SPICER ADVENTIST UNIVERSITY DEPARTMENT OF...

EDPC 631: Psychological Development: The Growth Years-2016

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SPICER ADVENTIST UNIVERSITY

DEPARTMENT OF EDUCATION

M.A Education

Course Outline

EDPC 631: Psychological Development: The Growth Years (4 credits)

Third Semester 2016 - 2019

Lecturer:

Classroom:

Time:

Address: Aundh Road, Ganeshkhind PO Pune , Maharashtra-411007, India

COURSE DESCRIPTION

This course is a study of various aspects of human development from conception to adulthood.

The emphasis is on major physical, cognitive, emotional, psychosocial and educational aspects.

Theoretical perspectives and practical applications are also included . Course work includes

projects which emphasize practical work.

COURSE OBJECTIVES

1. To acquaint students with basic concepts and factors related to Life span development.

2. To help students to understand the process of pre-natal development and the roles of

heredity and environment .

3. To enable students to analyze and evaluate the developmental aspects of infancy, and

childhood.

4. To enable students to analyze and evaluate the developmental issues, adjustment problems

associated with adolescence stage.

5. To promote in students an understanding of various developmental challenges and adjustment

problems one encounters in adulthood.

6. To promote optimal human development, wellness, and mental health through prevention,

education and advocacy during growth years.

COURSE OUTLINE

Unit -1 Introduction to Human Development

1.1 Historical and Contemporary perspectives

1.2 Human Growth and Development – Meaning, Stages, Concepts

1.3 Principles of Development


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1.4 Influencing Factors in Development

1.5 Research Methods and Designs

UNIT-2 Theoretical Perspectives of Development

2.1 Biological Perspectives – Maturational, Evolutionary, Ethological

2.2 Psychodynamic Perspectives- Sigmund Freud, Erik Erickson

2.3 Cognitive Perspectives - Jean Piaget, Information processing

2.4 Behavioral Perspectives –Conditioning and Social Learning

2.5 Contextual and Ecological model – Lev Vygotsky, Uri Bronfenbrenner,

UNIT-3 Genetic Foundations

3.1 Mechanisms of Heredity : Genes and chromosomes, dominance and recessive genes.

Genotype and phenotype

3.2 Genetic Traits -Dominant and recessive, Sex-linked , Polygenic

Sex determination, Multiple offspring

3.3 Chromosomal abnormalities – Down syndrome; Abnormalities of the sex chromosomes

- Kleinfelters, Fragile x , Turner’s, Trisomy .

3.4 Gene- linked abnormalities - PKU, Sickle Cell Anemia, Tay Sachs disease.

UNIT-4 Prenatal Development and Birth

4.1 Beginnings of Life - Conception and Fertilization.

4.2 Stages of prenatal development- germinal, embryonic and fetal stage

4.3 Factors influencing prenatal development

4.4 Prenatal Diagnostic Techniques

4.5 Stages of Child Birth , Methods of delivery and Birth complications

4.6 Hazards and Preventive measures in Prenatal period

UNIT-5 Neonate / Newborn

5.1 Neonate – assessments : Apgar scale, Brazelton scale ;

5.2 Adjustments , Physical characteristics and physiological functioning

5.3 Early reflexes- Moro, grasping, tonic neck, Babinsky, rooting, etc.


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5.4 Early Sensory capacities - Touch, taste, smell, hearing and vision

5.5 States and Behavior - Feeding and Sleep/ waking patterns.

UNIT-6 Infancy / Babyhood

6.1 Physical Development and Milestones of Motor development

6.2 Emotional and Social Development – Attachment Process and Style

6.3 Personality development- Beginnings of ‘I’ and ‘me’

6.4 Language Development – Pre-Speech forms of vocalization, sequence of language

development.

6.5 Cognitive Development - Piaget’s , Information Processing and Vygotsky’s models ;

Role of Parents, Educational media and Toys.

6.6 Hazards and Happiness in Babyhood

UNIT-7 Early Childhood / Preschool Years

7.1 Characteristics and Developmental tasks

7.2 Physical Development – The growing body and brain

7.3 Motor development , Motor skills and Handedness

7.4 Characteristics of emotions and Common emotional patterns

7.5 Social development – Parent-child relations , Family and Friends in Preschoolers’

social lives

UNIT-8 Preschool Years

8.1 Cognitive development - Piaget’s Preoperational Stage; Understanding and Concepts.

8.2 Speech development- comprehension, speech skills, influencing factors

8.3 Personality development — Forming a sense of self , Sex-role typing.

8.4 Early Childhood Education – Role of parents, Methods, Play Schools, Montessori.

8.5 Hazards and Happiness in Early Childhood

UNIT-9 Middle and Late Childhood / School Years


9.2 Physical development and motor skills


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9.3 Emotional and Personality development , Self concept , Self-esteem

9.4 Social development and Family Relations

9.5 Peer Relationships – Gang age, Friendships, Peer acceptance.

UNIT-10 Middle and Late Childhood / School Years

10.1 Cognitive development - Piaget’s, Information Processing, Vygotsky’s approaches and

classroom implications

10.2 Language development- Vocabulary , Syntax, Pragmatics and Social speech .

10.3 Schooling: The three R’s and other , Teacher-student interactions,

Teaching children with special needs.

10.4 Hazards and Happiness in School years.

UNIT-11 Puberty and Adolescence - Age of transition

11.1 Puberty, Effects of Early and Late maturation.

11.2 Physical and sexual maturation , Nutrition and Eating disorders.

11.3 Search for identity and Identity crisis- Theories by Erikson , Marcia;

Self concept and Self-esteem.

11.4 Social Relationships - Family, Friends and Adult society; Sex Roles and Dating .

11.5 Moral development reasoning - – Kohlberg’s and Gilligan’s theories; Values in

Adolescence and Implications for Value Education .

UNIT-12 Adolescence -

12.1 Cognitive development and School performance

12.2 Career Choices and Guidance.

12.3 Heightened Emotionality and Emotional disturbances

12.4 Threats to adolescents’ well-being - Substance abuse, STD’s, Juvenile Delinquency,

12.5 Major Adjustments in Adolescence

12.6 Sex Education – Nature, Importance and Methods.


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UNIT-13 Early Adulthood


13.2 Interests in Early Adulthood

13.3 Cognitive Development- Logical , Realistic thinking; Postformal thought and

relativistic thinking

13.4 Occupational /Vocational development and Social mobility

13.5 Adjustments in Adulthood – Educational , Vocational , Social, Personal , Marital and

Parenthood.

13.6 Maturity in Adulthood – Dimensions of maturity, Challenges, Achievements and

Issues in Adulthood.

ASSIGNMENTS [ PRACTICAL WORK] :

Students are required to complete any five of the following projects to facilitate their

understanding of human development .

I. Infancy: Observation and recording of developmental milestones in infancy and

preschool stages of development using checklists.

II. Preschool Years: Observation and recording of developmental milestones in infancy

and preschool stages of development using checklists.

III. Middle Childhood : Observation of a child in middle childhood stage and write a

report on the following -

1. Physical and health status

2. Parent – Child Interactions

3. Child’s behavior in group situations

4. An incident where the child behaved emotionally

5. Discipline techniques used by parents

6. Child’s interactions with siblings

7. TV –watching pattern

8. Reading Habits

9. Interests and Hobbies

10. School performance


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IV. Adolescent Case History

Interview an adolescent between the ages of 13 and 19. Have an informal conversation

with an adolescent and find out his interests, aspirations and problems.

V. Observation of Social Interaction in Preschool Children :

Visit a Nursery or Play School classroom observe the children’s social behavior and

type of play. OR

Participatory Observation: Take care of the child for two hours and write a report of

your experience with the child.

VI. Psychological Autobiography :

Collect 5 photographs of your childhood. Write a brief report of your own childhood .

OR

Collect 5 photographs of you as an Adolescent. Write a brief report of your own

adolescence.

VII. Field Work:

Visit Drug De-addiction Center/ Special Education institution / Counseling Centre and

write a Report on your visit.

Suggested Topics for Term Paper

1. Theories of Cognitive / Personality / Moral development

2. Genetic defects and interventions

3. Early Childhood - Role of play in Promoting cognitive development.

4. Autistic child and Emotionally Disturbed children

5. Child abuse and prevention in Indian context.

6. Divorce and its effect on children .

7. Peer Relations and Social development in middle childhood

8. Effects on Child rearing practices when both are working parents.

9. Child discipline techniques and effect on Personality development

10. Role of school in Promoting cognitive or social development in School years.

11. Role of parents in promoting emotional / language development in children.

12. Problems of Adolescents in Indian Society.


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13. Juvenile Delinquency and Promoting moral development in Adolescents .

14. Dating and Teenage Pregnancy

15. Vocational hazards and adjustments in Adulthood.

16. Social and Family adjustments in Adulthood

COURSE REQUIREMENTS

1. Attendance

You are expected to attend class sessions regularly, and participate meaningfully in class

activities. Please review the university’s current policy on attendance. Excused absences

do not remove the student’s responsibility to complete all requirements of a course.

2. Class Tests

Class tests must be taken on the assigned dates. Make up tests may be administered on

presentation of a medical report and must be completed before the next scheduled

examination.

3. Examinations

Mid-Semester and Final examination must be taken on the assigned dates.

4. Assignments

a. Reading reports ( 3)

b. Assignments [ Practical work] (5)

c. Presentation( 1)

d. Project/ Term paper ( 1)

e. Review of research articles (2 )

5. Reviewing Contemporary Development Issues in the Media

Review each of the following contemporary issues addressed by the media (i.e.,

newspapers, magazines, journals, radio, and/or television) and submit a double-spaced

typewritten two-three-page summary of each issue.

COURSE PEDAGOGY

Lectures, Power Point notes, Group activities, Class discussion/interaction, Readings

(articles, book chapters, etc.) , In-class assignments/exercises, Internet resources and the

use of Instructional media are the main methods of instruction.


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REQUIRED TECHNOLOGY TOOLS

Power Point Presentations, Internet resources and Videos .

Text Books

1. Feldman, R. S. 4th ed. (2006). Development across the life span. London:

Pearson Education.

2. Feldman R. S. and Nandita Babu (2011). Discovering The Life Span: Pearson Education.

3. Hurlock, E. (2002). Developmental psychology. A Life Span Approach. (5th

ed.) McGraw

– Hill Publication.

4. Papalia, D.E., Olds, S.W. & Feldman, R.D. (2004). Human Development (9th ed). New

Delhi: Tata Mc Graw Hill Pub.

5. Santrock, J.W. (2011). Life-Span Development. (13th

ed.). New York: McGraw Hill

Companies

Other Suggested Readings

1. Bee, H, & Boyd, D. (2004). The Developing Child (10 ed). Delhi: Pearson Education

Publication.

2. Berk, L.E. 3rd ed. (2004). Development through the life span. Delhi: Pearson Education

Publication.

3. Cavanaugh, John, C.G. & Blanchard, F., (2002). Adult Development and Aging, 4th

Edition. USA, Wadsunth Group.

4. Handbook of Child Psychology, Vol.I, II, III and IV. John Wiley & sons, inc.

5. Hoyer, Willia, J., Rybash, John, M. and Roodin, Paul, A. (1999), Adult Development and

Ageing, McGraw – Hill College.

6. Laura E Berk (2003) Child development, New Delhi, Pearson Education.

7. Lynn M. Shelly (2014). Handbook of Psychology: Developmental Psychology, Volume V

Viva Books, New Delhi.

8. Santrock, J. W. 11th ed. (2007). Adolescence. N.D.: Tata Mc-Graw Hill

9. Shaffer, D. R. and Kipp, K. 7th ed. (2007). Developmental psychology:

Childhood and adolescence. Haryana: Thomson.

10. Srivastava A K (1998) Child development An Indian Perspective, New Delhi, NCERT.


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11. Saraswathi, T.S. (2003). Cross-cultural perspectives in Human Development:

Theory,Research and Applications. New Delhi: Sage Publications.

Recommended Journals

Journal of Adolescence

Journal of Child and Family Studies

Journal of College Student Development

Journal of Counseling and Development

Journal of Developmental Studies

Journal of Developmental Educational

Journal of Family Issues

Journal of Human Development

Journal of Humanistic Counseling, Education and Development

EDTE 633: Improving Instruction-2016

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M.A Education

Course Outline

EDTE 633: Improving Instruction (4 credits)

Third semester 2016 -2019

Lecturer:

Classroom:

Time:


COURSE DESCRIPTION

This course is designed to provide a framework for organizing and teaching declarative and

procedural knowledge, developing habits for lifelong learning and building a positive

classroom environment (including the use of cooperative learning groups). Includes

reflection, micro teaching, and peer feedback. This course also uses the Dimensions of

Learning (DOL) as the main framework for planning, instruction and for assessments.

Various models, strategies and methods of teachings are merged into the main framework.

COURSE OUTCOMES/ OBJECTIVES

Learners will:

Develop awareness and appreciation of the various teaching strategies which can be

used to teach a variety of disciplines.

Demonstrate knowledge and skill in Dimension of Learning (DOL).

Develop appropriate teaching material and submit lesson plans for each of the models

taught.

Develop a unit plan (one-two weeks) that incorporates a variety of models written in

DOL format.

Write and present lesson plans.

Appreciate the role of teaching methods and strategies for instructional planning

Identify the forces that inhibit teaching and learning process.

Articulate how values can be integrated into class room instruction.

Work effectively in a collaborative group (discussion, group project)

COURSE OUTLINE

1. Technical Aspects of Teaching: Models of teaching, training model.

2. Dimension of learning one- positive attitude and perception about learning, what are

the ways to make it possible in the classroom

3. Cooperative learning: Its strategies and types: numbered heads together, think pair

share, cooperative method, jigsaw, inside outside circle, round table

4. Role playing strategies- Model of teaching

5. Dimension 2 of learning- acquire and integrate knowledge, declarative, procedural

knowledge, how to help students construct the meaning and have experience contents

using variety of senses, reciprocal teaching, SQR

6. Concept attainment- Model of Teaching

7. Concept formation- Model of Teaching


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8. Taba inductive method – Model of teaching

9. KWL method –Model of Teaching

10. Dimension 3 of learning- Extend and refine knowledge, comparison, classifying,

induction, deduction, error analysis, constructing support

11. Memory models.- Model of Teaching

12. Advance organizers- Model of Teaching

13. Inquiry Model – Model of Teaching

14. Concept mapping- Model of Teaching

15. Dimension 4- thinking involved in using knowledge meaningfully, decision making,

investigation, experimental enquiry, problem solving, inventions

16. Dimension 5- productive habits of mind, self regulated thinking, critical thinking,

creative thinking

COURSE FORMAT

The process of training used in this course is based on how teachers develop skills and

transfer these skills into the teachers’ repertoire. The conceptual basis for the training program is the Training Model (Joyce & Showers, 1983), which includes educational

coaching. The course is divided into three phases:

Phase I

(1) Brief theoretical overview of the teaching model.

(2) Demonstration of the model.

(3) Discussion of the model and review of the steps involved in planning and teaching.

(4) Additional demonstration.

(5) Further discussion with a focus on the use of the model in relation to the curriculum

and the results that can be expected.

(6) Further demonstration as needed.

Phase II

(1) Lesson Preparation.

(2) Peer teaching of your lesson (one-on-one, 10-15 minutes in length).

(3) Revision, if necessary by the teacher, of your lesson, based on peer teaching.

Phase III

(1) Micro-teaching: Presentation of your refined lesson to your micro-teaching group of

4-6 peer (7-10 minutes in length).

(2) Group coaching: coaching feedback forms filled out and given to each presenter after

a short coaching session at the end of their lesson.

(3) Self critique and lesson evaluation is done by a student.

(4) A final revision, if necessary, can be made on the basis of the coaching session and

self critiques, as lesson material is compiled.


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COURSE REQUIREMENTS

1. Attendance

Regular attendance to class is very important. Each student is expected to attend

classes regularly. Marks (5) are allotted for attendance and class participation in the

internal marks.

2. Class tests

The students are required to write two classes tests, one before the mid semester

examination and the other after mid semester examination. Each of these tests carry

five marks. Adding to total of (10) marks in the internal marks.

3. Examination

The students are expected to write a mid semester examination for a period of one

hour. 15% of these marks will be included in the internal marks

4. Assignments The assignments include reading reports, presentations, class assignments, case

studies, a term paper/ mini project/ field work

a. Assignments

Dimension one

1. Observe an educational movie and write down how teachers brings positive attitude

towards learning.

2. Write an essay on “How will I bring about positive attitude and perception towards learning when I become a teacher”.

3. Write five examples of cooperative learning

4. Prepare lesson plans, teach and be coached for any five co-operative learning

methods.

Dimension two

1. Write ant five memory techniques.

2. Draw any 10 graphic organizers.

3. Teach procedural knowledge to one child and write your reflections.

4. Prepare lesson plans, teach and be coached for Taba Inductive, KWL, and concept

attainment in the class.

5. Write one unit plan.

Dimension three

1. Give examples of extend and refine knowledge- classifying, comparison, deductive,

inductive, analyzing perspective, abstracting, error analysis, constructing support

Dimension four

1. Give example of use knowledge meaningfully- decision making, investigation,

experimental enquiry, problem solving


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Dimension five

1. Write down activities for the three habits of mind- self regulated thinking, critical

thinking, creative thinking.

2. Write an essay “How you as a teacher will use dimension of learning to improve learning process in the classroom.

b. ReadingReports (Three) The reading reports are based on material others than textbooks. Articles from educational

journal or online sources are preferred over books. The one page report should contain a

summary, a paragraph each of what is important, what is useful, what I agree with, and what I

disagree with. Three reading reports should be submitted.The students can read from text

books, reference books or form the internet but they should mention the source on the reading

report.

Reading report 1: Teaching of Concepts

Reading report 2: Concept Mapping

Reading report 3: Advance Organizers

c. Portfolio

Each student has to maintain a journal consisting of all lesson plans along with teaching

materials, creativity depicting extend and refine knowledge, charts of advance organizers,

memory strategies and the file should contain all the assignments and reading reports

presented neatly and clearly.

PEDAGOGY Cooperative learning

Demonstration

Lecture

Discussion

Reading

Student presentations

Reflective practice

Investigation


Multimedia computer (can be in a computer lab)

MS Word & PowerPoint Software (can be in a computer lab)


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TEXT BOOKS

Joyce, B. Weil, M., & Showers, B. (1996).Models of Teaching (5th

Edition).Allyn and

Bacon:Boston, MA.

Marzano, R.J..,Pickering, D.j., Blackburn, G.J., &Moffet, C.A. (1992). Dimensions of

Learning: Teacher’s Manual FOR Supervision and curriculum Development: Alexandria, VA.

Kagan, S.(1994). Cooperative Learning. Resource for Teachers: San Juan Capistrano, New

Delhi. CA

Marzano, R.J., Pickering, D.J., & Pollock, J.E. (2011).Classroom Instruction that works:

ResearchBased strategies for increasing student achievement, Association for

Supervision and CurriculumDevelopment:Alexandria,VA.

COURSE REFERENCES

Hoy, A.W. & Hoy, W.K. (2009). Instructional Leadership: A Research Based Guide to

Learning in Schools. Pearson: Boston, MA.

Orlich, D.C., Harder, R.J., Callahan, R.C., Trevisan, M.S. & Brown, A.H. (2004).Teaching

Strategies: A Guide to Effective Instruction. Houghton Mifflin Company: Boston,

MA.


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SPICER ADVENTIST UNIVERSITY – DEPARTMENT OF EDUCATION

Micro Teaching Assessment Form

Total points = 16 +2(for classroom control+ 2(Formal attire)=

Name of the Student:

Year:

Course No: Signature of the Teacher

Excellent

4 pts

Good

3pts

Fair

2pts

Needs

Improvement

1pt

Lesson Aim The lesson is

based on clear

aim and it is

complete and

well written.

The lesson is

based on aim

but it not clear

enough, but its

well written

The lesson is

based on aim

but it not clear

enough not well

written

The lesson is not

based on aim

Content of

the lesson

Content of the

lesson meets all

the objective

and is engaging

for students

Content of the

lesson meets

most of the

objective and is

engaging for

students

Content of the

lesson meets

some of the

objective and

not so engaging

for students

Content of the

lesson does not

meet the objective

and is not engaging

for students

Steps of the

method

All the steps in

the teaching

method were

followed

effectively.

Most of the

steps in the

teaching method

were followed

effectively.

Some of the

steps in the

teaching method

were followed

effectively.

None of the steps

in the teaching

method were

followed

effectively.

Overall

presentation

Quite effective

and interesting

Effective and

interesting

Somewhat

effective but not

interesting

Neither effective

nor interesting

EDAL 635 Human Resources Administration-2016

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SPICER ADVENTIST UNIVERSITY DEPARTMENT OF EDUCATION

M.A Education

Course Outline

EDAL 635 Human Resources Administration (4 credits)

Third semester 2016-2019

Lecturer:

Classroom:

Time:


COURSE DESCRIPTION

Human resources administration encompasses functions whose goals are to attract, develop,

retain and motivate personnel in order to achieve the organization’s objectives. It also includes helping employees maximize their potentials, as well as fostering a healthy

organizational climate. It will be useful for teachers, principals, superintendents, consultants

and educational leaders working at the primary and secondary levels.

COURSE OUTCOMES/OBJECTIVES

Learners will:

● Become knowledgeable of the concepts and issues inherent in Human resources

administration.

● Analyze the basic principles of organization and management in the 21st century relate

to the development of organizational climate and culture.

● Discuss the basic principles of Strategic planning.

● Become acquainted with the legal aspects of human resources administration as the

foundation for effective policy formulation

● Investigate the techniques in the recruitment, selection, hiring, compensation and

development of personnel used in the school system.

● Be able to assess the personnel practices used in the school.

● Report the organizational structure, recruitment, orientation, professional

development and appraisal conducted in contemporary schools.


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COURSE OUTLINE

Chapter 1. Human Resources Administration:

1.1 Definition, Components and Nature of Human Resource Administration

1.2 Past to Present, the Scientific, Human Relations, Behavioural Science, and the Post

modern diversity and innovation.

Chapter2. The Nature of the Human Resources & Function:

2.1 Its Organization and Processes.

2.2 Impediments and opportunities for Human Resource function. Environmental factors

impacting the HR and Organizational constraints hampering the HR function.

2.3 HR impacts on teaching, position descriptions, and common problems.

Chapter 3. Strategic Human Resources Planning.

3.1 Definition and background of strategic planning as applied to Human Resource

functions and processes.

3.2 Strategic planning – importance and steps

Chapter 4. Organizational Climate and the Human Resources Function.

4.1 Definitions and analysis of school climate,

4.2 Impact of culture and climate on school

4.3 The role of HR in improving school climate.

4.4 Methods to motivate the personnel in school

Chapter 5. Policies and Regulation in the Human Resources Function.

5.1 The development of Personnel Policies and Regulations,

5.2 Characteristics and examples of effective Policies and Regulations.

Chapter 6. Legal aspects of Human Resources Administration.

6.1 Terms and conditions of Employment,

6.2 Discrimination, and Adverse Employment Decisions.

Chapter 7. Collective Bargaining and the Human Resources Function:

7.2 Working with Employee Groups, Employee Unions,

7.3 Collective Bargaining, and Contracts.


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Chapter 8.Recruitment of Employees.

8.1 The Recruitment process,

8.2 Fiscal and legal Constraints,

8.3 Evaluation of the Recruitment Process.

Chapter 9. Selection & Induction of Employees

9.1 Selection procedures, evaluating and selecting applicants for the school

9.2 Establishment of Selection Criteria, the application process, screening, Interviews and

background checks.

9.3 Steps in selection of administrative and support personnel

9.4 Orientation / Induction for administrators

9.5 Organizing and administering orientation process, development of an orientation check

list for your school personnel

Chapter10. Maximizing Human Resources.

10.1 The school as a social system.

10.2 Human motivation Theories,

10.3 Skills of an effective leader

10.4 Managing with conflict and controversy in school

10.5 professional developments for educational personnel & support personnel

10.6 qualities of productive work environment.

Chapter 11. Performance of Evaluation.

11.1 The purpose, Elements, and standards of a sound Evaluation system

11.2 Purpose and process of performance appraisal system

11.3 Models of teacher evaluation, Characteristics of a successful evaluation program.

11.4 Teacher stress and burn out.

Chapter 12. The compensation Process.

12. 1 An analysis of a variety of Employee compensation Benefits, and services


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COURSE REQUIREMENTS

1. Attendance



internal marks.

2. Class tests




3. Examination




studies, a term paper/ mini project/ field work. Changes of topic maybe done by the

teacher.


Each student is expected to read the selected reading material. A typed, referenced

report including a personal evaluation, is due on assigned dates Each report should

be about two pages in length.

Reading Report 1: The human resource function: Impediments and opportunities for

the Human Resource function.

Young, L.P (2007).The Human resource function in educational administration,(9th

ed). Pearson.

Reading Report 2: Skills of effective leaders

Seyforth,J.(2008).Human resource leadership for effective schools. 5th Ed. Boston: Pearson

education Inc

Reading Report 3: Induction for administrators.


education Inc

Reading Report 4: Characteristics of a successful evaluation program.


education Inc

Reading Report 5:Teacher Stress and Burn out.


education Inc


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Rubrics for Reading reports

Criteria Possible marks

● Evidence of in depth idea of the material 04

● Systematic development of summary 04

● personal evaluation 02

Total 10

b) Class assignments

1. Discuss Environmental factors impacting the Human Resources Function &

Organizational constraints Hampering the Human resource function p9- 14 young

assignment no 1

2. What is organizational culture and climate ? How do they affect a school?

Assignment no 2 chapter 4 Webb

3. How can you evaluate and select applicants for your school? Chapter 3 Seyfarth

assignment –no 3

4. Develop an orientation check list for your school personnel which you plan to give

during the orientation? Assignment. No-4 chapter 6 Young

5. Discuss the purposes of the Performance Appraisal System – Assignment no. 5

Young, chapter 7

6. Teacher will give case studies as open book test paper/ practical tests.

Students will work in groups on assigned case studies of classroom management

problems. Evaluation will include both a group component (based on content quality and

evidence of cooperative effort) and an individual component (based on evidence of

understanding and conciseness of verbal response.) Presentations of Case Studies must

be done in the following class period.

Rubrics for Case Studies Assessment

Criteria Possible Marks

● Collaboration in the group discussion 5

● Evidence of theoretical applications 5

● Report- typed one page 5

● Clarity of oral presentation+ feedback 3+2

Total 20 Marks


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Rubrics for Assignments

Students will work individually on the assignments based on the lectures and discussion

in the class . A typed one- two page essay must be submitted. Delay in submission

entails negative marking.

Assignment assessment

Theoretical base 05

Practical application 05

Total 10

c) Presentations

Students will work on assigned topics of Human resource administration. Evaluation

will be based on power point rubrics given to you

1. Strategic planning importance and steps

2. How to motivate the personnel of your school.

3. Organization of the orientation process & administering the orientation process.

4. The performance Appraisal Process –

5. How to select administrative and support personnel?

6. Professional development for educational personnel

7. Models of teacher evaluation

8. Qualities of productive Work Environment

9. Managing conflict in schools

d) Term Paper/ Project (100marks)

Two students will select a school, interview the principal/ head teacher and get

information about the following:

1. Line of hierarchy_ organizational structure

2. How do they conduct recruitment of new teachers/ personnel

3. How do they conduct orientation program for the new school year.

4. How do they conduct professional development for teachers? Any yearly plan for

professional development

5. How do you conduct evaluation of your teacher performance

format of the report

Introduction

Picture of the school

Permission from the school authorities

Short report of the interview for the various areas of study.(include the transcript of

the interview)


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Conclusion. ( what did you learn from the interview - what you should incorporate as

an administrator and what you should avoid)

PEDAGOGY

Lecture

Discussion

Reading


Reflective practice

Investigation

TEXT BOOKS

Webb, L.D. & Norton,M.S. (2003).Human resources administration, Fourth Edition, New

Jersey: Pearson Education.

Seyforth,J.(2008).Human resource leadership for effective schools. 5th

Ed. Boston: Pearson

education Inc.

Sawyers- Penniecook, M. & Penniecook Royes, E.(2009). Academic Plans in Higher

Education. Phillipines: Print for less Publishing press.

Aggarwal,J.C(2007). School organization, administration and management. New Delhi:

Doaba House.

REFERENCES

Bolton,T.(2001). An introduction to: Human resource management. New Delhi. Infinity

books

Covey, S.R.(1999). Principle- centered leadership. London: Simon &Schuster.

Hertzberg,F., Manser,B.& Snyderman,B.(1959). The motivation to work. 2nd

Ed. New York:

Wiley.

Hodgetts, R.M(1980).Modern human relations. Hinsdale,IL: The Dryden Press.

Maslow,A.(1954).Motivation and personality. NewYork: Harper.

McGregor,D.(1960). The human side of enterprise. New York:Mcgraw – Hill.

Ouchi,W.(1981) Theory Z: How American management can meet the Japanese challenge.

Reading, MA: Addison-Wesley.

EDCI 635: Systems Concepts & Change-2016

100



M.A Education

Course Outline

EDCI 635: Systems Concepts & Change (4 credits)

Third Semester 2016-2019

Lecturer:

Classroom:

Time:


COURSE DESCRIPTION

This course deals with two main concepts: Systems Theory and Change Management. An

understanding of systems- their complexity and interconnectedness- is crucial to the application

of change management principles. Change management deals with studying, how change occurs

in schools and in other organizations and its impact on individuals as well. If interventions or

innovations take place within an organization it requires that change occur. This change is often

resisted. Educators as change agents can understand the change barriers and work to help reduce

them by devising strategies to reduce unnecessary resistance to change or take advantage of the

benefits that resistance brings.

COURSE OUTCOMES/OBJECTIVES

Learners will:

Understand and be able to use vocabulary, concepts and strategies inherent in systems

theory and change.

Analyze the concept of systems thinking, learning organization, innovation and change.

Discuss, critique, and document their understanding of the idea of a school that learns.

Demonstrate their mastery in identifying the five learning disciplines in school situation

or classroom.

Be able to assess the current reality of schooling.

Write and present a critique paper on organizations that learns

Refine the skills needed to become a reflective professional in the context of reframing

learning


101

COURSE OUTLINE

Chapter 1.Disciplines of learning organization,

1.1 A primer to the five disciplines

Chapter 2.Learning disabilities of learning organization

2.1 Iam in my position

2.2 The enemy is out there

2.3 The illusion of taking charge

2.4 The fixation on events

2.5 The parable of the boiled frog

2.6 The delusion of learning from experience

2.7 The myth of the management team

Chapter 3.Laws of the fifth discipline

3.1 Today’s problem come from yesterday’s “solution”

3.2The harder you push, the harder the system pushes back

3.3 Behaviour grows better before it grows worse

3.4 The easy way out usually leads back in

3.5 The cure can be worse than the disease

3.6 Faster is slower

3.7 Cause and effect are not closely related in time and space

3.8 Small changes can produce big results- but the areas of highest leverage are often the

least obvious.

3.9 You can have your cake and eat it too- but not at once

3.10 Dividing an elephant in half does not produce two small elephants

3.11 There is no blame.

Chapter 4. A shift of mind

4.1 Types of complexity – detail & dynamic.

4.2 Language of system thinking.

4.3 Reinforcing and balancing feedback and delays . the building blocks of system

thinking

Chapter 5. Systems Archetypes

5.1 Limits to growth

5.2 Shifting the burden

5.3Self limiting or self sustaining growth

Chapter 6. Core discipline for building the learning organizations

A)Personal Mastery

6.1.1 Personal Mastery –definition & characteristics

6.1.2 How to develop Personal Mastery

6.1.3 How can organization foster Personal Mastery?


102

B) Mental Models

6.2.1 Mental Models – definitions and characteristics,

6.2.2 Skills required to work with mental models

6.2.3 How can mental models turn from barriers to leverage points

6.2.4 How do you see the learner

C) Shared Vision

6.3.1 Importance of shared vision

6.3.2 Possible attitudes towards shared vision, guidelines for enrollment and

commitment

6.3.3 Why do visions die?

6.3.4 What can organizations do to create shared vision?

6.3.5 A Shared school vision, productive conversation

D) Team Learning

6.4.1 Aligned and unaligned team – characteristics

6.4.2 The discipline of team learning- dialogue & discussion, intellectual behaviors,

Assessment as learning

6.4.3 Dealing with defensive routines

D) Systems thinking

6.5.1 Systems thinking – definition & characteristics

6.5.2 Application of system’s thinking in an organization

6.5.3 Benefits of system’s thinking

E) Integrating the five disciplines

6.6.1 Conditions required for integrating the five disciplines

6.6.2 How to deal with the assumptions in an organization using five disciplines

6.6.3 A five discipline developmental journey

6.64 The idea of a school that learns

Chapter 7.Nature of change

7.1 Meaning of change

7.2 Culture of change

Chapter 8. Dimensions of Change

8.1 Implementation

8.2 The substance of change program

8.3 Understanding a reluctant faculty for change

8.4 Assessing the organizational capacity for change, steps for change in an organization

8.5 Building adaptive organization

Chapter 9. leadership

9.1 Authentic leader

9.2 Servant leadership

9.3 Strategies to think strategically


103

COURSE REQUIREMENTS

1. Attendance

Regular attendance to class is very important. Each student is expected to attend classes

regularly. Marks (5) are allotted for attendance and class participation in the internal

marks.

2. Class tests


examination and the other after mid semester examination. Each of these tests carry five

marks. Adding to total of (10) marks in the internal marks.

3. Examination

The students are expected to write a mid semester examination for a period of one hour.

15% of these marks will be included in the internal marks

4. Assignments The assignments include reading reports, presentations, class assignments, case studies, a

term paper/ mini project/ field work.


Each student is expected to read the selected reading material. A typed, referenced report

including a personal evaluation, is due on assigned dates Each report should be about

two pages in length. A sample list is given changes of topics can be done by the

instructor.

Senge,P.M.et.al(2000).Schools that learn: A fifth discipline field book for educators,

parents and everyone who cares about education,New York:Currency Doubleday.

Reading report 1: Core concepts about learning organization

Reading report 2: A primer to the five disciplines

Reading report 3: Triangle of design, circle of culture.

Reading report 4: Assessment as learning

Reading Report 5- Leading without control

b. Class assignments(4) any other assignment topics can also be given by the

instructor

1. Explain Industrial age system of Education

2. Bucholz, J.I. & Sheffler, J.I (2009) Creating a warm and inclusive

classroom environment: Planning for all children to feel welcome.

Electronic journao for inclusive Education. 2 (4)

3. Using language of system thinking draw a loop diagram to find out the

interdependence of the factors causing the problem/ phenomena.


104

4. Develop an approach to staff development.

Senge,P.M.et.al(2000).Schools that learn: A fifth discipline field book for

educators, parents and everyone who cares about education,New

York:Currency Doubleday

5. Critique on Servant Leadership.

c. Presentation(a)

Each student is expected to select and read the assigned topic prepare a power point presentation

of the topic Evaluation will be based on the rubrics given to you.

Senge,P.M.et.al(2000).Schools that learn: A fifth discipline field book for educators, parents

and everyone who cares about education,New York:Currency Doubleday.

1. The idea of a school that learns

2. The industrial age system of Education

3. How do you see the learner?

4. A five discipline developmental journey.

5. A shared school vision

6. intellectual behaviors

7. productive conversation

8. Creating school that learns

9. guiding principles for transformative educational leaders

10. shifting the burden

11. A school board that learns

d. Presentation(b)

Students will work in groups/individual on assigned topics from:.

Evans,R.(2001).The human side of school change: Reform, resistance and the real-life

problems of innovation. SanFrancisco: Jossey-bass.


105

e. A Project/ A term paper. Select any one.

A. Each student will write a term paper on a selected aspect of change, including a

description of a major innovation with an analysis of the change, barriers overcome, and

impact of the change on society(school). Topics will be chosen from a variety of subjects,

as approved by the instructor. The paper should be well written, researched, analyzed,

and evaluated. It must follow APA standards and be approximately 8- 10 pages in

length. Papers will be graded using the attached grading form.

B. Is your organization a learning Organization? Analyze whether the organization selected

is a learning organization.

C. Analyze the five disciplines on your selected organization/ institution?

COURSE PEDAGOGY

Lecture

Discussion

Reading


Reflective practice

Investigation




TEXT BOOKS

Senge, P. M. (1990). The fifth discipline: The art and practice of the learning organization, New

York: currency Doubleday.

Senge,P.M.et.al(2000).Schools that learn: A fifth discipline field book for educators, parents and

everyone who cares about education,New York:Currency Doubleday.

Evans,R.(2001).The human side of school change: Reform, resistance and the real-life problems

of innovation.SanFrancisco: Jossey-bass.

COURSE REFERENCES

Rogers, EM.(2003), Diffusion of innovations(5th

ed.)New York: The free press.

Internet resources:www.solonline.org for other fifth discipline resources.

White, E.G. (1903). Education. CA: Pacific Press Publishing Association.

EDAL 637 Educational Finance and Marketing -2016

96

Lecturer:

Classroom:

Time:


“Anything plus management amounts to success” – G.S. Alag

COURSE DESCRIPTION

This course is designed to prepare students to be effective educational managers. It provides a

theoretical understanding of the concepts of the management and marketing, and how they may

be applied to education. The content of this course is tailored to address contemporary concepts

that are academically sound. The course addresses topics in the discipline of management and

how they may be used to propel the functioning of educational institutions. Further, opportunities

to develop a practical understanding of the managerial dimension of administration are provided

COURSE RATIONALE

As educational administrators, one is expected to be efficient in the art and science of

management. It is necessary that educational institution heads understand the variety of factors

that contribute to its smooth functioning and know how to identify problems that may arise

thereof. In order to succeed as educational leaders, familiarity with the components and the

ability to handle managerial issues goes a long way. Educational heads may play the part of

leaders but at many levels are managers who seek to align resources to achieving the goals of the

institution. Therefore it is vital for aspiring educational heads and managers to be able to grasp

the concepts presented in this course.

COURSE OUTCOMES/GOALS

Upon completion of the course students will be able to

1. Understand the difference between leadership and management.

2. Indentify the elements of management and marketing as applied to education.

3. Demonstrate an understanding of the mobilization and management of finances.

4. Describe the aspects of budgeting and financial management.

5. Recognize the relevance of marketing to the success of education.

6. Describe the managerial strategies that assist in the advancement of educational

institutions.

SPICE ADVENTIST UNIVERSITY

DIVISION OF EDUCATION

Course Outline

EDAL 637 Educational Finance and Marketing (4 credit hours) Third Semester 2016-2019


97

COURSE CONTENT

Education Management

1. INTRODUCTION TO MANAGEMENT

a. Definition of Management

b. Characteristics of Management

c. Management Functions/Principles

d. Management Vs Administration

2. FINANCE MANAGEMENT IN EDUCATION

a. Introduction to financial management

b. Finance and the Role of a Financial Manager

c. Importance of financial management in educational administration

d. Finance functions in Educational Institutions

e. Costing- Fee Structures

3. BUDGETING

a. Overview of budgeting

b. Types of budgeting

c. The Budgeting Process and Procedures

4. FINANCIAL PLANNING AND ANALYSIS

a. Financial Planning and control

b. The Forecasting Process

c. Financial Analysis

i. Financial Ratios

ii. Trend Analysis

d. Insurance and Risk Management

5. CONTEMPORAY CONCEPTS IN MANAGEMENT APPLICALBE TO

EDUCATION

a. Knowledge Management

b. Economics of Education

c. Learning Organizations

d. Corporate Social Responsibility

e. Total Quality Management

Education Marketing

6. INTRODUCTION TO MARKETING

a. What is Marketing

b. Evolution of Marketing

c. Challenges in 21st Century Marketing Environments

d. Ethical and Social Issues in Marketing


98

7. MARKET ANALYSIS

a. Consumer Behaviour

b. Market Research

c. Market Segmentation

8. STRATEGIC MARKETING PLANNING

a. Strategic Planning

b. The Marketing Process

c. The Marketing Plan

9. SERVICE AND NON-PROFIT MARKETING

a. Definition and Characteristics of Service

b. Challenges in Marketing Services

c. Strategies and Tact in Services Marketing

METHODOLOGY

Beside the use of the lecture method, cooperative teaching techniques will be employed in order

to ensure success in learning. Teaching strategies will also include the use of case study analysis

group discussion in an attempt to encourage critical thinking.

COURSE REQUIREMENTS

In order to demonstrate an understanding of the topics covered in the course, the students are

required to do the following:

1. Attendance

Maintain the required attendance percentage as mentioned in the bulletin. Absences

on days with predetermined classroom activities, where the student has a particular

responsibility, will be taken seriously.

2. Exams

Through the semester the course contains two exams—a mid-semester and a final

exam. All students registered for this course are expected to take both exams as

scheduled. Missing any exam without making prior arrangements will result in a

failing grade.

3. Assignments (3)

Turning in all assignments on the due date demonstrates responsibility on the part of

the student. Consequently, all assignments must be taken seriously and turned in on

the scheduled dates.

4. Presentations

a) Students will be provided with opportunity to make presentations as a

demonstration of their expertise/interest in a particular topic related to the course.

The topics of the presentations will be decided upon in consultation with the

lecturer and presented as scheduled.


99

b) As part of the requirement of the course, students will work in groups to develop a

marketing plan. The knowledge implementing such a plan will be demonstrated in

the form of a presentation.

Students may incorporate creative methods to make both presentations without

compromising its relevance to academe.

5. Classroom participation

All students are encouraged to actively participate in the classroom discussions and

other activities. The course intends to provide sufficient opportunities for all to

participate and, therefore, must be made use of.

TEXT BOOKS

Dash B.N (2007). School organizational Administration & management. Neelkamal Publication.

Delhi.

Hoy, W.K. & Miskel, C.G.(2008). Educational Administration Theory, Research and Practice

(8th

ed.). New York: McGraw Hill

SUGGESTED READINGS

Bhatnagar, R.P. & Vidya Agarwal (2006). Educational Administration. Meerut, Surya

Publication

Calter P, & Agustine G., (2004), Principles of marketing.(10th

Ed.), Printice hall of India, new

Delhi.

Fred, C. Lunenburg & Allan,C. Ornstein (2012).Educational Administration: Concepts and

practices. USA, Wadsworth

Jagannath Mohanthy (2008). Educational Management Supervision School organization.

Neelkamal Publicational. New Delhi.

Knight, Jim., (1997), Strategic planning for school managers., Kogan page, London.

Kotler,p. & Anderswon A R. , (1991), Strategic planning for non-profit organizations.,

Englewood cliffs, NJ. , prentice hall.

Van Herne, AC, (1995) , Fundamentals of financial management., Englewoods cliffs, N J,

Prentice Hall.

EDCI 637: International Perspective on Curriculum-2016

106



M.A Education

Course Outline

EDCI 637: International Perspective on Curriculum (4 credits)

Third Semester 2016-2019

Lecturer:

Classroom:

Time:


COURSE DESCRIPTION

This course is designed to provide information about the education system of different

nations around the world. Apart from this, information about the social, political, culture,

religious and ideologies about the different countries around the world will also be provided.

This course is will guide the future teachers about the clear understanding of the realities of

their chosen profession, the debates, controversies and the challenges they will face as

professional educators.

COURSE OUTCOMES/ OBJECTIVES

Learners will:

Understand about the difference in political, cultural, social and religious situation of

different nation.

Develop an understanding about the education system of different nations around the

world.

Differentiate between the education system and policies of different nations and will

have an insight which country is better in education system when compared to other

nations.

Develop an understanding about the various successes, challenges, debates and issues

faced by the educators of different nations.

Will be able to compare the education system of India with other countries of the

world.

COURSE OUTLINE

Chapter 1.Education in India:

1.1 Progress and Promise in a land of Paradox; historical background, schooling, promises

and possibilities,

1.2 Various education commissions of India,

1.3 Position of education in Indian constitution, right to education act,

sarvashikshanabhiyaan


107

Chapter 2.Japanese schooling:

2.1 Tradition and Modernization;

2.2 Schooling, success, challenges and debates

Chapter 3. Education in South Korea:

3.1 Changes and Challenges;

3.2 schooling in South Korea, success, challenges and debates

Chapter 4. Education reforms for national competitiveness in a global age:

4.1 The experience and struggle of china.;

4.2 Structure of education system, reforming education, higher education reforms.

Chapter 5. Schooling in Australia:

5.1 The interplay of education, politics and culture;

5.2 The schooling system in Australia,

5.3 Issues in Australian education

Chapter 6. The Israeli Education system;

6.1 Early educational efforts, education post 1948,

6.2 The educational system, evaluation,

6.3 Teacher training, problems and challenges

Chapter7. French education’s Dilemma in the globalization process:

7.1 How to accommodate simultaneously the objectives of equality and excellence;

7.2 Schooling, major issues, controversies and problems,

7.3 The future of society and schooling

Chapter 8. England:

8.1 New Labour, New Schooling;

8.2 Schooling in England, success, debates and challenges

Chatper 9.Schooling, education reforms, and policy shifts in the Russian federation;

9.1 schooling, success in education reforms, education reforms and challenges


108

Chapter 10 Schooling in the United States:

10. 1 Democratic and Market-Based approaches;

10.2 Schooling, multicultural education, standard based education, success, challenges and

debates

Chapter 11.Post-Apatheild Policy and Practice:

11.1 Education Reform in South Africa;

11.2 Schooling, issues, controversies and problems, the future of society and schooling

Chapter 12.Brazil: The quest for Quality;

12.1 Organization and structure of education system, success,, challenges, debates and

controversies

COURSE REQUIREMENTS

1. Attendance



internal marks.

2. Class tests




3. Examination




studies, a term paper/ mini project/ field work

a. Reading reports ( Five)

The reading reports are based on material others than textbooks. Articles from

educational journal or online sources are preferred over books. The one page report

should contain a summary, a paragraph each of what is important, what is useful,

what I agree with, and what I disagree with. Five reading reports should be

submitted. The students can read from text books, reference books or form the

internet but they should mention the source on the reading report.

Reading report 1: Drawbacks of Indian Education System

Reading report 2: Your reflection on French schooling

Reading report 3: Analyze the success of education system in England

Reading report 4: Future of schooling in South Africa


109

Reading report 5: Challenges of Brazil education

b. Presentation(Two): Each student will make presentations on two countries in

the classroom followed by the discussion.

c. A Project/ A term paper: Each student will submit a 7-8 pages of project at the

end of semester. The project should compare the education system of India with

any foreign country of their choice on various factors. This paper should have;

Introduction; preschool, primary, elementary, secondary, higher education,

curriculum, teacher education, policies, challenges of both India and the country

of your choice followed by conclusion.

Course Pedagogy

Lecture

Discussion

Reading


Reflective practice

Investigation

Required Technology Tools



TEXT BOOKS

Mazurek, K., &Winzer, M.A. (2006).SchoolingAround the World: Debates, Challenges and

Practices: Boston, Pearson.

Ornstein, A. C., Pajak, E. F,. & Ornstein, S. B. (2011) Contemporary Issues in Curriculum.

(5th

ed) New York: Pearson

COURSE REFERENCES

Flinder&Thorton (2009).The curriculum studies reader. RoutledgeFalmer: New York.

Vashisht, S.R. (2004). Secondary School Curriculum.AnmolPubication: New Delhi

Jacob (2010).Curriculum 21- Essential Education for a changing world ASCD.Alexendria:

USA

Portal, C. (1987).The history of Curriculum for Teachers. The Falmer Press:UK.

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