learning-kit Approaches 4

4

Economicdevelopmentand factors of

PopulationGrowth

1. Economic Factors: Standards of living, impact on sociallife, Urbanization, Role of culture, Tradition and

religion.4

22 0.672. Health Factors: Diseases, Age of marriage, Nutrition,

Longevity, 3

3. Environmental factors: Air and Water Pollution, LandPollution, Mineral Pollution 1.5

4. Biological Factors : Sex education, Aids education,Family planning program 1.5

5 Diverse Issues 1. Population Education and Teacher 3 24 0.732. Gender: Male-Female Equality and Women 3

Empowerment3. Concept and Need of Adolescent Education 34. Research in Population Education 2

Total 60 120 4.00

REFERENCES:

1. NCERT Publications: 1) Report of the National Seminar, 19692. Readings in Population Education3. Report of the National Conference, 19724. Draft Syllabus5. Population Education in Class Rooms6. Indian Population and Development7. Teaching Units8. National Baseline Survey9. Conceptual Framework10. A decade of Research11. Coordination between Population and Education

Department of EducationM. Ed SYLLABUS

SECOND SEMESTER2 A 01 CDE

CURRICULUM DEVELOPMENT

Objectives:1. To develop an understanding of meaning, need and objectives of curriculum development.2. To acquaint the students of various curricular approaches and to develop an ability to implicate

the approaches in the teaching learning process.3. To develop an understanding of various bases of curriculum development.4. To acquaint the students of the process of curriculum development.5. To develop the ability to plan and develop the curriculum.6. To develop an understanding of curriculum evaluation and its various approaches.7. To develop an understanding of various models of curriculum evaluation.8. To acquaint and sensitize the students of diverse issues in curriculum development.

Sr.No. Unit SubUnits Time Credit Marks

1ConceptualFrameworkof Education

1.1 Nature and Meaning of Curriculum. 3

0.47 141.2. Characteristics and need ofCurriculum.

2

1.3. National Curriculum Framework forTeacher Education -2009 with reference toCurricular areas and curricular provisions.

2

2

2.1. DifferentApproachestoCurriculumTheory

2.1.1. Herbertian Approach 2

0.93 28

2.1.2.Morrisson Approach 22.1.3. Evaluation Approach 22.1.4. Management Approach 12.1.5. Integrated Approach 1

2.2 Bases forCurriculumDevelopment

2.2.1. Philosophical Bases( with referenceto curriculum given)

1a. Idealismb. Naturalism 1c. Pragmatism 22.2.2 Psychological Bases 12.2.3 Sociological Bases 1

3Process ofCurriculumDevelopment

3.1 Formulation and Classification ofObjectives

3

1 30

3.2 Selection of Curriculum Content andcurricular material

2

3.3 Selection and organization of learningexperiences

2

3.4 Patterns of curriculum of Organization. 23.5 Curriculum Transaction: Meaning,Requirements and role of teacher.

2

3.5 Diagnosis in Curriculum Development 23.6. Plan for Curriculum Development 2

4 4.1.Curriculm 4.1.1.Meaning,and Nature 1

Evaluation 4.1.2 Approaches of curriculum Evaluation:2

1 30

a. Formative Evaluation: Concept,Importance, validity and significance ofcontent, collection of evidences.b. Summative Evaluation: Concept,Importance, ( to be based on Test of formerstudents, Views of teachers, Parentsreaction and situation analysis andinterview)

2

4.1.2.Models of Curriculum Evaluation:

2a. Model of Comprehensive Evaluation-Hilda Taba

b. Model of Curriculum Evaluation – RalphTyler

2

c. Congruence Contingency Model ofCurriculum Evaluation- Robert Stake

2

d. Model of Curriculum Evaluation-Mukhopadhya

2

e. Context, Input, Process, Product Modelof Curriculum Evaluation -Stufflebeam 2

5 5.1. DiverseIssues

5.1.1. Curriculum Load 2

0.6 18

5.1.2. Competence diversity in teachers andits problems

2

5.1.3. . Curriculum Change – Meaning,need and Strategies.

2

5.1.4. Curriculum Planning and the future. 15.1.3. Research in Curriculum 2

Total 60 4 120

Essential Readings Dewey, John (1966). The Child and the Curriculum. The University of Chicago Press. NCTE (2009) National Curriculum Framework for Teacher Education. NCERT (2000). National Curriculum Framework for School Education, NCERT,

New Delhi. NCERT (2005). National Curriculum Framework-2005, NCERT, Sri Aurobindo

Marg, New Delhi. Wiles, J.W. & Joseph Bondi (2006): Curriculum Development: A Guide to Practice. Veer U.(2004) Modern Teaching and Curriculum Management, Anmol Publication Private

Limited. New Delhi. NCERT (1984). Curriculum and Evaluation, NCERT, New Delhi. NCERT (2006): Systematic reforms for Curriculum change. New Delhi.

References Aggarwal, J.C (1990). Curriculum Reform in India- World overviews, Doaba World Education Series-3 Delhi, Doaba House, Book seller and Publisher. Arora, G.L. (1984): Reflections on Curriculum. NCERT. McKernan, James (2007): Curriculum and Imagination: Process, Theory,

Pedagogy and Action Research. Routledge. U.K. Aggarwal, Deepak (2007): Curriculum development: Concept, Methods and

Techniques. New Delhi. Book Enclave. Diamond Robert M. (1986) Designing and Improving Courses in Higher Education: A Systematic Approach, California, Jossey-Bass Inc. Publication. Joseph, P.B. et al; (2000): Cultures of Curriculum (studies in Curriculum Theory).

New York. Teacher College Press. Oliva, Peter F. (1988) Developing the Curriculum. Scott, and Foresman and Co. Reddy, B. (2007): Principles of curriculum planning and development. Taba Hilda (1962) Curriculum Development: Theory and Practice, New York, Harcourt Brace, Jovanovich Inc. Doll Ronald C. (1986) Curriculum Improvement: Decision Making Process, London, Allyon

and Bacon Inc. UNESCO (1981) Curriculum and Life Long Education, UNESCO, Paris. Verduin J.R. (1967) Cooperative Curriculum Improvement, Prentice Hall. Erickson, H.L (2002) Concept Based Curriculum and Instruction: Teaching beyond the facts,

Corsion Press, INC (A Sage Publication Company) Thousand Oaks: California. Whecker D.K. (1967) Curriculum Process, University of London Press.

Audio-Video CDs CIET (2006) The Process of Making National Curriculum Framework-2005: A Video documentary both in Hindi and English, CIET, NCERT, New Delhi. CIET (2007) Curriculum Syllabus and Textbook: An Audio Interview with Sh. Rohit Dhankar, Chairperson of the National Focus Group set up under NCF-2005 Process, CIET, NCERT, New Delhi.

Department of Education, Ganpat UniversityM.Ed. SYLLABUS

SECOND SEMESTER2 A 02 ETD

Emerging Technologies of Education (Theory)Part – A

Objectives:-

1. To develop awereness about educational Technology and System Approach2. To know about Information technology and problems of IT3. To develop how to communication in education and to know about the learning style4. To know about Information and Information Society5. To knoe about the E-Learning

Sr.No. Units Sub-units Time Marks Credit

1

A. IntroductiontoeducationalTechnology

1. Meaning and Scope of Educational Technology 3

19 0.73

2. Characteristics of E.T.3. Objectives of E.T. 3

B. Systemapproach inE.T.

1. Meaning and Defination 22. Step of system approach, characteristics3. Gain and Limination of system approach 3

2

An Introductionto InformationTechnology

1. Concept, function, Uses 4

19 0.60

2. caution again over use of ITa. Socialzation problemsb. Problems of growth and Developmentc. Absured literature of ITd. problems of unathorisede. problems of unemployment

5

3

A. Introdu--ctioneducationalTechnology

1. Concept of Communication – Defination ofcommunication, Need of Communication 5

20 1.07

2. Components of Communication – sanderreceiver message channel, feed back, Encode,

Decode4

3. Barriers of psychological background 14. class-room communication – Interaction verbal

& non-verbal 3

B. Learningstyle

1. Types, Source, Design 3

4Introduction ofInformationSociety

1. Concept of Information & Information Society 2

16 0.302. Characteristics of Information society3. Tranformation of I.S. at International level 2

4. Status of India in Transformation modern Indiansociety 1

5 E-Learning

1. Concept of E-Learning 2

10 0.302. Objectives, Importants, Curriculam, on the Basisof E.L.

3. Teaching on the basis of E.L.3

Total 45 84 3.00

References:

1. Ambarnual, A.D.ed (1988) computrs in Research and Education, Rajkot: Department ofEducation, Saurashtra University

2. Antani N. (1977). Internet for Baginners, New Delhi: Tata Mc araw Hill publishing companyLtd.

3. Hawhridge, D. (1983) New introduction technology in education. London: Croon Helm4. Hills, P.J. (1986) Teaching, Learning and communication, London: Croon Helm5. Gain, Y.K. (1997) Computer Fundamentals o’Level. New Delhi: BPB Publications.6. Kumar, A and S. goswami (1996) the Information society Block – 1 (IC – 01) New Delhi.7. Rujers William (1984) communication in Action. New York: Holt, Rineart and Winston8. NF[\UF V[GPV[;P lX1F6 XF:+ EJG4 ;{FZFQ8= I]lGJl;"8L4 ZFHSM89. jIF; UF{Z\U VG[ ALHFP lX1F6DF\ DFlCTL 5F{nMlUSL4 VDNFJFN

Department of Education, Ganpat UniversityM.Ed. SYLLABUS

SECOND SEMESTER2 A 02 ETD

Emerging Technologies of Education (Practical)Part - B

Sr.No. Units Subunits Time Marks Credit

1 Module:1Introduction toMs-Word

Introduction to word,Application of word,Introductionto fil and Directory, Editing a document, move andcopy Text, Formatting text and paragraph, Final andReplace text, spell check, tabs and indention,Enhancing a document, colums, tables and otherFeature, Mail marge, Seining.

6 6 0.40

2 Module:2Ms-Excel

Introduction to worksheet and work book, Applicationof excel, Addressing modes, commands functions :

state & maths, move/copy text, Insert/Delete rowsand columns, Furmatting a worksheet, print theworkbook, charts, naming Ranges, and database in aworksheet, Additional formatting commands, Drawingtoolbar, Creating formula and solving statisticalproblems.

4 5 0.26

3 Module:3Ms-PowerPoint

Introduction to power point, Creating a presentation,power point views, slide show, printing a presentation,formatting slides, slide transition and adding specialeffects, Inserting pictures,sound, chart.

3 4 0.20

4 Module:4LocatingResources forResearchproject andcommunicatingthroughInternat

Creating mail ID, using E-Mail-Chat, Virus Understanding copyright Laws related to computer

and software use. Locating Curriculum resources material Locating Internet resources Using directories and web search engines Locating resources using Encyclopedia,

CD roms Using work cited page

1 1 0.07

5 Module:5Introduction touseful softwarerelavaut to theEducationalResearch

Spss: Frequency, Mean, Sk, Ku, SD, t-value, NRT: Facility value and Discrimination index

(Basic Introducation)

1 1 0.07

Total 15 17 1.00

Journal - 02 Viva – Voce - 03

_____05

REFERENCES:1. Gupta Vikas, Comdex Computer Course Kit, DreamTech publications, New Delhi (2001).2. Hillma David, Multimedia Technology of Applications3. Mayer Richard E, Multimedia Learning, Cambridge University Press, UK (2001).4. Norton Peter, Introduction to Computers, Tata McGraw Hill Publications, New Delhi (2000)5. Schwatz & Schultz, Office 2000, BPB publications, New Delhi, (2000)6. Sinha P K, Computer Fundamentals, BPB Publication, New Delhi (1992)7. Sportack M A, Networking Essentials, TechMedia, New Delhi (1998)8. Vanghan Tay, Multimedia – Making it work.

Department of Education, Ganpat UniversityM.Ed. SYLLABUS

SECOND SEMESTER2 A 03 ERS

EDUCATIONAL RESEARCH & STATISTICSObjectives:1. To develop understanding about the fundamentals of sampling theory2. Introduction of the research institutes3. To make them able to write and evaluate research reports and dissertations4. To understand the application aspects of descriptive and inferential statistics5. To enable them understand the contemporary developments in educational statistics.To understand the application aspects of descriptive and inferential statistics

Sr.No. Units Sub-units Time Credit Marks

1 SamplingTechniques

1. Population and sample2. Important of sampling 1

1 36

3. Characteristics of a good sample4. When should the sample be large 1

5. Sampling techniquesa. Probility sample: Simple random, Stratified

Random sampling, Systematic sampling andcluster sampling

3

b. Judgment sample: Incidental sampling,purposive sampling, Quota sampling 3

c. Other sampling techniques: sampling by pairs,double sampling, sequential sampling 3

6. Misstates often made in sampling 17. Hypothesis testing

7..1 Type – I and type – II errors 2

7.2 One tailed and two – tailed tests 1

2Researchwork doneIn Gujarat

1. Institution conducting research and nature of studiesunder taken 4 0.27 12

3 DescriptiveStatistics

1. Classification and tabulation of data2. Diagrammatic and graphic presentation

a. Histogramb. Frequency polygon

4

1.33 30

3. Measures of central tendency 14. Measure of variability 15. Probability and distribution

a. Attributes and uses of Normal Distribution curveb. Kinds of skewed curve Positively skewed curve Negatively skewed curve Bimodal curve Kurtosis

4

6. Simple correlation Meaning of simple correlation Interpretation of correlationi. Spearman’s rank Different methodii. The calculation of r from ungrouped dataiii. The calculation of r from assume meaniv Biserial, Point Biserial, tetrachoric

10

4 InferentialStatistics

1. Sampling distributions and hypothesis testinga. When means are uncorrelated and sample are

largeb. When mean are uncorrelated and sample are smallc. One way and ANOVA

6

1 242 Non-parametric tests:a. Chi-square Method of equal probability Method of contingency table

b. Median testc. Sign test

9

5

Interpretati--on andReportingResearchFindings

1. Meaning and techniques of interpretation,Classification of Data, Quantitication of Data andDescription of data, Data analysis, coding of data

2

0.4 182. Different types and steps of report writing. (Typing,quotations, bibliography, tables, graph, figure,chapterrization )

2

3. APA Style 2Total 60 4 120

REFERENCES:1. Tuckman Bruce W, Conducting Educational Research, New York: Harcourt Brace Jovanovich, Inc.,

1972.2. Kothari C R, Quantitative Techniques, New Delhi; Vikas publishing house, 19983. Moustakes Clark, Phenomenological Research Methods, New Delhi: Sage, 1994.4. Millan James H Mc and Sally Schomacher, Research in Education: A Conceptual

Introduction, New York: Harper Collins, 1989.5. Cohen Louis and Manion Lawrence, Research Methods in Education, London: Routledge, 1980.6. Hammersley Marty, The Dilemma of Qualitative Method, London: Routledge, 1989.7. Robert M W, An Introduction to Educational Research, New York, Mac Millan Publishing Co., Inc.,

1978.8. Gupta S P, Statistical Methods, New Delhi: Sultan Chand & Sons, 1996.9. Aggarwal Y P, Statistical Methods, New Delhi: Sultan Chand & Sons, 1996.10. Sinha B.L. Statistics in Psychology and Education,Anmol Publication Pvt.Ltd.New Delhi11. Gupta S.P.,Statistical Methods, Sultan Chand & Sons, New Delhi(2006)12. Levin R.I. & Rubin D.S.,Statistics for Managements Prentice Hall of India Private

Limited, New Delhi (2007)13. Howell David C.,Fundamental Statistics,Thomson Books, (2004)14. Kish L., Statistical Design for Research,Wiley Interscience (2004)15. Sharma S.R., Statistical Methods in Educational Research, anmol Publications Pvt.Ltd.

New Delhi (2006)16. pRF84 0LPV[P s!))*f ;FDFlHS XF:+MDF\ ;\XMWG ;D:IF 5;\NULGF ;{wWF\lTS VG[

jIJCFZ4VFWFZMP ZFHSM8 o 5FZ; 5|DFXG17. pRF84 0LPV[P VG[ VgIM s!)((f ;\XMWG VC[JF,G]\ ,[BG XL ZLT[ SZXMm ZFHSM8 o lGýG ;F.SM

;[g8Z18. N[;F.4V[RPÒPVG[ S[PÒP N[;F.s!))*f ;\XMWG 5wWlTVM VG[ 5|lJlWVM sKõL VFJ'lTf VDNFJFNo

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20. XFC4 NLl5SF ALP sZ__$f X{1Fl6S ;\XMWG VDNFJFNo I]lGJl;"8L U|\YlGDF"6 AM0"

Department of Education, Ganpat UniversityM.Ed. SYLLABUS

SECOND SEMESTER2 A 04 EED

ELEMENTARY EDUCATIONObjectives:

1. To develop an understanding of the perspectives and context of elementary education.2. To develop an understanding of concept and meaning of elementary education.3. To acquaint the students of various program and strategies for elementary education.4. To develop an understanding of the skills and qualities needed for elementary teacher.4. To acquaint the students of various strategies and programmes in elementary education.6. To develop an understanding of the role and functions of various programs in elementary education.7. To develop an understanding of undergoing principles of curriculum development and evaluation at

Elementary stage.8. To acquaint the students of diverse issues in elementary education and develop their understanding.9.Sr.No. Units Subunits Time Marks Credit

1 Perspectivesand context ofElementaryEducation

1. Introduction to Elementary Education 2

28 0.93

2. Historical Perspective of Elementary Education withSpecial reference to motive and focus of ElementaryEducation in Gujarat.

3

3. Concept, objectives & Justification of ElementaryEducation. 3

4. Related Concepts and target group of ElementaryEducation (Access, Enrollment & Retention) 3

5. Recommendations of Kothari Commissionand National policy on Education (1986 & 1992) withspecial reference to Elementary Education

3

2 ElementaryTeacherTrainingProgrammes.

1. Institutions providing preservice & inserviceTraining 3

22 0.742. Acquisition of basic skills required for teaching at

elementary level 3

3. Special Qualities of Elementary School teacher(EST) 2

4. Need for Orientation and reference course for EST 33 Strategies and

programmesforElementaryEducation(with specialreference totheir role)

1. Gujarat Council of Educational Research andTraining. 3

28 0.93

2. Sarva Shiksha Abhiyan 33. Non Government Organizations. 24. Early Child Care Education 25. District Panchayat 16. Block Resource centre (BRC) and Cluster

Resource Centre (CRC) 2

7. Role of Village Education Committee (VEC) andother Committees at Local level. 1

4 Curriculum 1. Principles of Elementary School Curriculum 2 22 0.73

andEvaluation inElementaryEducation

1. Structure of curriculum at Elementary Educationlevel 3

2. Minimum level of learning (M.L.L.) and transactionof Curriculum based on M.L.L. 3

3. Evaluation system at the Elementary level. 35 Diverse Issues

in ElementaryEducation

1. Advancement of Educational performance throughteacher support (ADEPTS) 3

20 0.672. The Learning need of Pupils and School Readiness 33. Integrated Education for Disabled Child (IEDC) 24. Research in Elementary Education 2

Total 60 120 4.00

References

• Celin Richards (1984). The Study of Primary Education and Resource Book. Vol. I.• Government of India (1986) National Policy on Education, New Delhi, MHRD.• Government of India (1987) Programme of Action, New Delhi: MHRD.• Government of India (1987) Report of the Committee for Review of National

Policy on Education, New Delhi, MHRD.• Hayes, Denis (2008): Primary Teaching Today: An Introduction. Routledge

Publications, U.K.• Hurlock, E. (1995). Child Development. McGraw Hill Book Company, USA• Kabra, K.M. (1977) Planning Process in a District, New Delhi: Indian Institute ofPublic Administration.

• Kurrian, J. (1993) Elementary Education in India, New Delhi: Concept Publication.• Lewis, Ramón (2008): Understanding Pupil Behaviour. Routledge Publications,U.K.

• Mohanty, J. N. (2002): Primary and Elementary Education. Deep & DeepPublications, New Delhi

• National Curriculum Framework (NCF)-2005 NCERT, New Delhi.• Rao, V.K. (2007): Universatisation of Elementary Education. Indian Publishers,

New Delhi.• Rita Chemicals (2008): Engaging pupil voice to ensure that every child matters: A

practical guide. David Fultan Publishers.• Singhal, R.P. (1983) Revitalizing School complex in India, New Delhi.• Sharma, Ram Nath (2002): Indian Education at the cross road. Shubhi Publications.• Tilak, J.B. (1992) Educational Planning at gross roots, New Delhi. lGZ\TZ lX1F6 v DM0I], v 0MP VFZTLA[G S:J[SZ TH7M DF8[ ;FlCtI DM0I], ;\5]8 v ÒP;LP.PVFZP8L UF\WLGUZ U]HZFTGF lX1F6GM .lTCF;4 lXJ 5|;FN ZFHU]~ ADEPETS, SSA, Gandhinagar J{Sl<5S lX1F6 jIJ:YF DM0I],4 V[;PV[;PV[P4 UF\WLGUZ