SYLLABUS - Fakir Mohan University

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SYLLABUS

WITH EFFECT FROM 2019 ADMISSION BATCH

MASTER OF ARTS EDUCATION (MEDN)

DEPARTMENT OF EDUCATION

DISTANCE MODE

FAKIR MOHAN UNIVERSITY

VYASA VIHAR, BALASORE – 756019

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M.A. IN EDUCATION (DISTANCE MODE)

Course Structure, Distribution of Marks and Pass Marks

Year/

Sem.

Course

Code Course

Mark Distribution and Pass Mark

Continuous

Evaluation

Term End

Exam. Total

Mark

Pass

Mark Full

Mark

Pass

Mark

Full

Mark

Pass

Mark

First Year

1st Sem.

MEDN-101 Philosophical Foundations

of Education. 10 4 40 16 50 20

MEDN-102 Sociological Foundations

of Education. 10 4 40 16 50 20

MEDN-103

Methodology of

Educational Research-

Quantitative Perspective

10 4 40 16 50 20

MEDN-104 Statistics in Education 10 4 40 16 50 20

MEDN-105

Pedagogy of School

Subjects

(Any One) – English/ Odia/

Social Sciences/

Mathematics/ Science.

10 4 40 16 50 20

MEDN-106 Practicum: School

Internship 50 20

TOTAL: 300 120

First Year

2nd

Sem.

MEDN-201 Advance Educational

Psychology 10 4 40 16 50 20

MEDN-202

Methodology of

Educational Research-

Qualitative Perspective

10 4 40 16 50 20

MEDN-203 Educational Technology 10 4 40 16 50 20

MEDN-204 Open and Distance

Learning System 10 4 40 16 50 20

MEDN-205

Special Paper : (Any One)

a. Population and

Environmental Education.

b. Early Childhood Care

and Education

10 4 40 16 50 20

MEDN-206

Practicum: Academic

Writings, Book Review,

and Seminar Presentation

-- -- -- -- 50 20

TOTAL: 300 120

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2nd

Year

3rd

Sem.

MEDN-301 Assessment and

Evaluation in Education 10 4 40 16 50 20

MEDN-302 ICT in Education 10 4 40 16 50 20

MEDN-303 History of Indian

Education 10 4 40 16 50 20

MEDN-304 Contemporary Issues and

Concerns in Education 10 4 40 16 50 20

MEDN-305

Special Paper: (Any

One)

a) Teacher Education in

India

b) Educational

Vocational Guidance

and Counseling

10 4 40 16 50 20

MEDN-306

Preparation and

Presentation of Research

Proposal with review and

draft tool.

-- -- -- -- 50 20

TOTAL 300 120

2nd

Year

4th

Sem.

MEDN-401 Education and

Development 10 4 40 16 50 20

MEDN-402 Curriculum Design and

Development 10 4 40 16 50 20

MEDN-403 Education for values and

Human Rights Education 10 4 40 16 50 20

MEDN-404 Inclusive Education. 10 4 40 16 50 20

MEDN-405 Educational Management

and Leadership 10 4 40 16 50 20

MEDN-406

Dissertation: Collection

of Data, Analysis, Report

writing and Presentation.

-- -- -- -- 50 20

TOTAL 300 120

GRAND TOTAL 1200

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DETAIL SYLLABUS OF MA IN EDUCATION

FIRST YEAR

1ST

SEMESTER

MEDN-101: PHILOSOPHICAL FOUNDATIONS OF EDUCATION (F.M=10+40=50)

Unit-I: Philosophical perspectives in Education:

Education: Concept, Nature, Characteristics and Forms

Philosophy: Meaning, Nature and Characteristics

Problems of Philosophy – Metaphysics, Epistemology, Axiology and their

relevance to education

Relation between Philosophy and Education

Unit-II: Philosophical and Educational Thoughts of Great Thinkers:

Western Philosophers –J.J.Roussea, John Dewey, Plato and Aristotle

Eastern Philosophers – Gandhi, Tagore & Sri Aurobindo

Their Contributions to the theory and practice of education

Unit-III: Western Schools of Philosophy and Education

Traditional Philosophical thoughts: Idealism, Naturalism and Pragmatism

Contemporary Philosophical Thoughts – Existentialism, Progressivism and

Reconstructionalism, Marxism.

Unit-IV: Indian Schools of Philosophy:

Common characteristics of Indian Philosophy

Sankhya, Yoga, Vedanta, Buddhism, Jainism with special reference to knowledge,

Reality, Values and their educational Implications.

Comparision of Western and Eastern Philosophies of education

Essential Readings

Brubacher, John. S., Modern Philosophies of Education. New York, USA:McGraw Hill Book

Company. Inc.

Dearden R. F. (1984). Theory and practice in Education. Routledge K Kegan & Paul.

Dewey, J. (1916/1977): Democracy and Education: An introduction to the philosophy of

education. New York: Macmillan.

Gutek, Gerald L. (2009). New Perspectives on Philosophy and Education. New Jersy, USA:

Pearson.

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Kneller, George F. Introduction to Philosophy of Education. New York, USA: John Wiley

and Sons, Inc.

Nayak, B.K Text Book of Foundation of Education. Cuttack, Odisha: Kitab Mhal.

Noddings, N. (2012). Philosophy of Education (Third Edition). Colarado, USA: Westview

Press.

Ross, James S., Ground Work of Educational Theory. London, U.K: Oxford University of

London Press Ltd.

Rusk, Robert R., Philosophical Bases of Education, London, U.K: Oxford University of

London Press Ltd.

Saiyadain, K.G. Education and social order. Bombay: Asia Publishing House,.

Taneja, V. R. (2000). Educational Thought and Practice. New Delhi: Sterling Publishers.

Suggested Readings

Bigge, Morris, L. Educational Philisophies for Teachers. Columbus, USA: Charies E. Merril

Publishing Co.

Broudy, H.S. (1977) Types of knowledge and purposes of education. In R.C. Anderson, R.J.,

Spiro and W.E. Montanaque (eds) Schooling and the acquisition of knowledge (PP.

Hillsdale, NJ: Erlbaum.

Butler J. Donald, Four Philosophies and their practices in Education and Religion. New

York, USA: Harper & Row.

Matheson, David (2004). An Introduction to the study of education (2nd

edition). David Fulton

Publish.

Nayak, B.K Text Book of Foundation of Education. Cuttack, Odisha: Kitab Mhal.

Noddings, N. (2012). Philosophy of Education (Third Edition). Colarado, USA: Westview

Press.

Ozman, Howard A., & Craver, Samuel M., Philosophical Foundations of Education. Boston,

USA: Allyn & Bacon.

Palmer, Joy A, (2001). Fifty Modern thinkers on education: From Piaget to the present Day.

Routledge Flamer. London. USA. Canada.

Premnath, Bases of Educations. Delhi, India: S. Chand and Co.

Wall, Edmund (2001). Educational theory: philosophical and political Perspectives.

Prometheus Books.

Winch, C. (1986). Philosophy of human learning, Routledge, London.

Winch, C. (1st

edition). (1996). Key Concepts in the philosophy of education. Routledge.

Wingo, G. Max, Philosophies of Education. New Delhi: Sterling Publishers.

Web Sources:

http://www.educao.pro.br/;links.htm: Encyclopedia of Philosophy of Ed.

http://www.educao.pro.br/;links.htm

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http://www.siu.edu/~dewyctr/: The Center for Dewey Studies

http://www.plato.stanford.edu/: Stanford Encyclopedia of Philosophy

http://www.objectivistcenter.org/cth--409-FAQ:_Philosophy.aspx

***

MEDN-102: SOCIOLOGICAL FOUNDATIONS OF EDUCATION (F.M=10+40=50)

Unit-I: Sociology and Education:

Relationship between Sociology and Education; Meaning, Nature of Educational

Sociology and Sociology of Education

Education as a sub-system and various other sub-system of the society – Home,

Community, State, Religion, Culture and Politics

Unit-II: Approaches to Sociology of Education

Approaches to Sociology of Education (Symbolic Interaction, Structural

Functionalism and Conflict Theory).

Concept of Social Movements, Theories of Social Movements (Relative Deprivation,

Resource Mobilization, Political Process Theory and New Social Movement Theory)

Unit-III: Education, Society and the School System:

Social Structure, Social Stratification and Social Mobility: Impact on Education

Process

Education, Social Change and Social Control and Social Mobility

Education and Socialization

Unit-IV: Socialization and education:

Education and culture; Contribution of thinkers (J.Krishnamurthy, Paulo Freire,

Wollstonecraft, Nel Noddings and Savitribai Phule) to the development of educational

thought for social change,

National Values as enshrined in the Indian Constitution - Socialism, Secularism,

justice, liberty, democracy, equality, freedom with special reference to education

Culture, Modernization, Privatisation and Globalisation: Impact of Education

Essential Readings

Commode Anand, C.L. et.al. (Ed.) (1983). Teacher and Education in Emerging in Indian

Society. New Delhi: NCERT.

Apple, M.W., et al. (Ed.) (2010). The Routledge International Handbook of the Sociology of

Education. London: Routledge.

http://www.siu.edu/~dewyctr/

http://www.plato.stanford.edu/

http://www.objectivistcenter.org/cth--409-FAQ:_Philosophy.aspx

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Bourdieu, P. (1966). The state nobility: Elite schools in the field of power. Cambridge: Polity

Press.

Coser, L.A. (1996). Masters of Sociological Thoughts Ideas in Historical and Social Context.

Jaipur: Rawat Pub.

Delor, J. (1996). Learning: The Treasure Within - Report to UNESCO of the International

Commission. Paris: UNESCO.

Deshpande, S. (2004). Contemporary India: A Sociological View. New Delhi: Penguin

Gore, M. S., Desai, I.P. and Chitnis, S. (Eds.). (1967). The Sociology of Education in India.

New Delhi : National Council of Educational Research and Training.

Illich, I. (1996). Deschooling Society. Marion Boyers, London.

Shukla, S. and Kumar, K. (Eds.) (1985). Sociological Perspectives in Education: A Reader.

Delhi: Chanakya Publications, 1985.

Suggested Readings

Apple, M.W. (2007). Whose Markets, Whose Knowledge? In Sadovnik, A.R. (Ed.) Sociology

of Education A Critical Reader. New York: Routledge.

Aron, Reymond (1965-67). Main Currents in Sociological Thought. Vol. I and II, Penguin.

Collins, R. (2007). Functional and Conflict Theories of Educational Stratification. In

Sadovnik, A.R. (Ed.) Sociology of Education A Critical Reader. New York:

Routledge.

Cooley, Charles Horton (1966). Social Process. Carbondale: Southern Illinois University

Press.

Fletcher, R. (1971): The Making of Sociology, Vol. I and II. London: Michael Joseph Ltd.

Hughes, John A., Martin, Peter J. and Sharrock, W. W. (1995). Understanding Classical

Sociology - Marx, Durkheim and Weber. London: Sage.

Kumar, K. and Oesterheld, J. (Eds.) (1995). Education and Social Change in South Asia. New

Delhi: Orient Longman.

Lemert, C. (Ed.) (2004). Social Theory The Multicultural and Classical Readings. New Delhi:

Rawat Pub.

Mathur, S. S. (2000). A sociological Approach to Indian Education. Agra : Vinod Pustak

Mandir

Ministry of Education (1966). Education and National Development. Report of the Education

Commission 1964-66. New Delhi: MHRD.

Sadovnik, A.R. (2007). Theory and Research in Sociology of Education. In Sadovnik, A.R.

(Ed.). Sociology of Education A Critical Reader. New York: Routledge.

Saiyadain, K.G. Education and social order. Bombay: Asia Publishing House.

Sharma, Y.S. (2004). Foundations in Sociology of Education, New Delhi: anishka

Pub.Distributors.

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Srinivas, M.N. (1995). Social change in modern India. New Delhi: Orient Longman.

Tedesco, J.C. (1997). Thinkers on Education (V-1-4). Paris: UNESCO

***

MEDN-103: METHODOLOGY OF EDUCATION RESEARCH: QUANTITATIVE

PERSPECTIVES (FM=10+40=50)

Unit I- Introduction to Educational Research

Educational research: Meaning, nature and scope

Types of educational research: Basic, Applied and Action Research

Research problem: Identification, definition and sources

Review of literature: Purpose and sources, conducting literature review- using

Databases, internet search tools

Hypothesis: Meaning, Purpose, Characteristics, Types, and testing

Unit –II: Research Methods and Procedure

Descriptive method: Meaning, purpose and process; types of descriptive studies

Experimental method: Nature of experimental research, variables in experimental

research -independent, dependent and extraneous; experimental designs, internal and

external validity of experimental designs

Causal comparative method: Definition and purpose; and design and procedure,

Co-relational method: Basic co-relational research process, relationship studies,

prediction studies

Unit-III: Sampling, Data Collection and Report Writing

Sources of data: Primary and Secondary

Concept of population and sample

Methods of sampling: Probability and non-Probability sampling; Sampling error.

Tools of Research: Tests, Inventories and scales- types, construction and uses with

reference to manual; Questionnaire: Forms, principles of construction and their scope

in educational research, administration of questionnaire.

Preparation of research proposal and writing of research report

Unit-IV: Research Report and Dissemination Style Manual, Format of the Research Report,

Presentation of Tables and Figures in the Research Report, Editing, Foot notes,

References, Bibliographies

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Books Recommended for Research

Ary, D., Jacobs, L. C., &Razavieh, A. (2002). Introduction to research in education (6th Ed.).

Belmont, CA: Wadsworth/Thomson Learning.

Best J.W. and Kahn, J. V. (2006). Research in education (9th

Ed.) New Delhi: Pearson

Education Inc.

Bhandarkar, P.L. and Wilkinson,T.S. (2010). Methodology and techniques of social research.

Himalaya Publishing House, New Delhi.

Creswell, J.W. (2007). Qualitative inquiry and research design: choosing among five

approaches. London: SAGE Publication.

Creswell, J.W. (2014). Educational research-planning, conducting and evaluating

quantitative and qualitative research (4th

Ed.). New Jersey, USA: Pearson Education

Inc. (Indian Reprint available at PHI Learning Pvt.Ptd.)

Gay, L.R. (1990). Educational research-competencies for analysis and application (3rd

Ed.),

Macmillan Publishing Company, New York.

Kaul, L. (1984). Methodology of educational research. New Delhi: Vikas Publication

Kerlinger, F.N. (1973). Foundation of behavioral research. New York: Holt Rinehart &

Winston.

Rao, U. (2007). Action research. Himalaya Publishing House, New Delhi.

Borg, W.R. & Gall, M.D. (1989). Educational research: An introduction. New York:

Longman.

Corey, S. M. (1953), Action research to improve school practice, New York: Teachers

College Press

Johnson, B. & Christensen, L. (2008). Educational research: quantitative, qualitative, and

mixed approaches. London: Sage Publication

McMillan, J.H. & Schumacher, S. (1989). Research in Education- a Conceptual Introduction.

New York: Harper Collins.

Mertler, C.A. (2006). Action research: teachers as researchers in the classroom. London:

Sage Publication

***

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MEDN-104: STATISTICS IN EDUCATION (FM=10+40=50)

Unit-1: Descriptive Analysis of Quantitative Data-I

Data- Types, sources of educational data, and graphical representation of data

Scales of Measurement- Nominal, Ordinal, Interval and Ratio

The Normal curve and Standard scores- characteristics of Normal Probability Curve

(NPC) and its application. Standard scores- Z-score and T-score

Measures of central tendency and variability- computation and uses of mean, median

and mode. Computation and uses of range, quartile deviation, average deviation and

standard deviation

Unit-2: Descriptive Analysis of Quantitative Data-II

Examining Relationship- Meaning and types of correlation. Computation of co-

efficient of correlation: rank difference, product moment, biserial, point bi-serial, phi-

coefficient and multiple correlation

Unit-3: Inferential Analysis of Quantitative Data

Estimation of parameter- concept of parameter and statistics, sampling error, standard

error

Testing of Hypothesis- Null and Alternative hypothesis, types of error (type-I and

type-II). Level of significance, degrees of freedom, one tailed and two tailed tests.

Significance difference between two means ( independent and correlated samples)

Analysis of Variance and Co-Variance (ANOVA & ANCOVA)- one way,

assumptions, computation and uses

Unit-4: Non-parametric statistics

Concept of Non-parametric statistics

Chi-square test analysis and its uses

Sign test, rank test and median test

Mann Whitney “U” test

Advantages and limitation of Non-parametric statistics

Suggested Readings:

Aggarwal,Y.P.(2009).Statistical methods: concepts, application and computation.New Delhi:

Sterling Publishers Pvt. Ltd.

Ferguson, G.A.(1971). Statistical analysis in psychology and education. Kogakusha, Tokyo:

McGraw-Hill

Garrett, H.E. (1971). Statistics in psychology and education. New Delhi: Paragon

International Publisher

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Guilford, J.P. &Fruchter, B. (1981). Fundamental statistics in psychology and education.

New York: McGraw Hill

Mangal, S.K. (2008). Statistics in education and psychology. New Delhi: Prentice-Hall of

India Private Limited

McCall, R. (1993). Fundamental statistics for the behavioral Science. New York: Harcourt

Brace

Ravid, Ruth. (2000). Practical statistics for education. New York: University Press of

America.

Seigel. S. & Castel Ian N.J. (1988). Non-parametric statistics for the Behavioral Science.

Singapore: Graw- Hill Book Co.

***

MEDN-105: PEDAGOGICAL SUBJECTS (ANY ONE) (FM=10+40=50)

A) PEDAGOGY OF ENGLISH

Unit-I: Place of English in Curriculum:

Importance of English Language in India and Abroad

Place of English Language as a Compulsory Subject in School Curriculum

Objectives of English Language at Elementary and Secondary Level

Four-fold Skills of Teaching English Language and their Interdependence

Unit-II: Methods/Approaches of Teaching English:

Understanding of different Methods and Strategies- Translation Method, Direct

Method, Structural Method, Communicative Approach, Group Learning

Transaction of Prose, Poetry and Grammar

Preparation of Unit Plan and Lesson Plan

Preparation of Low Cost and No-Cost Teaching Material

Preparation of Objective Type and Objective Based Test Items

Unit-III:

Preparation of Lesson Plan following Communicative Approach and Constructivist

Approach (5E and ICON Models)

Strategies for enrichment of Vocabulary in English-Word Formation,Skill and

Spelling

Teaching Learning Materials in English- Types and Uses

Assessment in English, Assessing Skills in English, Framing different types of

Objective based Test Items (Extended Response Type, Restrictive Response Type and

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Objective Type), Portfolio in Assessment of English, Continuous Assessment of

Learners, performance in English within and beyond Classroom Situations.

Unit-IV: Characteristics of Language:

Analysis of English Language with reference to Substance, Form and Context

Sounds of English Language, Consonants and Vowels (Pure and Dip thongs)

Articulation of Sounds in English, Appropriate use of Organs of Speerch

Patterns of Stress and Intonation in English language

Kinds of Errors made by Odia-speaking Learners while speaking English and their

ReMEDNiation.

Suggested Readings:

Kohli, A. L. (2010) – Techniques of Teaching English, Dhanpat Rai Publ., New Delhi

Jain, R. K. (1994) – Essentials of English Teaching, Vinod Pustak Mandir, Agra

Sharma, K. L. (1970) – Methods of Teaching English in India, Laxmi Narayan Agarwal, Agra

Shrivastava,B.D.(1968) –Structural Approach to the Teaching of English,

Ramprasad&Sons,Agra

Baruah, T.C.(1984) – The English Teacher’s Handbook, Sterling Publishers, New Delhi

Bista, A.R.(1965) – Teaching of English, 6th

ed., Vinod Pustak Mandir, Agra

Billows, F.L. (1975) – The Techniques of Language Teaching, Longman, London

Mukalel, Joseph C. (2009) – Approaches to English Language Teaching, Discovery

Publishing House, New Delhi

B) EDAGOGY OF ODIA

Unit-I: Importance, Place Language Policy of Teaching Mother Tongue (Odia):

Concept of Mother Tongue and role of Mother Tongue in the Life of an individual

Place of mother tongue in School Curriculum

Aims and Objectives of teaching Odia at School level

Odia as MEDNium of instruction (as first language and second language)

Multilingualism and importance of mother tongue

Home/first language as envisaged in NCF-2005

Unit-II: Methods of Teaching Odia:

Traditional and modern approaches of teaching Odia

Different approaches of teaching Odia;reading and comprehension method, recitation

and narration method, play-way method, activity method, dramatization method &

interactive and communicative approach; Creative writing in Odia

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Preparation of lesson plan using 5E and ICON design model

Unit-III: Teaching Aids and Assessment for Teaching Odia:

Importance of teaching aids and types of teaching aids for teaching Odia

Educational uses of different teaching aids

Assessment of specific language skills

Tools of assessment in Odia language

Unit-IV: Pedagogical Treatment of Content:

Each of the following content shall be analysed in terms of the pedagogical treatment

indicated below-

Content Pedagogical Treatment

Prose- Jatiya Jivana

- Prakruta Bandhu

Poem- Matira Manisha

- Padma

Grammer- Karaka

Bibhakti

Samasa

- Formulation of Learning

Objective

- Selection of method approaches

- Preparation of matarials

- Praparation of Teaching

Learning activities

- Assessment strategies

Suggested Readings:

Daswani, C. J. – Language Education in Multilingual India, UNESCO, New Delhi

Kocchar, S.K. – Teaching of Mother Tongue, Sterling Publishers, New Delhi

Mathur, S.A. – Sociological Approach to Indian Education, Vinod Pustak Bhandar, Agra

Nayak, B. and Mohanty, J. – Odia Bhasa O Sahitya Bhitibhumi O Shikshyadan Padhati,

Jagannath Process, Toni Road, Cuttack-2

Palmer, H.P. – Principles of Language Teaching, George G. Harrep and Co. Ltd,.

Rybum, W.M – Suggestions for the Teaching of Mother Tongue, OUP

Saiyadain, K.G. – Education and Social Order, Asia Publishing House, Bombay

NCERT (2005) – National Curriculum Framework, New Delhi

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C) PEDAGOGY OF SOCIAL SCIENCE

Unit-I: Concept, Objectives and Values of Teaching History & Pol. Science:

Meaning, Nature and Scope of History & Pol. Science

Values of teaching History & Pol. Science

Recommendations of NCF-2005 on teaching of History & Pol. Science

Aims and Objectives of teaching History & Pol. Science

Approaches to Curriculum in History-Biographical, Chromo logical and Concentric

Unit-II: Methods and Approaches of Teaching- Learning of History & Pol. Science:

Story Telling

Narration- cum- discussion

Dramatization

Source Method

Field Trips

Time line – Concept, Aspects, Type and Use

Unit-III: Transactional Strategies:

Techniques of evaluation in History & Pol. Science

Preparation of lesson plan and unit plan

Unit-IV: Pedagogical Analysis of Contents:

Content Aspects of Pedagogical Treatment

History:

- Rise of the British power in

india

- The great Indian revolt of 1857

- India’s struggle for freedom,

American war of independence

- French revolution

Pol. Science:

- Salient features of Indian

Constitution

- Fundamental Rights

- Power of Prime Minister and

President

Pedagogical analysis of the units with

reference to-

- Identification of concepts and

sub-concept

- Expected specific learning

outcomes

- Methods/approaches of teaching

learning

- Teaching learning materials to be

used

- Expected teacher and students

activities

- Assessment strategies (Formative)

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Suggested Readings:

Burton, W.H.(1972) – Principles of History Teaching, Methuen, London

Choudhary, K.P. (1975) – The Effective Teaching of History in India, NCERT, New Delhi

Ghate, V.D. (1956) – Teaching of History, Oxford University Press, Bombay

D) PEDAGOGY OF MATHEMATICS

Unit-I: Foundation of Mathematics Education:

Nature and Scope of Mathematics

Importance of Mathematics at elementary and secondary levels, Objectives of teaching

learning Mathematics at these two levels

Curriculum reforms in school mathematics, rationale, objectives, principlers, designs

and materials in mathematics, recent curricular reforms at the national and state levels

(NCF-2005)

Unit-II: Methods of Teaching- Learning Mathematics:

Induction and Deduction, Analysis and Synthesis

Problem Solving

Constructivist approaches, 5E and ICON models

Instructional materials in teaching Mathematics

Unit-III: Curricular Activities in Mathematics:

Preparation of lesson plans (Traditional, activity and constructivist approaches)

Activities in Mathematics- Mathematics Quiz, Mathematics Club, Mathematics

Exhibition, Planning and Organising Mathematics laboratory activities

Techniques of evaluation in Mathematics

Diagnosis of difficulties in learning mathematical concepts, ReMEDNiation of the

difficulties, Enrichment programmes in mathematics learning

Unit-IV: Pedagogical Treatment of Contents:

Each of the following contents shall be analysed in terms of pedagogical treatment

in the right cell below-


- Number system, Ratio and

Proportion

- Algebraic equations: Linear,

Simultaneous and Quadratic equations and


sub concept


outcomes

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their graphical solutions, Polynomials

- Lines and Angles, Axioms,

Triangles, Polygons and Circles, Coordinate

Geometry

- Trigonometric ratios and Identities,

Problems on Height and Distance

- Methods/approaches of

teaching learning

- Teaching learning materials to

be used

- Expected teacher and students

activities


Suggested Readings:

Cooney, Thomas J., et al. (1975) – Dynamics of Teaching Secondary School Mathematics,

Houghton Mifflin, Boston

NCERT (1998) – A Text Book of Content-cum-Methodology of Teaching Mathematics

NCERT (2005) – National Curriculum Framework

NCERT (2006) – Position Paper of National Focus Group on Teaching Mathematics

James, A. (2003) – Teaching Mathematics, Neel Kamal Publication, Hyderabad

Michel (1982) – Teaching Mathematics, Nicholas Publication Co, New York

Sidhu, K. S. (1985) – Teaching of Mathematics, Sterling Publication, New Delhi

E) PEDAGOGY OF SCIENCE (PHYSICAL SCIENCE)

Unit-I: Physical Science in School Curriculum:

Nature of Physical Science- Nature and Scope of Science and Physical science in

particular, Importance of Physical Science in daily life

Objectives of teaching learning Physical Science at the Secondary School level

Curriculum reforms in Science education- Rationale, Objectives, Principles, Designs

and Materials in Science, Recent Curricular reforms at the National and State level

(NCF 2005)

Unit-II: Methods of Teaching- Learning of Physical Science:

Discovery, Nature and Purpose; guided discovery strategies in teaching learning of

concepts in Physical Science

Experimentation – Experimentation under controlled conditions within laboratory and

beyond laboratory situation, process and limitations.

Problem Solving – Problem identification, formulation of hypothesis, collection of

data, testing hypothesis and arriving at solution.

Demonstration – cum- Discussion

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Project situation analysis, Selection of Project, Preparation of the Project Proposal,

Implementation of the Project, Evaluation and Reporting

Unit-III: Curricular Activities in physical Science:

Preparation of unit plan; Preparation of lesson plans ( Traditional activity, approach

and constructional approach)

Teaching Learning Resources – Physical Science laboratory; Preparation, Collection,

Procurement and use of teaching learning materials in physical science like Charts,

Graphs, Bulletin Boards, Models, ICT materials like Film strips, Slides,

Transparencies, T.V., Radio and Video, Computer and Internet; Community

Resources

Learning Activities – Field Trip, Science Club, Science Seminar, Science Exhibition

Assessment – Devices: Written, Oral, assignment, portfolio

Planning for continuous assessment of classroom learning

Remedial teaching in physical Science

Unit-IV: Pedagogical Treatment of Contents:


Understanding key concept in Physical Science

- Atomic Structure: Atoms and Molecules,

Classification of elements

- Motion, Laws of motion, concept of work,

energy, pressure and their management

- Energy: Sources and forms of energy,

Renewable and non-renewable energy.

- Heat, Light and sound

Pedagogical analysis of the basic

concepts discussed in Unit-IV shall be

done with reference to-


sub-concepts


outcomes

- Methods/approaches of teaching

learning

- Teaching Learning materials to

be used

- Expected teacher and student

activities


Suggested Readings:

Das, R. C. (2005) – Science Teaching in School, Sterling Publishers, New Delhi

Kumar, A. (2003) – Teaching of Physical Science, Anmol Publications, New Delhi

NCERT (1982) – Teaching of Science in Secondary Schools, New Delhi

NCERT (2005) – National Curriculum Frame Work

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MEDN-106: PRACTICAL: SCHOOL INTERNSHIP (F.M=50)

Each student will prepare 10 lesson plans on a school subject following 5E’s and/or

Interpretation Construction (ICON) design approach under the supervision of teacher.

Then the student will deliver 10 lessons on the said method subject in a Secondary

school which will be supervised by the teacher of the school and countersigned by the

Headmaster of that school.

Practical examination for the method subject will be conducted by the Internal and

External examiners to be appointed by the University. The mark will be distributed as

follows:

a) Maintenance of Lesson Plan Record – 10 marks

b) Delivery of Lesson – 20 marks

c) Use of Teaching Aids – 10 marks

d) Viva-Voce – 10 marks

***

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FIRST YEAR

SEMESTER – II

MEDN-201: ADVANCED EDUCATIONAL PSYCHOLOGY (F.M. = 10+40=50)

UNIT – I: Psychology and Education and Schools of Psychology

Psychology and Education – relationship

Meaning, nature and scope of Educational Psychology; contributions to the theory and

practice of Education.

Schools of Psychology: Behaviorism, Cognitivism, Humanistic Psychology and

Constructivism

Contributions of Ausubel, Bloom and Gagne in the field of Educational Psychology.

UNIT – II: Human Development and the Developmental Process

Physical, cognitive, social, emotional and natural development of the child and the

adolescent

Needs, problems and developmental tasks of adolescents

Learner Development: Piaget’s stages of Cognitive Development, Vygotsky’s Socio

Cultural Development, Erickson’s psychosocial development and Kohlberg’s Moral

Development

UNIT – III: Individual difference, Learner and Learning Process

Concept, meaning and nature of Learning and Learning Process.

Individual difference: Concept, types, factors affecting individual difference and role

of teacher

Concept and Theories of learning; Thorndike’s Connectionism, Pavlov’s Classical

Conditioning, Skinner’s Operant Conditioning and Learning by insight.

Ausubel’s theory of meaningful verbal learning, Bruner’s theory of instruction,

Gagne’s Hierarchy of Learning, Bandura’s social learning theory.

UNIT – IV : Personality and Abilities; Their Development

Personality – Meaning and nature; type and trait Theories, measurement of

personality.

Adjustment, Defense Mechanism, Mental Hygiene and mental health,Stress

management.

Intelligence - Meaning, nature, Theories and measurement

Creativity - Meaning, nature and measurement ,Development of creative ability.

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Books Recommended

Attri, A.K. (2015). Psychology of development and learning. New Delhi: APH Publishing

Corporation.

Bernard, P.H. (1970). Mental Health in the class room. New York: McGraw Hill.

Biehier, R.F. & Snowman, J., (1997). Psychology applied to teaching. New York: Houghton

MIflin.

Bigge, M.L., Psychological foundations of education, Harper and Row, New York, 1985.

Chandraiah,K.(2011). Emotional intelligence. New Delhi: APH Publishing Corporation.

Chauhan, S.S. (1978). Advanced educational psychology. New Delhi: Vikas Publishing

House.

Dececco, J.P. & Crawford, W.R. (1997). Psychology of learning and institution. New Delhi:

Prentice Half of India.

Good T., (1990). Educational psychology. Longman, New York, 1990.

Lindgren, H.C. (1980). Educational psychology in the classroom. New York: Oxford

University Press.

Mangal, S.K. (2002). Advanced educational psychology. New Delhi: Prentice Hall of India.

Mouly, G.J. (1982). Psychology for teaching. Allyn & Bacon, Boston.

Rothstein, P.R. (1990). Educational psychology. New York: McGraw Hill..

Salvin, R, (1990). Educational psychology: theory into practice, N.J.: Prentice hall,

Englewood Cliffs,

Snowman and Biehler (---). Psychology applied to teaching………..

Sprint hall, RC. & Sprint hall, NA, (1990). Educational psychology, development approach,

New York: McGraw Hill.

Woolfolk, A. (2015). Educational psychology (9th

Ed.). New Delhi: Pearson Publication

***

of 52

MEDN-202: METHODOLOGY OF EDUCATIONAL RESEARCH-QUALITATIVE

PERSPECTIVE (F.M. = 10+40=50)

Unit-I: Conceptualizing Qualitative Research

Concept and nature of Qualitative Research

Paradigms of Research: Rationalistic and Naturalistic

Qualitative vs. Quantitative Research

Strength and weakness of qualitative research

Unit-II: Qualitative Research Designs

Grounded Theory

Ethnographic Method

Narrative Research Designs

Action Research: Meaning, nature and process

Case Study: Types and design

Unit-III: Designing Qualitative Research

Sampling Approaches for Selecting Participants and Sites

Tools and Technique: Questionnaire, Interview, Observation, Focus Group Discussion

(FGD), Photographs and Recordings, Anecdotes, Field diary

Designing Mixed Methods Research in Education

Data Analysis and Report Writing : Data Organizing; Data Transcribing; Data

Categorizing; Coding of Data, Mind Mapping

Content Analysis

Unit-IV: Establishing Authenticity of Qualitative Data

Credibility, Dependability, Transformability

Triangulation: Data, Source and Theory triangulation

Ethical Issues and Ethical Considerations in Qualitative Research

Qualitative Research Proposal; Report Writing and Evaluation

Books Recommended

Becker, Howard S. (1996). The epistemology of qualitative research. Pp.53-71 in Richard

Jessor, et al. (Ed.), Ethnography and human development, Chicago: University of

Chicago Press.

Best, J.W. & Kahn, J.V. (1989). Research in education (6th ed.). Englewoods Cliffs, NJ:

Prentice Hall.

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Bhandarkar, P.L. and Wilkinson,T.S. (2010). Methodology and techniques of social research,

Himalaya Publishing House, New Delhi

Bogdan, R.C. & Biklen, S.K. (1998). Qualitative research for education: An introduction to

theory and methods (3rd ed.). Boston, MA: Allyn and Bacon

Creswell, J. W. (2007). Qualitative inquiry & research design: choosing among five

approaches. Thousand Oaks, CA: Sage Publications.

Creswell, J.W. (1994). Research design: qualitative & quantitative approaches. Thousand

Oaks, CA: Sage Publications.

Denzin, N. K., & Lincoln, Y. S. (Eds.). (2003). Strategies of qualitative inquiry (2nd ed.).

Thousand Oaks, CA: Sage.

Denzin, N.K. (1971). The logic of naturalistic inquiry. Social Forces, vol. 51, 166- 1 182.

Denzin, N.K., & Lincoln, Y.S. (Eds.).(1994). Handbook of qualitative research. Newbury

Park, CA: Sage.

DeWalt, K. M. & DeWalt, B. R. (2002). Participant observation. Walnut Creek, CA:

AltaMira Press.

Flick, Uwe (1996). An introduction to qualitative research. London: Sage Publication

Fox, D. J. (1969). The research process in education. New York: Holt Rinehart and Winson

Inc.

Guba, E.(1990). The paradigm dialog. Beverly Hills, CA: Sage.

Guba, E. G., & Lincoln, Y. S. (1994). Competing paradigms in qualitative research. In N. K.

Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 105-117).

London: Sage.

Glesne, C. & Peshkin, A. (1992). Becoming qualitative researchers. NY: Longman

Jamesick, V.J. (1998). “Stretching” Exercises for qualitative researchers. Thousand Oaks,

CA: Sage Publications.

Jorgensen, O. (1989). Participant observation. Thousand Oaks, CA: Sage ublications.

Marshall, C. & Rosman, G. (1994). Designing qualitative research. Thousand Oaks, CA:

Sage Publications.

Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis. Thousand Oaks, CA:

Sage

Mouly, G.J. (190). The science of educational research (2nd ed.). New York: Van Nostrand

Reinhold Company.

Moustakas, C. (1994). Phenomenological research methods. Thousand Oaks, CA: Sage

Publications.

Stake, Robert E. (1995). The art of case study research. Thousand Oaks: C.A: Sage.

Patton, M. Q. (2002). Qualitative research and evaluation methods. Beverly Hills, CA: Sage.

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Travers, Robert M.W. (1978). An introduction to educational RESEARCH (4th

edition).

London: MacMillan.

Van Dalen, Debonald, B. and Meyer, William J. (1979). Understanding educational research:

An introduction. New York: McGraw Hill.

Suggested Readings

ATLAS.ti. (Version 4.2). (1999). [Computer software]. Berlin: Scientific Software

Development.

Kuhn, T.S. (1970). The structure of scientific revolutions. (2nd Ed.) Chicago: University of

Chicago Press.

Lincoln, Y.S., & Guba, E.G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage. This text

outlines the positivist and naturalist research paradigms.

Minnis, J. R. (1985). Ethnography, case study, grounded theory, and distance education

research. Distance Education, 6, 189-198.

Patton, M. Q. (1992). Ethnography and research: A qualitative view. Topics in Language

Disorders, 12,1-14. (This article describes the functions of ethnography in the fields of

education and communication disorders.)

Patton, M. Q. (1980). Qualitative evaluation methods. Beverly Hills: Sage. (This book is an in

depth study of qualitative research from conceptual issues to data analysis.)

***

MEDN-203: EDUCATIONAL TECHNOLOGY (F.M. = 10+40=50)

Unit I: Introduction to Educational Technology

Meaning, Nature and Scope of Educational Technology

Approaches to Educational Technology- Software, Hardware , Systems Approach and

Multi-media approach

Educational Technology and Instructional Technology in teaching-learning process

Educational Technology in formal, distance and open learning system

Unit-II: Teaching and Teaching Technology

Teaching: Concept, Characteristics and Maxims

Phases of Teaching: Pre-active, Interactive and Post-active

Levels of Teaching: Memory, Understanding and Reflective

Modification of Teaching Behaviour: Micro teaching, Simulation, Interaction analysis,

Team Teaching and Programmed Learning

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Unit-III: Communication Process

Concept, process, and principles of Communication

Types of Communication: Verbal and Non-Verbal

Factors Affecting Classroom Communication

Means to Effective Communication

Teleconferencing, CCTV and INSAT in the Educational System

Unit-IV: Models of Teaching

Concept of Models of Teaching

Essential Elements (focus, syntax, social system, support system and application) of

the following Teaching Models

a) Information Processing Models: Concept Attainment Model and Advance Organizer

Model

b) Social Interaction Models: Role Play Model and Social Inquiry Model

c) Personal Development Models: Synectics and Non-Directive Teaching Model

d) Behavioural Modification Models: Learning Self-Control

Boos Recommended/Essential Readings

Bruce, J., & B. and Weil, M. (1972). Models of teaching. N.J.: Prentice-Hall

Das, R.C. (1993): Educational technology – a basic text. New Delhi: Sterling Publishers Pvt.

Ltd.

Dikshit, H. P., Garg, S., Panda, S. & Vijayshri (Eds.) (2002). Access & equity: challenges for

open and distance learning. New Delhi: Kogan Page.

Garg, S., Panda, S., Murthy, C. R. K. & Mishra, S. (Eds) (2006). Open and distance

education in global environment. New Delhi: Viva Books.

Garg, S., Puranik, C., Venkaiah, V., & Panda, S. (Eds) (2006). Four decades of distance

education in India: reflections on policy and practice. New Delhi: Viva Books.

Garrison, D.R. and Anderson, T. (2003). e-learning in the 21st century: a framework for

research and practice. London: Routledge.

Jangira, N.K. & Singh, A. (1992). Core teaching skills – A microteaching approach. New

Delhi: NCERT.

Mukhopadhyay, M. (2001). Educational technology: challenging issues. New Delhi: Sterling.

Mukhopadhyay, M. (2001). Instructional science in Indian schools. in Rajput J.S. and others

(Eds), Experiences in school education. NCERT,NewDelhi.

Mukhopadhyay, M., Panda, S. K. et al (Eds) (1991). Educational technology: Third

Yearbook, Vol.I & II. New Delhi: All India Association for Educational Technology.

Kulkarni, S.S. (1996). Introduction to educational technology. New Delhi: Oxford and IBH.

http://books.google.com/books?id=UZOG5KEoiCQC&pg=PA33&dq=define-instructional-technology&lr=&as_brr=0&ei=ClahR5qoMY_-sQPyx-2bCg&sig=P3kU_P8ZfHHGAvedqg3rF2UG7gc

http://books.google.com/books?id=UZOG5KEoiCQC&pg=PA33&dq=define-instructional-technology&lr=&as_brr=0&ei=ClahR5qoMY_-sQPyx-2bCg&sig=P3kU_P8ZfHHGAvedqg3rF2UG7gc

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Kumar, K.L. (2008): Educational technology. New Delhi: New Age International Pvt. Ltd.

NCERT (2006). National curriculum framework 2005 position paper national focus group on

educational technology. New Delhi: Author.

Panda, S. (Ed.) (1999). Open and distance education: policies, practices and quality

concerns. New Delhi: ABI.

Sampath et. al. (1981): Introduction to educational technology. New Delhi: Sterling

Publishers Pvt. Ltd.

Singh, L. C. (2010). Educational technology for teachers and educators. New Delhi:

Vasunandi Publication.

Singh, L. C. et al. (1987). Micro-teaching- theory and practice. Agra: Psychological

Corporation.

Venkataiah, N. (1996): Educational technology. New Delhi: APH Publishing Corporation.

Walia, J.S. Essentials of educational technology. Jalandhar: Ahim Paul Pub.

Suggested Readings

Allen, D.W. et al. (1969). Micro-teaching- A description. London: Stanford University Press.

Mishra, S. (2008). Developing e-learning materials: some pedagogical Concerns. Indian

Journal of Open Learning, 17 (2).

Mishra, S. (2005). Distance teacher education, process-issues and concern. New Delhi:

Mahamaya Publisher.

Senapaty, H.K. and Pradhan, N. (2005). Designing instruction for constructivist learning. Staff

and Educational Developmental International. 9 (2&3), 93-102

Passi, B.K. (1976). Becoming better teacher: Micro-teaching approach. Baroda : Centre for

Advanced Study in Education, M. S. University of Baroda.

Roblyer, M.D. (2008). Integrating educational technology into teaching. New Delhi: Pearson.

UNESCO (2002). Information and communication technology in education: A curriculum for

schools and programme of teacher development. Paris: UNESCO.

UNESCO (2002). Open and distance learning: Trends, policy and strategy considerations.

Paris: UNESCO.

UNESCO (2005). How ICT can create new, open learning environments: Information and

communication technologies in schools: A handbook for teachers. Paris: UNESCO.

***

of 52

MEDN-204 OPEN AND DISTANCE LEARNING SYSTEM (F.M. = 10+40=50)

Unit-I: Growth and Philosophy of Distance Education

Open and Distance Education: concept, significance, epistemology, and objectives.

Historical perspective of distance education.

Theories of distance education

Correspondence Education, Distance Education and Open Learning

Present status of distance education in India: NIOS, IGNOU, MOOC

Unit-II- Learner and Learning Process in Distance Education

Distance learners: nature and characteristics, motivational factors.

Distance Education process: Pedagogy of distance learning: role of self learning in

distance education.

Significance of study skills in distance learning.

Quality assurance and challenges in distance education in India.

Unit-III- Instructional Process in Distance Education & Open Learning

Difference between a classroom and distance tutor.

Tutor comments-significance of tutor comments, levels of tutor communication

(academic, personal and supplemental communication).

Types of tutor comments-positive comments, constructive comments, null comments,

hollow comments, harmful comments, misleading comments, negative comments,

global comments and personal comments.

Unit-IV: Evaluation Procedure in Distance Education

Evaluation in Distance Education: Concept and need; difference between evaluation in

traditional learning and distance learning.

Comprehensive and continuous evaluation in Distance Education.

Techniques of evaluation in Distance Education, Formative evaluation and Summative

evaluation in Distance Education

Issues in Distance Education-quantity, quality, relevance and effectiveness.

Books Recommended/ Essential Readings

Garg, S., Panda, S., Murthy, C. R. K. & Mishra, S. (Eds) (2006). Open and distance

education in global environment. New Delhi: Viva Books.

Garg, S., Puranik, C., Venkaiah, V., & Panda, S. (Eds) (2006). Four decades of distance

education in India: reflections on policy and practice. New Delhi: Viva Books.

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ICDE (1995). 17th

World conference for distance education, one world, many voices,

conference papers, (Ed.) David Sewart (All references to Eastern Europe are form

Vol. 1).

IGNOU (1988). Growth and philosophy of distance education. (Block 1, 2 & 3). IGNOU,

New Delhi.

Rathore, H,C,S, (1993). Management of distance education in India. New Delhi: Ashish

Publishing House.

Sahoo, P.K. (1987). Open learning system. New Delhi: Uppal

Suggested Readings

Criscito Pat (2004). Barron„s guide to distance learning. Barron's E Publisher.

Daniel, J.S. et al; (1982). Learning at a distance: a world perspective. Athabasca University,

Edmonton.

Garrison, D.R. (1989). Understanding distance education framework for future. Routledge,

Chapman and Hall, London.

Holmberg, B. (1986). Growth and structure of distance education. London: Croom Helm.

Holmberg, B. (1985). Status and structure of distance education (2nd

Ed.). Lector Publishing.

Holmberg, B. (1989). Theory and practice of distance education. Routledge, Chapman &

Hall, London.

Kaye, & Rumble (Ed) (1981). Distance teaching for higher and adult education. London:

Croom Helm.

Keegan, D. (1989). Foundations of distance education. London: Routledge.

Race, Phil (1994). The open learning handbook, second edition, London: Kogan Page.

Rumble Grevile and Harry, Keith (1982). The distance teaching universities. London. Croom

Helm Ltd.

***

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MEDN-205 Special Paper : (Any One)

a. Population and Environmental Education.

b. Early Childhood Care and Education

MEDN-205: (A) POPULATION AND ENVIRONMENTAL EDUCATION

(F.M. = 10+40=50)

UNIT – I

Environmental Education – concept, importance, scope, aims & objectives

Relationship between Environment and Education – Ecological and Psychological

Perspectives.

Content, objectives, methods, approaches and strategies of environmental education at

different levels.

Role of Media

UNIT – II

Environmental degradation: meaning and areas

Eco – environmental concerns in India : Present scenario and future needs

Environmental management : concept, planning, organization and agencies.

National schemes and movements related to environmental protection.

Environmental laws and constitutional provisions.

UNIT – III

Population education: concept, objectives, scope and approaches, population

explosion and Environment.

Population Dynamics : determinants of population growth

Traditional and sociological, economic and political factors in population

UNIT – IV

Problems of population Growth : Family life, health and nutritional problems

Population growth and population policies

Role of Teacher in population growth

Suggested Readings

Agarwal, A and Narain, S. – Towards a Green World Center for science and

Environment New Delhi.

Rao – Environment pollution Control, Wiley, New Delhi.

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Ray – Pollution and Health Wiley, New Delhi

Saxena – Environmental Education. Bhargava Book House

***

MEDN-205: (B) EARLY CHILDHOOD CARE AND EDUCATION

(F.M. = 10+40=50)

Unit- I: ECCE- Conceptual perspectives

Concept, Significance and objectives of ECCE

Brief History of Development of Early Childhood Education in India

Contributions of Philosophers and Educationists to Early Childhood Education:

Rousseau, Froebel, Montessori, Piaget, Vygotsky, Gijubhai Bhadeka

Unit-II: ECCE-Policy Perspectives

ECCE as envisaged in National Policy on Education, 1986 and POA, 1992, National

Plan of Action for Children, 1992 and 2005

ECCE in Global Perspective: United Convention on Rights of Child (UNCRC) 1989,

Millennium Development Goals, 2000-2015

UNICEF, WHO, CARE and ICDS

Unit-III: Curriculum, Training and Support Systems for Pre School Education

Developmental Objectives and Activities: Physical and Motor Development;

Cognitive and Language Development; Socio-emotional dimensions

Different types of pre-school curriculum: Montessori and Kindergarten

Teacher Education for Early Childhood Education in India

Training of other ECCE Personnel

Evaluation programmes, methodology and implications

Unit-IV: Strategies / Approaches and Resources

Support of Workforce: Anganwadi Workers, Supervisors, CDPOs, Parents and

Community support

Methods of Transaction of Early Childhood Education Programmes: clay-modeling,

nature study, play-way, theme-based, joyful learning, storytelling, puppetry, musical

and rhythmical exercises, dramatization, role play, music and movement; art activities,

indoor and outdoor play as methods in early primary stages.

Areas of research studies in ECCE

Books Recommended/Suggested Readings

Aggarwal, J.C. and Gupta, S. (2007). Early childhood care and education (Ist Ed.). Shipra

Publications, New Delhi.

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Darragh, J. (2010). Introduction to early childhood education: equity and inclusion. Merril:

Prentice Hall: New York.

Goode, T., & Jones, W. (2007). A guide for advancing family-centered and culturally and

linguistically competent care. Washington, DC: National Center for Cultural

Competence, Georgetown University Center for Child and Human Development.

Government of India (1986). National Policy on Education. New Delhi: Government of India

Mishra, R.C. (2005). Early childhood education today. Prentice Hall Publisher

NCERT (2005). National curriculum framework, New Delhi: Author

NCTE (2005). Report on ECCE teacher education: curriculum framework and syllabus

outline. New Delhi: NCTE.

NIPCCD (2002). Children in difficult circumstances: summaries of research, resource centre

on children. New Delhi: NIPCCD.

Seefeldt, Carol (1990). Continuing issues in early childhood education, Merrill Publishing

Company, Columbus, Ohio.

Swaminathan, M. and Daniel, P. (2000). Activity-based developmentally appropriate

curriculum for young children, Indian association for pre-school education, chennai.

Swaminathan, Mina (1998). The first five years: a critical perspective on early childhood care

and education in India.

UNESCO (2007). Strong foundations: early childhood care and education. Paris: UNESCO.

UNICEF and MHRD (2001). Early childhood care for survival, growth and development.

New Delhi: Author.

World Bank (2004). Reaching out to the child: an integrated approach to child development.

New Delhi: Oxford University Press.

***

of 52

MEDN-206: PRACTICUM: ACADEMIC WRITINGS, BOOK REVIEW,

AND SEMINAR PRESENTATION (F.M. 50)

Each student has to undergo the practical on the following contents.

1) Academic Writing: Meaning and types of academic writing, Challenges in Academic

Writing

2) Review of Books and Articles

3) Publication Process:

In Journals-submission, review and revision

In Books–manuscript presentation, review, editing

Acceptance for Publication: revision, editing, proofing, and printing (hands-on

experience)

4) Citation, Indexing, Impact Factor, Web of Science, SCOPUS and other indexing

agencies, Google Scholar, Research Gate, H-Index, I-10 Index etc.

5) Plagiarism checking process,

6) Referencing Style (APA Style): Bibliography, Webliography

7) Seminar Presentation

EVALUATION CRITERIA (TOTAL MARKS: 50)

1) Presentation on Review of Books and Articles : 20 Marks

2) Practical Reports on (APA style referencing and others) : 20 Marks

3) Viva-voce Test : 10 Marks

Total : 50 Marks

***

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SECOND YEAR

SEMESTER – III

MEDN – 301: ASSESSMENT AND EVALUATION IN EDUCATION

F.M = 10+40=50)

Unit-I: Assessment and Evaluation in Education

Measurement, Assessment and Evaluation: Concept, process, and differences

Types of Evaluation based on Performance (Maximum & Typical) and , Classroom

Instruction (Placement, Formative, Diagnostic and Summative) and Interpretation of

Result (Norm-referenced and Criterion-referenced)

Paradigm shift in assessment from Behaviouristic to Constructivist perspective:

Assessment of Learning, Assessment for Learning and Assessment as Learning

Unit-II: Characteristics of Test

Validity: Concept and nature of validity, major considerations of validity- Face,

Content, Criterion and Construct, factors influencing validity.

Reliability: Concept and nature of reliability, Methods of estimating Reliability- Test-

retest, Equivalent forms, Split-half, Kuder-Richardson method, standard error of

measurement and factors influencing reliability measures.

Usability: Concept and dimensions

Unit-III: Tools and Techniques

Concept of Tests, Scales, Inventory and Battery

Achievement Test: Purpose, test blueprint, types of achievement tests, Steps of

construction of achievement test, Item analysis: Item difficulty and Item

discrimination

Teacher-made Test and Standardized Test.

Test Items: Types, principles writing Objective and Essay test items

Unit-IV: Trends in Assessment

Continuous and Comprehensive Evaluation/Assessment (CCE/CCA)

Grading and Scoring; Semester System and Annual System of Examination

Systemic Reform with respect to examination: Online & participatory, on-demand,

open book examination; Teacher assessment by students.

Concept & types of question banks

Books Recommended

Aggrawal, J.C. (1997). Essentials of examination system, evaluation, tests and measurement.

New Delhi: Vikas Publishing House Pvt Ltd.

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Banks, S.R. (2005). Classroom assessment: issues and PRACTICES. Boston: Allyn & Bacon.

Blooms, B.S.(1956). Taxonomy of educational objectives. New York: Longman Green and

Company

Cohen, R.J., Swerdlik, M.E., & Phillips, S.M. (1996). Psychological testing and assessment.

an introduction to the tests and measurement. California: Mayfield Publishing Co.

Earl, L.M. (2006). Assessment as learning: using classroom assessment to maximize student

learning. Thousand Oaks, California: Corwin Press

Goswami, M. (2011). Measurement and evaluation in psychology and education. Hyderabad:

Neelkamal Publishers

Gronlund, N.E. (2003). Assessment of student Achievement. Boston: Allyn & Bacon.

Hopkins, KD. (1998). Educational and psychological measurement and evaluation. Boston:

Allyn and Bacon.

Linn, R.L. & Gronlund, N.E. (2000). Measurement and assessment in teaching. London:

Merrill Prentice Hall.

Macmillan, J.H. (1997). Classroom assessment, principles and practice for effective

instruction. Boston: Allyn and Bacon

Mohan, R. (2016). Measurement evaluation and assessment in education. Delhi: PHI

Learning Pvt. Ltd.

National Council of Educational Research and Training (2005). National Curriculum

Framework, 2005. New Delhi: NCERT

National Council of Educational Research and Training (2006). Position paper: Examination

Reforms. New Delhi: NCERT

Noll, N.H. S cannell, D.P. & Craig, RC. (1979). Introduction to educational measurement.

Boston: Houghton Miffin.

Singh, A.K. (2016). Tests, measurements and research methods in behavioural sciences. New

Delhi: Bharati Bhawan Publishers.

***

of 52

MEDN – 302: INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)

IN EDUCATION (F.M.-10+40=50)

Unit I: ICT in Education

ICT in Education: Meaning, nature, scope and evolution

Teleconferencing: Audio, video and web conferencing- advantages and disadvantages

E-Learning: Concept, nature, advantages and disadvantages

Blended Learning : Concept, nature, advantages and disadvantages

Unit-II: ICT in Pedagogy

Open Educational Resources (OER)

Free and Open Source Software (FOSS)

Approaches in adoption and use of ICT in education: Emerging, Applying, Infusing,

and Transforming.

Teacher Competencies: content, pedagogy, technology, integration

Unit-III: ICT Tools-I

Word processor for student learning: Features and functions

Presentation tool for student learning : Features and functions

Data Analysis Tools: Spreadsheet and SPSS- Features and functions

Web 2.0: Email, Blogs, Wikis, Social Networking, and Social Bookmarking,

Podcasting

Unit-IV: ICT Use and Policies

Online Digital Safety Tips

National Policy on ICT for School Education

Use in Research : Making of Synopsis, cover page, report writing by using word

processing

ICT Competencies

Mind Map-CMap

Hotpotatoes


NCERT (2006). National curriculum framework 2005 position paper national focus group on

educational technology. New Delhi: Author.

Senapaty, H.K. (2009). ICT integrated learning materials on basic school subjects from

constructivist perspectives. Bhubaneswar: Regional Institute of Education, NCERT.

Senapaty, H.K. (2011). Pedagogy-technology integration for the professional development of

teacher educators. Bhubaneswar: Regional Institute of Education, NCERT.

of 52

Singh, L. C. (Ed.) (2010). Educational technology for teachers and educators. New Delhi:

Vasunandi Publication.

UNESCO (2002). Information and communication technology in education: A curriculum for

schools and programme of teacher development. Paris: UNESCO.

UNESCO (2008). Capacity building for ICT integration in education. Retrieved from

http://portal.unesco.

UNESCO (2008). ICT Competency standards for teachers: Policy Framework. Retrieved

from http://portal.unesco.

Suggested Readings

Mishra, P. and Koehler, M. (2007). Technological pedagogical content knowledge (TPCK):

Confronting the wicked problems of teaching with technology. In C. Crawford et al.

(Eds.). Proceedings of Society for Information Technology and Teacher Education

International Conference 2007. Chesapeake, VA: Association for the Advancement of

Computing in Education. (pp. 2214-2226).

Mishra, P. and Koehler, M.J. (2006). Technological pedagogical content knowledge: A

framework for integrating technology in teacher knowledge. Teachers College

Record, 108 (6), 1017-1054.

Resta, P. (Ed.) (2002). Information and communication technologies in teacher education: A

planning guide. Paris: UNESCO.

Roblyer, M.D. (2008). Integrating educational technology into teaching. New Delhi: Pearson.

UNESCO (2005). How ICT can create new, open learning environments: Information and

communication technologies in schools: A handbook for teachers. Paris: UNESCO.

***

MEDN – 303: HISTORY OF EDUCATION IN INDIA (F.M. – 10+40= 50)

Unit-I: Ancient System of Education

Development of education in ancient India: Vedic, Post Vedic, Jainism and Buddhist

Period with special reference to aims, admission system, centers of learning,

curriculum, methods of teaching, discipline, examination system, role of the teacher.

Unit-II: Education in Medieval Period

Development of education in medieval India: Islamic and indigenous system of

education, education with special reference to aims, admission system, centers of

learning, curriculum, methods of teaching, discipline, examination system, role of the

teacher.

Unit-III: Education in British Period

Development of education during British India: Indian Charter Act 1813,

Oriental – Anglicist controversy and Macaulay’s Minute (1835),

http://portal.unesco/

http://portal.unesco/

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Woods Dispatch (1854),

Hunter Education Commission (1882),

Calcutta University Education Commission (1917),

Sargent Report (1944).

UNIT – IV Development of Education in Independent India

University Education Commission, 1948-49, Secondary Education Commission,

1952-53, Education Commission 1964-66 (aims of education, curriculum, methods of

teaching, relevance in present day)

Thrust areas in NPE – 1986, Revised n 1992

Aims and qualitative improvement of higher education with reference to – National

Knowledge Commission – 2006


Aggarwal, J.C. (2010). Landmarks in the history of modern Indian education (7th Ed) New

Delhi: Vikash Publishing Pvt. Ltd.

Das, K.K. (1993). Development of education in India. New Delhi: Kalyani Publishers

Dash,B.N. (1991). Development of education in India. New Delhi: Ajanta Prakashan

Keay, F. E. & Mitra, Sukumar (1978). A history of education in India. New Delhi: Oxford

University Press

Mukherjee, R.K. (1988). Ancient Indian education. New Delhi: Motilal Banarsidass

Mukherjee, R.K. (1989). The Gupta Empire. New Delhi: Motilal Banarsidass

Naik, J.P. & Narullah, S. (1996). A student‟s history of education in India.New Delhi: Mc

Millan India Ltd

Rawat, P.L. (1989). History of Indian education New Delhi: Ram Prasad & Sons.

Ghosh, S.C. (1989). Education policy in India since warren Hastings, Calcutta: N-Prakashan.

Suggested Readings

Altekar, A.S. (1934), Education in ancient India, Banaras: Indian book Shop.

Das Gupta, S.N. (1988). A history of Indian philosophy. (5 Vols.) Delhi: Motilal Banarasi

Dass.

MHRD, GOI (1986). National policy on education. New Delhi: The Author

MHRD, GOI (1993). Learning without burden. Yashpal Committee Report (1993). New

Delhi: The Author

Ministry of Education, GOI (1964-66). Education and national development. (Report of

education commission (1964-66). New Delhi: The Author

Sen, Bimal (1989). Development of technical education in India and state policy-a historical

perspective. Indian Journal of History of Science, 24 (2): 224-248, Indian National

Science Academy.

of 52

Sen, S.N. (1988). Education in ancient and medieval India. Indian Journal of History of

Science, 23 (1): 1-32.

Shanker, Uday (1984). Education of Indian teachers. New Delhi: Sterling Publishers Pvt. Ltd.

Singh. R.P. (1970). Education in ancient and medieval India. Delhi: Arya Book Depot.

***

MEDN – 304 CONTEMPORY ISSUES AND CONCERNS IN EDUCATION

(F.M.-10+40=50)

Unit-I: Issues in Pre-School and Elementary School Education

Meaning, nature and importance of ECCE, problems and issues with regard to ECCE

Universalisation of Elementary Education: efforts to achieve UEE, SSA

Problems and issues in implementing Right to Education Act 2009.

Problems and issues in bringing the community to school, role of SMC

Mid-Day-Meal Scheme as an intervention for UEE

Unit-II: Issues in Secondary Education

Issues with regard to learning without burden, guiding principles of NCF 2005

Rashtriya Madhyamik Shiksha Abhiyan (RMSA) and ensuring secondary education

for all.

Role of School Management and Development Committee (SMDC)

Problems and issues with regard to vocationalisation of secondary and higher

secondary education

Unit-III: Contemporary Issues in Higher Education

Issues of Access, Equity, Quality and Excellence in higher education and government

initiatives

RUSA: its objectives and implementation

Quality assurance in Higher education: NAAC and NIRF

National Knowledge Commission

Unit-IV: Emerging Concerns

PMMMNMTT: Scheme and implementation

UNESCO’s four pillars of education and Delor’s Report

Liberalization, Privatization and Globalization (LPG) in education

Sustainable Development Goals- 2030 Agenda

Intellectual Property: Intellectual Property Protection (IPP) and Intellectual Property

Rights (IPR)

Books/Documents Recommended

Bruner, J.S. (1996). The culture of education. Cambridge, M.A.: Harvard University Press.

Delors, Jacques, et al; (1996). Learning: the Treasure within report of the international

commission on education for 21st

century, UNESCO.

Illich, I. (1996). Deschooling society. Marion Boyers, London.

of 52

MHRD (2008). Framework for implementation of Rashtriya Madhyamik Shiksha Abhiyan: A

scheme for universalisation of access to and improvement of quality at the secondary

stage. New Delhi: Department of School Education and Literacy.

MHRD, (1992). Programme of action. Govt. of India, New Delhi.

MHRD, Gov. of India (1992). National policy on education (revised) New Delhi: MHRD.

NCERT (2005). National curriculum framework, New Delhi: NCERT.

Yadav, M. S. & Lakshmi, T. K. S. (1995). Education: Its disciplinary identity. Journal of

Indian Education, XXI (1), 01-21.

Suggested Reading

Broudy, H.S. (1977) Types of knowledge and purposes of education. In R.C. Anderson, R.J.,

Spiro and W.E. Montanaque (Eds.) Schooling and the acquisition of knowledge (PP.

Hillsdale, NJ: Erlbaum.

Butchvarov, P. (1970). The concept of knowledge. Evanston, Illinois, North Western

University Press.

Dearden R. F. (1984). Theory and practice in Education. Routledge K Kegan & Paul.

Matheson, David (2004). An Introduction to the study of education (2

Ed.). David Fulton

Publish.

MHRD (2011). Sarva Shiksha Abhiyan: Framework for implementation based on the Right of

Children to Free and Compulsory Education Act, 2009. New Delhi: Department of

School Education and Literacy.

Ministry of Law and Justice (2009). Right to education Act 2009. New Delhi: Govt of India.

Naik, J.P. (1975). Equality, quality and quantity: The elusive triangle of Indian education.

Allied Publications, Bombay.

NCERT (2005). National curriculum framework 2005. New Delhi: NCERT.

Slatterry, P. and Dana R. (2002). Ethics and the foundations of education-Teaching

Convictions in a postmodern world. Allyn & Bacon.

UN (2015). The sustainable development goals (SDGs) – UNDP. United Nations

UNESCO (1998). Educating for a sustainable future: A transdisciplinary vision for concerted

action. Paris: UNESCO.

UNICEF (2000). Defining quality in education. New York: Programme Division (Education),

Unicef.

Wall, Edmund (2001). Educational theory: philosophical and political Perspectives.

Prometheus Books.

WHO (1991). Comprehensive school health programme. New Delhi: World Health

Organization Regional Office.

Winch, C. (1996). Key concepts in the philosophy of education. Routledge.

***

of 52

MEDN-305 Special Paper: (Any One)

a. Teacher Education in India

b. Educational Vocational Guidance and Counseling

PAPER – 305 (A) TEACHER EDUCATIONS IN INDIA (F.M. 10+40=50)

Unit-I: Teacher Education: Concept and Policy Perspectives

Teacher education: Concept, Nature and Scope

Aims and objectives of teacher education at different levels: Elementary, Secondary

and Tertiary

Policy perspectives on Teacher Education

Specific programmes for teacher preparation

Unit- II: Pre-service and In-service Teacher Education

Need of Pre-service Teacher Training at different levels: Pre-Primary, Primary,

Secondary and higher secondary stage.

Need of In-service Teacher Training at different levels: Pre-Primary, Primary,

Secondary and higher secondary stage.

Role of various institutions and agencies for pre-service and in-service Teacher

Education: NCTE, NCERT, UGC, IASEs, CTEs, DIETS, UGC-HRDC

Capacity building programmes: Orientation, Refresher Course, Online Course,

Conference, Seminar, Workshop, Panel Discussion

Unit-III- Teaching as a Profession and Professional Preparation of Teachers

Modification of Teachers’ Behaviour - Micro teaching, Simulation, Interaction

analysis, Team Teaching

Code of Professional Ethics of Teachers and Teacher Educators

Professional organization of teachers and teacher educators and their functions

Performance appraisal of teachers and teacher educators

Recommendations of Justice Verma Committee in strengthening teacher education

programme

Unit-IV: Problems and Issues in Teacher Education

Privatization of teacher education

Issues related to School internship: Practicing school, supervision and mentoring

Curriculum of teacher education

Quality assurance and Accreditation Process

Issues related to teacher education policy

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Aggarwal, J.C. (1973). Landmarks in the history of modern Indian education. New Delhi:

Vikas Publishing House Pvt. Ltd.

Aggarwal, J.C. and Aggarwal, S.P. (1992). Educational planning in india with a slant to

educational financing and administration. New Delhi: Concept Pub.

Chattopadhyaya, D. P. (1985). The teacher and society: report of national commission on

teachers i 1983-85.Govt. of India, New Delhi.

MHRD (1986). National policy on education – 1986 (with modifications undertaken in 1992).

New Delhi: MHRD.

MHRD (1993). Learning without burden: report of the national advisory committee

appointed by the ministry of human resource development. New Delhi: Govt. of India,

Ministry of Human Resource Development.

MHRD (1995). The teacher and society, Chattopadhyaya committee report (1983-95). New

Delhi: MHRD, GOI

Ministry of Education (1966). Education and national development. report of the education

commission 1964-66. New Delhi:Author.

Ministry of Law Justice (2009). The Right of Children to Free and Compulsory Education

Act, 2009. The Gazette of India, Ministry of Law Justice, Govt. of India.

Mishra, S. (2004). Privatization of higher education: Policy perspectives and role of

regulatory bodies. University News, Association of Indian Universities, New Delhi.

Mohanty, J. (2008). Teacher education. New Delhi: Deep & Deep.

Mudaliar, A. L. (1953). Report of the secondary education commission 1952-53. New Delhi:

Govt. of India.

Mukherjee, S.N. (Ed.) (1968). Education of teachers in India (Vols. 1 &2). New Delhi: S.

Chand & Co.

NCERT (1978). Teacher education curriculum- a framework. New Delhi: NCERT

NCERT (1988a). Teacher education curriculum: a framework. New Delhi: NCERT.

NCERT (1988b). Teacher education curriculum: a framework-revised draft. New Delhi:

NCERT.

NCERT (2004). Curriculum framework for teacher education. Author, New Delhi.

NCERT (2006a). National curriculum framework–2005. New Delhi: NCERT.

NCERT (2006b). Teacher education for curriculum renewal. New Delhi: NCERT.

NCERT (2007). Professional support system and classroom performance of para teachers.

New Delhi: NCERT.

NCERT (2008). Sixth survey of research in education Vol - II. New Delhi: NCERT.

NCTE (1998a). Policy perspectives in Teacher Education: Critique & Documentation. New

Delhi: NCERT.

http://www.cscsarchive.org:8081/MediaArchive/Library.nsf/WebView?SearchView&query=FIELD+Place+contains+New+AND+Delhi&start=1&count=10

http://www.cscsarchive.org:8081/MediaArchive/Library.nsf/WebView?SearchView&query=FIELD+Source+contains+Govt.+AND+of+AND+India,+AND+Ministry+AND+of+AND+Human+AND+Resource+AND+Development&start=1&count=10

http://www.cscsarchive.org:8081/MediaArchive/Library.nsf/WebView?SearchView&query=FIELD+Source+contains+Govt.+AND+of+AND+India,+AND+Ministry+AND+of+AND+Human+AND+Resource+AND+Development&start=1&count=10

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NCTE (1998b). Curriculum framework for quality teacher education. New Delhi: NCTE.

NCTE (1998c). Competency based and commitment oriented teacher education for quality

school education: pre-service education. New Delhi: Author.

NCTE (2009). National curriculum framework for teacher education towards preparing

professional and humane teacher. New Delhi:NCTE

Ram, S. (1999). Current issues in teacher education. New Delhi: Sarup & Sons Publications.

Report of the National Commission on Teachers (1983-85). Website: http://www.

education.nic.in/ cd50years/r/2Q/42/toc.htm

Verghese, B.V. (2004). Recruitment and training of primary teacher. New Delhi: Anmol.

Yadav, M.S. & Lakshmi, T.K.S. (2003). Conceptual inputs for secondary teacher education:

the instructional role. New Delhi: NCTE.

Websites

1) www.ncte-india.org

2) www.ncert.nic.in/

3) www.ugc.ac.in/

***

(B) EDUCATIONAL VOCATIONAL GUIDANCE AND COUNSELING

(F.M. 10+40=50)

Unit-I : Introduction to Guidance and Types

Concept and Purpose of guidance: self-understanding, self-discovery, self-reliance,

self-direction, self-actualization.

Individual and group guidance with special emphasis on problems of adolescents.

Group guidance techniques: career talk, orientation talk, group discussion, career

conference

Behavioural problems among underachieving students: School discipline problems,

bullying, drug abuse, truancy, and dropout.

Unit-II: Concept and areas of Counselling

Counseling: concept, types and techniques: Directive, Non-directive and Eclectic

Areas of counseling: Vocational counseling, family counseling, parental counseling,

adolescent counseling, counseling of girls, counseling of children belonging to special

groups, Peer counseling.

Skills, qualities and professional ethics of an effective counselor

http://www.ncte-india.org/

http://www.ncert.nic.in/

http://www.ugc.ac.in/

of 52

Unit-III: Guidance Services and Curriculum

Types of guidance services: Orientation, Information, Individual Inventory,

Counseling, Placement, Follow-up, and Research & Evaluation, Resources required

for organizing guidance services, Role of principal and teachers in guidance

programmes.

Integration of guidance and curriculum: need, importance and role of teachers

Guidance for gifted and creative students, socially and economically disadvantaged

students, physically and intellectually challenged students and delinquent students.

UNIT –II Guidance : - Methods and Techniques

Guidance : A collaborative effort

Techniques of guidance

a) Quantitative Techniques

b) Qualitative Techniques

Occupational Information

Group Guidance

Books Recommended/ Suggested Books

Gibson, R. L., & Mitchell, M. H. (2008). Introduction to counselling and guidance. New

Jersey: Pearson Prentice Hall.

Gupta, S. (2013). Guidance and career counselling. New Delhi: A.P.H. Publishing

Corporation.

Jothiet. al. (2009). Guidance and counselling. New Delhi: Centrum Press.

Naik, D. (2007). Fundamentals of guidance and counselling. New Delhi: Adhyayan

Publishers and Distributors.

Nayak, A. K. (2014). Guidance and counselling. New Delhi: A.P.H. Publishing Corporation.

Pal, O. (2011). Educational and vocational guidance and counselling. New Delhi: A.P.H.

Publishing Corporation.

Sharma, R. N., & Sharma, R. (2013). Guidance and counselling in India. New Delhi: Atlantic

Publishers and Distributors (P) Ltd.

Siddiqui, M. H. (2015). Guidance and counselling. New Delhi: A.P.H. Publishing

Corporation. Suggested

Suggested e-books

Educational And Vocational Guidance In Secondary Schools

Suggested Websites

http://www.counselling-directory.org.uk

www.psychologytoday.com

http://qu.edu.iq/eduw/wp-content/uploads

https://www.csbsju.edu/psychology/student-resources/issues

***

http://www.counselling-directory.org.uk/

http://www.psychologytoday.com/

https://www.csbsju.edu/psychology/student-resources/issues

of 52

MEDN-306: PRCATICAL

PREPARATION AND PRESENTATION OF RESEARCH PROPOSAL WITH

REVIEW AND DRAFT TOOL (F.M.=50)

Course Action Plan:

Each student is required to complete the following activity:

1) Review of Related literature

2) Identification of research gap and selection of research problem.

3) Selection /development of research tool (s)

4) Preparation of research proposal

5) Presentation of research proposal (it must be free from plagiarism)

Each student is required for their active participation and discussion in the presentation of

research proposal.

EVALUATION CRITERIA (TOTAL MARKS: 20+80)

1) Research Proposal : 20 Marks

2) Report on Review of Related Literature, Tools : 20 Marks

3) Viva-voce Test : 10 Marks

Total : 50 Marks

***

of 52

SECOND YEAR

SEMESTER – IV

MEDN – 401 EDUCATION AND DEVELOPMENT (F.M.- 10+40=50)

UNIT – I Education and Individual Development:-

Education for development of individual capabilities, enhancement of quality of life

and proactive participation in socio –political – economic – cultural context

Education for development of responsible citizenship

Education for development of life skills: preparation of individual for the 21st century

UNIT – II Education for National Development

National development – meaning, nature and scope

Indicators of national development – Education Commission (1964 – 66), NPE (1986),

and POA (1992)

Education for Sustainable Development (ESD) : Components (Brundtland

Commission , 1987) & UNESCO: Role of education in ensuring sustainable

development

UNIT – III Education and Economic Development

Education for economic development – meaning and nature

Education as development of human resource

Emerging trends in societies and their impact on education: privatization,

liberalization and globalization in education

UNIT – IV Recent Initiatives in Indian Education

National Education Policy (NPE) (1986) and Revised NPE (1992) & POA (1992)

SSA (2000) RMSA (2009) – Salient Features

National Curriculum Framework (2005)

National Curriculum Framework for Teacher Education, 2010

Suggested Readings:-

Anand, C.L (1983). Teacher and Education in Emerging Indian Society, NCERT, New Delhi

Govt. of India, Ministry of Law and justice (2009). Right to Education, New Delhi

NCERT (1993). Teacher and Education in Emerging Indian Society, New Delhi

Mohanty, G (1986) School Education in Emerging Society, Sterling Publishers, MacMillan,

New Delhi

NCERT (1986). School Education in India – Present Status and Feature Needs, New Delhi

UNESCO (2004). Education for All (EFA): The Quality Imperative; EFA Global Monitoring

Report, ParisUNESCO’s report on education for Sustainable Development

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MEDN – 402: CURRICULUM DESIGN AND DEVELOPMENT

F.M-10+40=50)

Unit-I: Meaning and Nature of Curriculum Development

Concept and meaning of curriculum: curriculum, syllabus, and hidden curriculum

Components of curriculum-Objectives, Content, Learning Experiences and

Evaluation.

Bases of Curriculum Development-Philosophical, Sociological and Psychological.

Choice Based Credit System and its implementation

Unit II: Principles and Types Curriculum

Principles for curriculum development: activity centered, community centered,

forward looking principle, principles of integration, balance, relevance, flexibility,

Contexuality and plurality.

Types of Curriculum Designs: subject centered, learner centered, experience centered,

problem centered, core curriculum and local specific curriculum

Unit III: Models of Curriculum Development

Scientific Technical Models:

a) Hilda Taba Model (Inductive Model/ Grassroots Model),

b) Taylor Model

Non- Scientific/Non-Technical/Humanistic Models:

a) The Glathorn’s Naturalistic Model,

b) Weinstein and Fantini Model,

Unit-IV: Designing Curriculum and Evaluation

Dimensions of curriculum design: Scope, Sequence, Continuity, Integration,

Articulation and Balance.

Designing integrated and interdisciplinary learning experiences.

Curriculum Evaluation: Concept and purpose, Types of curriculum evaluation:

Formative and Summative.

Tools and Techniques of Curriculum evaluation: observation, oral, interview,

opinionnaire, focus group discussion, rating scale

Books Recommended/Essential Readings

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.

Beane, JA, Conrad, E.P. Jr. & Samuel JA, Jr. (1986). Curriculum planning and development.

Allyn & Bacon, Boston..

of 52

Brady, L. (1995). Curriculum development. Prentice Hall,.

NCERT (1976). The curriculum for the ten-year school: A Framework. Reprint Edition,

National Council of Educational Research and Training, New Delhi.

NCERT (1984). Curriculum and evaluation. NCERT, New Delhi.

NCERT (1988). National Curriculum for elementary and secondary education: A framework,

Revised Edition, National Council of Educational Research and Training, New Delhi.

NCERT (2000). National Curriculum framework for School education. NCERT,New Delhi.

NCERT (2005). National curriculum framework-2005. NCERT, Sri Aurobindo Marg, New

Delhi.

Ornstein, A.C. & Hunkins, E (1998). Curriculum. foundations, principles and issues. Allyn &

Bacon, Boston.

Oliva, P.F. (2001). Developing the curriculum (Fifth Ed.). New York, NY: Longman

Taba Hilda (1962). Curriculum development: Theory and Practice. New York, Harcourt

Brace, Jovanovich Inc.

Tanner, D. & Tanner, L.N. (1980). Curriculum development. theory into practice. Macmillan

New York.

Zais, R.S. (1976). Curriculum: Principles and foundations. Harper & Row, New York.

Suggested Readings

Doll Ronald C. (1986). Curriculum improvement: decision making process. London, Allyon

and Bacon Inc.

Marsh, C.J. & Willis, G. (1999). Curriculum - alternative approaches, ongoing issues,

Merhill I Prentic Hall. York.

Saylor, J.G. Alexander, W.M. & Lewis, A.J. (1981). Curriculum planning for better teaching

for better teaching and learning, Hott, Rinehart & Winston, New York.

UNESCO (1981). Curriculum and lifelong education. UNESCO, Paris.

Verduin J.R. (1967). Cooperative curriculum improvement. Prentice Hall.

Walker, D. (1990). Fundamentals of curriculum. Harcourt Brace Jovanovich, San Diego.

***

of 52

MEDN -403: VALUE EDUCATION AND HUMAN RIGHTS EDUCATION

(F.M.-10+40=50)

UNIT – I Values- Concept, types:

Definition, meaning, nature and scope of values, dichotomy of values, types of values.

UNIT – II Value education and Theories of value development:-

The meaning and concept of value education; philosophical, psychological and

sociological bases

Theories of value development – social learning theory, cognitive development theory,

heredity and environment

Value Instruction, value education, value Teaching

Development of aesthetic sense through literature and music

UNIT – III Human Rights

Meaning and concept of human rights

National and international dimensions of human rights

Universal declaration of human rights

Indian constitution and human rights

UNIT –IV Human rights Education

Meaning, concept, nature and scope

Role of NGOS and Govt. Organizations

Role of MEDNia, related to challenges and solution of the issues

Suggested Readings:-

Borgohain, B. (1999): Human Rights Social Justice & Political Challenge. New Delhi:

Kanishka Publishers

Chakrabarti, Mohit (2005). Value Education; Changing Perspectives: Kanishka Publishers,

New Delhi

Dhand, H. (2000): Teaching Human Rights: A Handbook, Bhopal Asian Institute of Human

Rights

Fraenkel, J.R. (1977): How to teach about Values: An Analytic Approach. New Jersey & E.

Cliffs: Prentice Hall, Inc.

Mohanty, J. (2005): Teaching of Human Rights: New Trends and Innovations. New Delhi:

Deep and Deep Publications PVT. LTD.

Mohanty , Jagannath Ed. (2000): Human Rights. New Delhi: Deep and Deep Publications

Pandey, V.C. (2005): Value Education and Education for Human Rights . Delhi: Isha Books.

Rokeach, M. (1967): Values Survey. Sunnyvale & California: Halgren Tests

of 52

Rokeach, M. (1973): The Nature of Human Values. New York: The free Press.

Singh, Y.K. & Nath, Ruchika (2007). Value Education: A.P.H. Publishing Corporation, New

Delhi

Tripathy, A.N.(2003), (Reprint 2004) Human Values: New Age International Publishers, (p)

Ltd, New Delhi

***

MEDN – 404: INCLUSIVE EDUCATION (F.M.- 10+40=50)

Unit-I: Meaning, Genesis and Scope Inclusive Education

Special education and inclusive education: Concept and Principles

Historical developments of special and inclusive education in India.

Medical and social models of disability

Social, psychological and educational contexts of inclusion

Unit-II: Understanding and Support Needs of Students with Disability

Understanding and support needs of students with different labels of disability

including: Autism, Learning Disabilities, Speech & Hearing Disability, Blindness, and

Intellectual Disabilities in inclusive classroom.

Unit-III: Frameworks for Inclusive Pedagogy

Universal Design for Learning: Multiple Means of Access, Expression, Engagement &

Assessment

Principles of Differentiated Instruction and Assessment

Capacity Building of Teachers for Inclusive Education

Support services for diverse learning needs: Collaborative teaching-learning,

Professional-family partnerships, Facilitating peer relations, Parents counseling and

individualized educational plan.

Unit-IV: Support and Collaboration for Inclusive Education

Assistive Technology & Devices for Inclusive Education

Stakeholders of Inclusive Education and their responsibilities: Family, Community,

School, Administrators

Advocacy and leadership for Inclusion in Education

Resource mobilization for Inclusive Education

Books Recommended/ Suggested Readings

Bartlett, L. D., & Weisentein, G. R. (2003). Successful inclusion for educational leaders. New

Jersey: Prentice Hall.

Chaote, J. S. (1991). Successful mainstreaming. Allyn and Bacon.

of 52

Choate, J. S. (1997). Successful inclusive teaching. Allyn and Bacon.

Daniels, H. (1999) . Inclusive education. London: Kogan.

Deiner, P. L. (1993). Resource for Teaching Children with Diverse Abilities. Florida:

Harcourt Brace and Company.

Dessent, T. (1987). Making Ordinary School Special. Jessica Kingsley Pub.

Gargiulo, R.M. Special Education in Contemporary Society: An Introduction to

Exceptionality. Belmont: Wadsworth.

Gartner, A., & Lipsky, D.D. (1997). Inclusion and School Reform Transferring America‟s

Classrooms. Baltimore: P. H. Brookes Publishers.

Giuliani, G.A. & Pierangelo, R. (2007). Understanding, Developing and Writing IEPs.

Corwin press:Sage Publishers.

Gore, M.C. (2004) . Successful Inclusion Strategies for Secondary and Middle School

Teachers, Crowin Press, Sage Publications.

Hegarthy, S. & Alur, M. (2002). Education of Children with Special Needs: from Segregation

to Inclusion. Corwin Press, Sage Publishers.

Karant, P., & Rozario, J. ((2003). Learning Disabilities in India. Sage Publications.

Karten, T. J. (2007). More Inclusion Strategies that Work. Corwin Press, Sage Publications.

King‐ Sears, M. (1994). Curriculum‐ Based Assessment in Special Edcuation. California:

Singular Publications.

Kluth, P. (2003). “You are going to love this kid!” Teaching students with autism in the

inclusive classroom. Baltimore: Paul Brookes.

Kluth, P. (2009). The autism checklist: A practical reference for parents and teachers. San

Francisco, CA: Jossey-Bass.

Lewis, R. B., & Doorlag, D. (1995). Teaching Special Students in the Mainstream. 4th Ed.

New Jersey: Pearson.

McCormick, S. (1999). Instructing Students who Have Literacy Problems. 3rd Ed. New

Jersey, Pearson.

Panda, K.C. (--). Education of Exceptional Children

Rayner, S. (2007). Managing Special and Inclusive Education, Sage Publications.

Rose, D. A., Meyer, A. & Hitchcock, C. (2005). The Universally Designed Classroom:

Accessible Curriculum and Digital Technologies. Cambridge, MA: Harvard Education

Press.

Ryandak, D. L. & Alper, S. (1996). Curriculum Content for Students with Moderate and

Severe Disabilities in Inclusive Setting. Boston, Allyn and Bacon.

Thousand, J., Villa, R., & Nevin, A. (2007). Differentiating instruction: Collaborative

planning and teaching for universally designed learning. Thousand Oaks, CA:

Corwin Press.

of 52

Turnbull, A., Turnbull, R., Turnbull, M., & Shank, D.L. (1995). Exceptional Lives: Special

Education in Today‟s Schools. 2nd Ed. New Jersey: Prentice‐ Hall.Inc

Udvari-Solner, A. & Kluth, P. (2008). Joyful Learning: Active and collaborative learning in

inclusive classrooms. Thousand Oaks, CA: Corwin Press.

Valle, J. W. & Connor, D. J. (2011). Rethinking disability: A disability studies approach to

inclusive practices. New York, NY: McGraw Hill.

***

MEDN- 405: EDUCATIONAL MANAGEMENT AND LEADERSHIP (F.M.10+-40=50)

Unit-I: Introduction to Educational Management

Educational Management: Concept, Scope and Principles of Management

Aspects of Educational Management: Planning, Organization, Supervision, Finance,

Innovations, Change, Decision Making and Evaluation

Types of Educational Management: Centralized vs. Decentralized, Bureaucrats vs.

Technocrats, Autocratic vs. Democratic

Unit-II: Theories of Educational Management

Theories of management: Classical, Scientific, and Humanistic.

Difference between general administration and educational administration and

supervision,

Principles and purpose of educational administration and supervision.

Total Quality Management (TQM): Concept, fundamental principles, components of

TQM; IQAC and SWOC analysis.

Unit-IV: Leadership in Educational Management

Leadership in Educational Management: Meaning and nature of leadership

Theories of Leadership: Fiedler’s Contingency Theory, Hersey-Blanchard Situational

Leadership Theory, Path-Goal Theory

Unit-V: State Agencies of Educational Management

Centre-state and local relationships in educational management

State Education Acts, codes, rules and procedures.

Educational administration at state level: Textbook Bureau, TE & SCERT, Board of

Secondary Education, CHSE, HEC, OSEPA,

Books Recommended/Essential Readings

Adolph and Turner Harold, E. Supervision for change & Innovation. Houghton Miffin

Company.

Anderson, C.A & Bowman, M.J (1971).Educational management, London, U.K: Frankas

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Ashima V, Deshmukh & Naik A.P (2010). Educational management. Girgaon, Mumbai:

Himalaya Publishing House.

Bhatnagar, R.P & Verma, I.B (1978). Educational administration. Meerut, India: Loyal Book

Depot.

Chau, Ta-Ngoc (2003): Demographic aspects of educational planning. Paris: International

Institute for Educational Planning.

Hariss, B. M (1963).Supervisory behaviour in education.USA: Englewood Cliffs.

Kimbrough, S.Ralph, Michall & Nunnery. Educational administration. New York: Mc Millan

Company.

Kochar, S.K (2011). School Administration and Management. New Delhi: Sterling Publishers

Private Limited.

Livack, et al (1998).Rethinking Decentralization in developing countries. Washington, D.C,

USA: World Bank.

Mukerji, S.N. Administration of educational planning and finance. Baroda, India: Acharya

Book Depot.

Naik, J.P. (1965): Educational planning in India. New Delhi, India: Allied.

Naik, J.P. (1982): The educational commission & after. New Delhi, India: Allied.

Newman and summer. The process of management: concept, behaviour and practice. New

Delhi, India: Prentice Hall of India Pvt. Ltd.

Oliva, O (19760. Supervision for today‟s school. New York, USA: Harper & Row.

Ramani, K.V (2004). A text book of educational management. New Delhi, India: Dominant

Publisher

Safya, R & Saida, B.D (1964). School administration and organisation. Jalandhar, India:

Dhanpat Rai & Sons

Shukia, P.O (1983). Administration in India. New Delhi, India: Vikas Publication.

Simon, Herbart A. Administrative behaviour. New York,USA :McMillan Company.

Tilak, J.B.G. (1992). Educational planning at grassroots. New Delhi: India.

Waber, Clarence A. Fundamentals of educational leadership. New York ,USA: Exposition

Press.

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MEDN – 406: DISSERTATION (F.M.=50)

DATA COLLECTION, DATA ANALYSIS, REPORT WRITING AND

PRESENTATION

Course Action Plan:

Each student has to conduct a research on a relevant and duly approved educational

topic under the supervision of a faculty member of the PG Department of Education.

The dissertation must be submitted along with a plagiarism free test certificate

The dissertation shall be evaluated jointly by an External and Internal (supervisor)

examiners on the basis of relevance of the topic, quality of research input and quality

of presentation.

There shall be an open viva-voice test where all the students of the P.G., M.Phil. and

Ph.D. students of the department will remain present and participate in the discussion

of the presentation.

The student will be evaluated on the basis of her knowledge of the topic, research

methodology followed, style of presentation and clarification of doubts raised by

examiners or any other aspect of the research work that the examiners would consider

suitable.

EVALUATION CRITERIA FOR DISSERTATION (Evaluation by External and Internal

Examiners)

1) Report : 40 Marks

2) Viva-Voce Test : 10 Marks

Total : 50 Marks

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SYLLABUS - Fakir Mohan University

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