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B.R.A. BIHAR UNIVERSITY, MUZAFFARPURL.N. MISHRA COLLEGE OF BUSINESS MANAGEMENT

M.Ed. SyllabusDepartment of Education, B.R.A.B.U., Muzaffarpur

M.Ed. Semester – I

PSYCHOLOGY OF LEARNING & DEVELOPMENT

Course No.: c.c. 1 Theory: 80 Marks

Course Credit : 4 Practicum : 20 Marks

Courses Objectives

To enable the students to understand concepts and principles of Educational psychology as an Applied Science.

To enable them to understand the process of Human Development, related psychological theories and their Implications for educations.

To acquaint them with the concept and process of Learning, related theories and their Educational Implications.

To enable them to understand the concepts and Theories of Personality and Its assessment Techniques.

To orient them with the Nature and concepts of Individual Differences Intelligence, Creativity etc. and their Implications for education.

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M.Ed. Syllabus Course Contents

UNIT – I Psychology of Human Development

Concept Concerns and Scope of Educational Psychology; Contribution of psychology to Education.

Scientific methods of studying human behavior Role of schools in modifying the behavior of students Concept and Principles of Development Process of Growth & Development: General Characteristics of Social,

Emotional, Intellectual & Language Development at various stages and their related problems.

Major concepts and stages of the theories of Piaget, Bruner and vygotsky and their implications for education.

UNIT-II Psychology of Learning-I

Concept, kinds and levels of Learning –Gagne’s hierarchy. Gagne’s Theory of Learning progress & its Educational Implications Factors Influencing Learning

S-R Theories of Learning with their Educational implications;

a) Thorndike’s Connectionismb) Pavlov’s classical conditioningc) Skinner’s operant conditioning

Hull’s Reinforcement Theory

UNIT-III Psychology of Learning-II

Cognitive Field Theories of Learning with their Educational implications ;

a) Gestalt Theory of Learning by Kohler

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M.Ed. Syllabusb) Levin’s Field Theory and

c) Tillman’s sign Theory

Transfer of Learning and its Theories :a) Theory of Mental Disciplineb) Theory of identical elementsc) Theory of Generalizationd) Theory of Transpositione) Theory of Learning to learn (Harlow)

Transfer of Learning & Role of the teacher

UNIT-IV Motivation and Learning

Connection between the Motivational & Learning. Types of Motivation – Intrinsic and Extrinsic Motivation Essential Ingredients to Motivation – value and Expectancy Personal Expectations to Motivation: self efficacy theory of Bandura Theories of Motivation & their Educational Implications. Conductive class room climate for motivating and meeting the needs of

students-principles and strategies

UNIT-V Personality & its Assessment

Concept and Definitions of personality. Theories of personality-

a) Trait Theories of All portb) Psychoanalytic approach of Freud,c) Phenomenological approach odd Carl Rogersd) Behaviouristic approach of Miller;e) Humanistic approach of Maslow.

Assessment of personality: personality Inventories, Rating scales, projective Techniques Rorschach Ink Bolt Test, Thematic Apperception Test.

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M.Ed. Syllabus Individual Differences-concept of intra and inter differences. Determinants

of Individual Differences; role of heredity and environment; Implications of Individual Differences for organizing Educational Programmes.

M.Ed. Semester –I

HISTORICAL/POLITICAL AND ECONOMIC PERSPECTIVES OF EDUCATION

Course No. : C.C.2 Theory: 80 Marks

Course Credit: 4 Practicum: 20 Marks

To acquaint the students with the general development and progress of education prior to independence.

To acquaint the students with the general development and progress of education after independence.

To enable the students to understand the political Economy and its relation to Education system in India.

To enable the students to assess and evaluate various “Plan effort” (v year plans) put into effect from time to time.

To enable the students to understand the concept and meaning of problems of Education (social, economic, political).

To enable the students to understand the problems related to the policies of Government and to find out remedies.

COURSE CONTENTS

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M.Ed. SyllabusUnit -1 Progress of Education in Ancient Indian Education – Review of

Brahmanic (Vedic) Buddhist Jain Muslim – Islamic –(Education System during these periods)

Unit -2 Progress of Education in British Period

Review of British period of Education. With reference to:

Mecaulay’s Minutes Woods Dispatch Sergeant Commission

Unit -3 Progress of education after Independence

Constitutional Provision for Education University Education Commission (1948) Secondary Education Commission (1952-53) Indian Education Commission 91964-66) National Policy of Education(1986) National Policy of Education (1992)

Unit -4 Political Economy and Education of free India

How the Economy is Political and Why, Political and Markets Foundations of Indian Political Economy Current Challenges in the Global Economy Politics and Education; The Politics of Policy and the Policy Making Process.

Overview of Education Governance Production of Education: Cost – Benefit Analysis Education as an Output: Public Vs. private Provision Institutional Stability and Change, Power, and the State

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M.Ed. SyllabusUnit – 5 Educational Plans and Problems in free India

Planned efforts of India for Education Plans (V Year Plans) Assessment and Evaluation of development and progress of Education

during plans Problems of Education regarding; So9cial, Economical-Problem related to

quality and quantity, Administrative, and Political Role and impact of different organizations (private and public, Govt.)

NCERT, UGC, NCTE.

M.Ed. Semester – I

RELEVANCE OF TEACHER EDUCATION I HANGING TIMES

Course No.: C.C. 3 Theory: 80 Marks

Course Credit: 4 COURSES OBJECTIVES

After studying the course students will understand:

The concept, aims & objectives of Teacher Education. Historical perspective of Teacher Education. Different types of Teacher Education Programmes. The Structure, Curriculum and Modes of Pre-service Teacher Education

Programmes in India. The role & functions of various agencies associated with Teacher Education. The methods & strategies used for the transaction of Teacher Education

Courses. The evaluation strategies adopted in Teacher Education Programme &

understand the

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M.Ed. Syllabus COURSE CONTENTS

Unit – I: Concept and Historical Perspective

Concept, need and Significance of Teacher Education. Aims and Objectives of Teacher Education at Elementary, Secondary and

College Level. Development of Teacher Education Programmes during:Pre-independence

Period: Ancient, Medieval & British Period. Development of Teacher Education Programmes during: Post-

Independence Period: Recommendations of Various Commission (Kothari Education Commission (1964-1966),NPE (1986 & 2002).

Unit – II: Structure, Curriculum and Modes of Pre-service Teacher Education

A review of the understandings developed on teacher roles and function Pre-service teacher education – concept, nature, objectives and scope. The structure of teacher education curriculum and its vision in curriculum

documents of NCERT and NCTE Components of pre-service teacher education – foundation courses, subject

specialization and pedagogy, special fields, school based practicum and internship – weightages in course work and evaluation

Modes of pre – service teacher education – face –to –face (liner and integrated ), distance and online – relative merits and limitations

Unit III: Organization of Different Components of Teacher Education Curriculum

The student teacher as an adult learner – characteristics. The concept of andragogy and its principles

Organization, transaction and evaluation of different components of teacher education curriculum – existing practices.

Transactional approaches for the foundation courses – Expository, Participatory, Collaborative, Peer Coaching, and Inquiry, Scope and possibilities for organization and evaluation

Transactional approaches for the skill and competency development courses – need for awareness – modeling – analysis- practice –feedback

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M.Ed. Syllabuscycle – scope and possibilities for organization and evaluation –practicum records and portfolio assessment

Concept and scope of school based practicum and internship – the existing practices, their nature, objectives, organization and duration Activities and experiences in pre- internship, internship and post – internship.

Unit IV: In service Teacher Education in India – Concept, Structure and Modes

Concept, need for continuing professional development of a teacher – areas of professional development. Purpose of an in – service teacher education programme –orientation, refresher, workshop, seminar and conference – their meaning and objectives

The structure for in service teacher education – sub-district, district, state, regional and national level agencies and institutions.

Modes and Models of in-service teacher education:o Modes of in-service teacher education – face-to-face, distance

mode, online and maxed mode.o Induction, one shot, recurrent, cascade, multi-site, school based

and course work scope, merits and limitations of each of them.

Unit V: Planning, Organizing and Evaluating and In-service Teacher Education

Planning an in-service teacher education programme -preliminary considerations of purpose, duration, resource requirements, and budget

Designing an in-service teacher education programme – steps and guidelines –assessment of training needs, formulation of training curriculum, preparation of course material

Organizing an in-service teacher education programme –common problems faced by a teacher education and guidelines for communication, arrangement, preparation, facilitating participation and collecting feedback and evaluation.

Qualities and characteristics of an effective in-service teacher education Evaluation strategies at Different Levels of Teacher Education.

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M.Ed. Syllabus

M.Ed. Semester- I

FUNDAMENTALS OF EDUCATIONAL RESEARCH

Course No.: C.C. 4 Theory: 80 MarksCourse Credit: 4 Practicum: 20 MarksCOURSES OBJECTIVESOn completion of this course, the students will be able to:

Describe the nature, purpose, scope, areas, and types of research in education.

Explain the characteristics of quantitative, qualitative and mixed research. Select and explain the method appropriate for a research study. Conduct a literature search and develop a research proposal. Explain a sampling design appropriate for a research study. Explain tool design and procedure for collection of data. Explain the importance of documentation and dissemination of researches

in education.COURSE CONTENTS

Unit I: Research in Education: Conceptual Issues

Meaning, purpose and areas of educational research The research & the scientific method Kinds of educational research: basic & applied research, evaluation

research and action research and their characteristics Research paradigms in education: qualitative, mixed and quantitative, and

their characteristics Types of research under each paradigm Planning the research study: Sources of research problems, Identification

and Conceptualize of Research Problem, Review of the literature with purpose and the method of presentation, and research questions in qualitative and quantitative research.

Hypothesis: meaning, Types, importance, formulation and testing Preparation of a Research Proposal: Framework of the research proposal

and strategies writing the research proposals

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M.Ed. SyllabusUnit II: Qualitative Methods of Research

Qualitative Research: meaning, steps and characteristics Qualitative research approaches- Phenomenology, Ethnography, Case

studies and Group theory – characteristics, types, data collection analysis and report writing

Historical Research-meaning, significance, steps, primary and secondary sources of inform external and internal criticism of the sources.

Mixed Research-meaning, fundamentals principles, strength and weaknesses, types limitations.

Unit III: Quantitative Methods of Research

Experimental Research: Nature ofExperimental research, Variables in experimental research- independent, dependent and confounding variables; ways to manipulate an independent variable, purpose and methods of control of confounding variables.

Experimental Research designs: Single-Group Pretest-Posttest Design, Pretest-Posttest Control-Group Design, Posttest only Control-Group Design, and Factorial Design.

Quasi-Experimental Designs: Nonequivalent Comparison Group Design, and Time-Series Design

Internal and external validity of results in experimental research Non- Experimental Research: Casual-Comparative and Correlation research:

Cross-sectional, Longitudinal (Trend and panel studies), and Retrospective; and Descriptive, Predictive and EXPLANATORY, Steps in Non- Experimental Research

Unit iv: Sampling in Qualitative, Quantitative and Mixed Research

Concept of population and its type, and sample, sampling unit, sampling frame, sample size, sampling error, representative and biased samples

Random Sampling Techniques: simple random sampling, stratified random sampling, cluster sampling, and multi-stage sampling

Non-Random Sampling Techniques, convenience sampling, purposive sampling, quota sampling and snowball sampling

Determining the sample size when using random sampling

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M.Ed. Syllabus Sampling in qualitative and mixed research

Unit V: Methods of Data Collection

Tests, Inventories and Rating scales: types and their construction and uses Characteristic of a good research tool and identifying a tool using reliability

and validity information. Questionnaire: forms, principles of construction and their scope in

educational research, administration of questionnaires. Interview: types, characteristics applicability, guidelines for conducting

interviews. Observation: Qualitative and quantitative observant on, use of the checklist

and schedules, time sampling, field notes role of researcher during observation, focus group discussion

Collecting data using attitudinal scales: Functions of attitudinal scales, Different types of attitudinal scales, their characteristics, construction and application

Projective Techniques and their uses. Socio-metric Techniques and their uses.

M.Ed. Semester-I

A. COMMUNICATION AND EXPOSITORY WRITING AND B. PERSONALITY DEVELOPMENT

Course no.: EPC 1 Full Marks: 50

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M.Ed. SyllabusCourse Credit: 1+1=2 Practicum: 50 Marks

COURSES OBJECTIVES

After going through this course the students will be able to understand;

Needs, process and barriers of effective communication And develop verbal communication skills And develop different kinds of Academic , technical and professional

writing skills Different modes of verbal , Non-verbal communication and technology

based communication Self – development and their relation with education Concept , theories and basic practices of Yoga And practice Practical and Teaching Techniques of Yoga

COURSE CONTENTS: A. COMMUNICATION AND EXPOSITORY WRITING

Unit: I Introduction to communication and Expository writing

Need for effective communication The process of communication : Levels of communication ; Flow of

communication ; Use of language in communication ; communication networks ; significance of technical communication

Barriers to communication: Types of barriers; Miscommunication; Noise ; Overcoming measures .

Verbal communication: Oral presentation and public speaking skills, Interview, Group Discussion, Debate etc.

Non-verbal communication and Body language : Forms of Non-verbal communication; Interpreting body-language cues; kinesics ; Proxemics ; chronemics ; Effective use of body language.

Technical writing: Differences between Technical and Literary style, Elements of style; Sentence formation; Use of appropriate diction; Paragraph and Essay writing; Coherence and Cohesion, Common Errors.

Report writing: Basics of Report writing; Structure of a report; Types of reports.

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M.Ed. Syllabus Expository writing and Academic writing; Types, Features and the

essential requirements, Academic sources and how to refer to them? How to cite a source, paraphrase and acknowledge the source? How to edit one’s own writing?

Technology-based Communication: Netiquettes: effective e-mail messages; power-point presentation; enhancing editing skills using computer software.

COURSE CONTENTS: B. PERSONALITY DEVELOPMENT

Unit II. Education and Self-development:

Education and Self-development Concept of Harmonious development The linkages between the self and one’s professional practice. Gander, society and education Disability, psycho-social dimension of exclusion, and inclusive education

Unit III. Yoga Education and Mental and physical well-being:

Concept of Yoga Streams of Yoga, Raja Yoga: Eight Fold Path Anand Mimamsa Theories of Yoga Practices; Asana, Pranayama, Kriyas, hyena Practical and Teaching Techniques-I: Eight Step Method: Single Group and

Double Group Practice. Asana, Pranayama, Relaxation Techniques Practical and Teaching Techniques –II; 1 Special Techniques: Asthama,

Nasal allergy, Diabetes, Low backaches, Hypertension IIHD,IBS/GID, Tension/ Migraine, Headache 2; Advance Techniques: A. Self –

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M.Ed. SyllabusManagement of Excessive Tension B. Pranic energisation Technique 3. Meditation: A. Omkaradhyana, B. Cyclic Meditation.

SEMESTER-II

Department of Education, B.R.A.B.U., Muzaffarpur

M.Ed. Semester – II

SOCIOLIGICAL AND PHILOSOPHICAL PERSPECTIVES OF EDUCATION

Course No.: C.C. 5 Theory: 80 Marks

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M.Ed. SyllabusCourse Credit: 4 Practicum: 20 Marks COURSES OBJECTIVES

To enable the students to understand the relationship between culture, society and education.

To enable them to analyze the relationship between Education and social change,social stratification, social mobility and modernization.

To make them aware of the constitutional provisions towards the protection of educational right with special reference to the deprived sections of the society like scheduled caste scheduled tribes, women and minorities.

To make them realize the importance of constitutional values and their implications in Education.

To enable them to understand the meaning and functions of philosophy, and philosophy of Education

To make them realize the relationships between philosophy and education. To make them understand the major postulates of different Schools of

Philosophies and Modern Theories and their relevance for aims, Curriculum, methods, and role of teacher in an education system.

To enable them to understand Indian Schools of Philosophy and their relevance to education.

To make them realize the contribution of great Indian educators to the field of education.

COURSE CONTENTS

Unit- I Sociology as a Frame of Reference in Education

Meaning of sociology and its various functions with special reference to its relevance to the society.

Relationship between Sociology and Education Concept and nature of sociology of Education, Difference between

sociology of Education and Educational Sociology. Education as a Social sub-System; Itsspecific Characteristics, structure and

function.

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M.Ed. Syllabus Social Determinants of Education- Views of Emile Durkheim and Paulo

Freire A critical analysis of National Educational Policy in Sociological Perspective

(NPE 1986 and its revision thereafter).

Unit -= II Education and Socio-Cultural Change

Society: its structure, functions and interdependence with education. Social Stratification, Social Mobility, Socialization, and Acculturation and

their relationship with Education. Education and social change, Role of Education in Social Change,

Constraints of Social Change in India (Caste, Ethnicity, Class, Language, Religion, Regionalism and Politics).

Education and culture; Meaning and Nature of Culture, Role of education in Cultural Change.

Education as related to Religion and Politics. Education and Modernization

Unit-III Constitutional Provisions of Education

Constitutional Provisions of Education Equality vs. Equity in education Means and measures adopted for the equality of educational opportunities

for socially, culturally and economically deprived sections of the society like; Scheduled castes, Scheduled tribes, Women, Minorities, and Other Backward Sections.

Constitutional Values and Education: Democracy, Secularism, Socialism, National Integration and their implications to Education.

Unit-IV Philosophy of Education and Western Philosophical Systems

Philosophy as General Frame of Reference: Meaning and definitions of philosophy, Functions of philosophy, Branches of philosophy and their relationship with educational problems and issues, Meaning and functions of philosophy of Education.

Major schools of philosophy with special reference to the concepts of reality, Knowledge and values, and their educational implications; Idealism

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M.Ed. Syllabuswith special reference to Plato, Naturalism with special reference to Rousseau, Pragmatism with special reference to John Dewey, Realism with special reference to Aristotle

Modern Theories of Education with special reference to the concept of reality, Knowledge and values, and values, and their educational implications: Existentialism, Marxism, Logical Empiricism, Philosophic Analysis.

Unit-V Indian Philosophies of Education

Indian Schools of Philosophy with special reference to their concepts of reality, Knowledge and values, and their educational implications: Sankhya, Vedanta, Buddhism, Jainism and Islamic Traditions.

Indian Thinkers and their philosophical contribution in the field of education: Gandhi, Tagore, Vivekanand, Aurobindo and Sir Syed Ahmad Khan.


TEACHER EDUCATION – ISSUES AND CHALLENGES

Course No.: C.C. 6 Theory: 80 Matks Course Credit: 4 Practicum: 20 Marks

COURSES OBJECTIVES

After studying the course students will understand:

The Concept, Factors and Approaches influencing teacher development. National and state policies on teacher education. Different types of Teacher Education Programmes.

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M.Ed. Syllabus The role and functions of various agencies associated with Teacher

Education. Structure and Management of Teacher Education in India. The methods and strategies used for the modification of Teacher Trainees’

behavior. Importance of Research in Teacher Education, its trends, paradigm, findings

and their uses for improving the quality of the Teacher programme. Problems and Issues in Teacher Education.

COURSE CONTENTS

Unit I: Teachers’ Development-Concepts, Factors and Approaches

Teacher Development – Concept, Factors influencing teacher development – personal, contextual.

Teacher Expertise – Berliner‘s stages of development of a teacher. Approaches to teacher development- self-directed development,

cooperative or collegial development, chance-oriented staff development. Modification of Teaching Behavior: Micro Teaching Approach, Simulated

Teaching and Interaction Analysis.

Unit II: Perspectives and Policy on teacher Education

National and state policies on teacher education – a review Different organizations and agencies involved in teacher education – their

roles, functions and networking In – service teacher education under DPEP, SSA, and RMSA Preparation of teachers for art, craft, music, physical education and special

education – need, existing programmes and practices Initiatives of the NGOs in designing and implementing in – service teacher

education programmes

Unit III: Structure and Management of Teacher Education

Structure of teacher education system in India – its merits and limitations Universalization of Secondary Education and its implications for teacher

education at the secondary level.

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M.Ed. Syllabus Preparing teachers for different contexts of school education – structural

and substantive arrangements in the TE programmes Vertical mobility of a school teacher – avenues Professional development of teachers and teacher educators – present

practices and avenues Systemic factors influencing the quality of pre and in- service education of

secondary school teachers.

Unit IV: Research in Teacher Education

Paradigms for research on teaching- Gage, Doyle and Shulman. Research on effectiveness of teacher education programmes -

characteristics of an effective teacher education programme. Methodological issues of research in teacher education – direct versus

indirect inference, generalizability of findings, and laboratory versus field research, scope and limitations of classroom observation.

Trends of research in teacher education – review of a few recent research studies in teacher education with reference design, findings and policy implications.

UNIT V: Problems and issues in Teacher Education

Challenges in professional development of Teachers – relevance to school education, improperly qualified teacher educators, assurance of quality of teacher education programmes.

Sufficiency of subject matter knowledge for teaching at the senior secondary level,

Single subject versus multiple subject teachers- implications for subject combinations in initial teacher preparation

Issues related to enhancing teacher competence, commitment and teacher performance

Partnerships in secondary teacher education – TEI with school and community, Government Agencies with University, with NGOs, between

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M.Ed. Syllabusteacher education institutions preparing teachers for different levels of school education.


CURRICULUM STUDIES

Course No.: C.C. 7 Theory: 80 Marks Course Credit: 4 Practicum: 20 Marks COURSES OBJECTIVES

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

Define curriculum, Identify the components of curriculum, Describe the various principles of curriculum, Explain various determinants of curriculum, Describe and analyze various approaches to curriculum, Explain and compare various types of curriculum. Differentiate between various models of curriculum,

COURSE CONTENTS

Unit I- NATURE OF Curriculum

Meaning and concept of curriculum. Curriculum as a body of socially organized Knowledge, inert and live

curriculum. Components of Curriculum: Objectives, Content, Learning Experiences and

Evaluation System. Base/Foundations of Curriculum (Philosophical-epistemic activism, Social

and Psychological).

Unit II- Determinants of Curriculum

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M.Ed. Syllabus Objectives-Values enshrined in the Constitution such as social justice,

equality and secularism;o Core elements as reflected in the NPE-1986 and POA;o Curriculum concerns as reflected in NCFSE- 2000 and NCF 2005

Explosion of Knowledge, Information vs. Knowledge, Nurturing creativity in all the areas of Knowledge and its construction by children

Society, social forces, revolutionary change in the society: ICT, change in value system, Localization, Privatization and Globalization.

Learner: growth and development. Nature of subject matter/content.

Unit III- Types of Curriculum

Subject cent red Learner cent red Community cent red Environment cent red Humanistic Curriculum: Characteristics , purpose ,role of teacher,

Psychological basis of humanistic curriculum Social deconstructionist curriculum: characteristics: characteristics,

purpose, And role of teacher inreconstructionist curriculum.

Unit IV- Curriculum Development-Concept and Components

Curriculum development: concept and need Components of curriculum development: objectives, selection of content

and learning experiences; organization of content and learning experiences, and evaluation of curriculum.

Curriculum development as a continuous and cyclic process Need for active role of stakeholders in the process of curriculum

development Curriculum Framework

Unit v- Principles, Theories and Models of Curriculum Development

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M.Ed. Syllabus Principles of curriculum construction: Students centered, Activity centered,

Community centre , Forward looking principle , Principles of integration, Conservative (Preservation of culture etc.),Relevance, flexibility, quality, continuality and plurality.

Theories of curriculum development and their significance to curriculum planning.

Curriculum models: The AIM model, Taba’s Inverted model, Tyler’s Ends-Means model, olive model, Saylor-Alexander Model, Macdonald’s model. Zais Eclectic model, Cornett’s personal practical theories model.


INNOVATIVE TEACHING - LEARNING

Course No.: C.C. 8 Theory: 80 Marks Course Credit: 4 Practicum: 20 Marks COURSES OBJECTIVES

On completion of the course, the student teacher will be able to :

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M.Ed. Syllabus Understand Concept & Nature of Teacher centered, Learner centered, and

Group controlled Instructional Techniques Understand and use effectively different methods of teaching coming under

teacher centered, Learner centered, and Group Controlled Approaches. Organize learning with active participation of learners – individually and in

groups. Know various styles and strategies of learning Understand and consider factors enhancing students’ Learning like

Motivation, Individual differences etc. Demonstrate his/her understanding of different teaching skills and their

role in effective teaching. Use instructional skills effectively.

COURSRE CONTENTS

Unit I: - Teacher centered Instructional Techniques/Methods:

Lecture Method: concept and types of Lecture, Merits and Demerits of Lecturing , planning & preparing for Large Lecture Course, Delivering a Lecture; General strategies to make a Lecture effective , Skills Associated with Lecture Method.

Demonstration Method: Nature of Demonstration, Common defects, Measures to Improve Demonstration, Criteria for Assessing Demonstration.

Team Teaching ; Nature & Type of Team Teaching Supervised study.

Unit II: - Learner Centered Instructional Techniques/Methods:

Activity Based Instruction: Case Studies, Role play and Dramatization, Simulation

Self-Learning :Programmed Instruction, Keller plan , Computer Assisted Instruction

Project Method: Concept & Types of project, How to Organize Project Work, Evaluation project work.

Problem Solving Method.

Unit III: - Group Controlled Instructional Techniques/Methods:

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M.Ed. Syllabus Group controlled Instruction: Concept , Types & Importance, organizing

Group Interactive Sessions Discussion strategy : Leading a Discussion, Encouraging student participation

in Discussion, Asking Questions, Fielding students’ Questions Group Discussion, Debate, & Panel discussion Brain storming, Cooperative/collaborative Learning: Group work and study Teams, Group

Investigation & Group Project, Fieldwork Seminar, Symposium & Conferences

Unit IV: - Enhancing Students’ Learning and Motivation

Helping students learn Learning Styles and Preferences: Models of Teaching & Learning Motivation students to Learn: Techniques of enhancing motivation Taking Account o of Individual Differences for Effective Learning Forgetting classroom learning: meaning and its causes; strategies for

improving retention of learning Writing skills and Homework Assignments: Helping students write better in

all courses, Effective use of Homework , Designing Effective writing Assignments , Evaluating students’ Written work

Unit v: - Specific Teaching Skills

Classroom Management: Elements of Effecting Classroom Management Behavior Management : Dealing with Inappropriate Behavior Classroom Climate: Concept and Types of classroom climate, creating a

pleasant classroom climate; Teacher Expectation Problem solving & Higher –Order Thinking skills Teaching students with special Education Needs: Teaching students with

Learning & other Disabilities Teaching Gifted students Developing student’s social skills.

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M.Ed. Syllabus


DISSERTATION (1/2)

Course No.: C.C. 9 Theory: 40 Marks Course Credit: 2 Practicum: 10 Marks

COURSES OBJECTIVES

On completion of the course, the student teacher will be able to:

Identify the priority Areas of Educational Research. Realize the basic steps of research processes.

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M.Ed. Syllabus Understand the purpose & method of literature review in research and be

able to prepare a related literature review report Identify and formulate a research problem considering the required

parameters and be able to formulate relevant research objectives or research questions.

Identify the variables of a chosen research problem. Formulate hypothesis considering the required characteristics. Write a research proposal on a chosen research problem considering the

basic requirements.

COURSE CONTENTS

Unit I- Bases and Areas of Educational research

Bases of Educational Research Problems Related to Content of Education Problems Related to Different Stages and Sectors of Education Problems Related to Teaching Process Priority Areas of Educational Research in India. An Overview of the research process: An eight step model; formulating a

research Problem. Conceptualizing a research design, writing a research proposal, constructing an instrument for data collection, selecting a sample, collecting data, Processing and displaying data. Writing a research report.

Unit II- Reviewing the Related Literature and Selecting the Research Problem

Importance and purpose of literature review in research. How to review the related literature: Searching for the existing literature,

reviewing the selected literature, developing a theoretical framework, developing a theoretical framework, developing a conceptual framework.

Writing about the literature reviewed or preparation of related literature report.

Research Problem; Causes of Emergence of Research Problems, Sources of research problems, Basic Considerations in Selecting a research problems, Kinds of Research Problems. The importance of formulating a research problem, Steps in formulating a research problem, Identification, Conceptualization and Statement of the research Problem. Analyzing,

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M.Ed. Syllabusdefining and Delimiting the Problem, Establishing operational definitions, Formulating research objectives or research questions.

Unit III- Identifying the variables, Formulating Hypothesis and Writing a Research Proposal

Identifying the variables: concept and types of variables. Constructing hypothesis: definition and functions of hypothesis, the

characteristics of hypothesis, types of hypothesis, testing hypothesis and errors in testing hypothesis, hypothesis in qualitative research.

Purpose of research proposal in quantitative and qualitative research. Writing a Research Proposal: Contents of research proposal; An

Introduction, including a brief literature review, theoretical framework that underpins the study, conceptual framework which constitutes the basis of study, objectives of study or the research questions, hypothesis to be tested, if applicable, design of study, research instrument(s)/too (s) to be used, sampling design and sample size, data processing procedure, proposed chapters of the report, problems and limitations of the study, proposed time frame for the research project.


INTERNSHIP IN A TEACHER EDUCATION INSTITUTION

Course No.: EPC 2 Theory: 50 Marks Course Credit: 4 Practicum: 50 Marks

COURSES OBJECTIVES

Internship /Field Attachment in teacher education institution aims at engaging the students with field based situation and work in elementary and other levels of teacher education institutions conducting professional pre-service and in-service teacher education programmes, and to provide an opportunity for reflection and writing on the same. This is also to facilitate a bridge between what student learn in classroom and observe in the field.

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M.Ed. SyllabusCOURSE CONTENTS/ACTIVITY

Systematically planned internship / Field attachment in teacher education institution shall be organized during the programme for the durations of three to four weeks. Close mentorship of faculty or and a member from the host association (field mentor) together guide groups of (3 to 5) students shall be provided for in the programme . The student’s participation in the institutional tasks shall converge in an Internship / Field Attachment report on the basis of which a part of assessment shall be done. A student’s regularity, engagement in the field sites and discussions with mentors (during pre-planning and during and after the internship) shall also be included in the assessment. The components of Internship work evaluation shall be as under:

a) Involvement & performance in the field work 25 marksb) Quality of Internship Report 20 marksc) Regularity and Behavior 05 marks

M.Ed. Semester – IIIM.Ed. Semester – III

ELEMENTARY ( VIII) EDUCATION FOR DIFFERENTLY ABLED

Course No.: S.C. 1 Theory: 80 Marks Course Credit: 4 Practicum: 20 Marks

COURSES OBJECTIVES

On completion of this course the students will be able to;

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M.Ed. Syllabus Understand concept, meaning and significance of education for children

with giftedness, creativity, sensory, mentally challenged, OPH and developmental disabilities.

Appreciate the need for developing human resource by accepting their talents and limitations.

Develop critical understanding on the characteristics of above listed groups of children and roles and responsibilities of the teachers for their inclusion.

Understand the nature of difficulties encountered by these children and need for developing plus curricular skills.

Apply their understanding in adapting instructional materials and methods for teaching in elementary inclusive schools,

Understand the policy perspectives related to education of socially disadvantaged section in India.

Analyze the status of education of the socially disadvantaged children in the country,

Understand the schemes and programmes of education of socially disadvantaged group,

COURSE CONTENTS

Unit –I: Education for Children with Diverse Needs

Concepts and meaning. Classification of diverse needs. Physically and mentally challenged. Socially and Economically marginalized and disadvantaged groups. Environmental and ecological diverse children Social and academic inclusion of learners with diverse needs in mainstream

classrooms. Inclusive educational strategies and their implication for universalization of

elementary education. Curriculum adaptations and evaluation for children with diverse needs.

Unit – II: Education for Gifted and Creative Children

Concept, Types and Characteristics

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M.Ed. Syllabus Need for understanding giftedness, creativity, disadvantaged gifted and

role of teachers Identification of giftedness and creative children at elementary level. Class room condition and role of teachers. Plan of education and adaptation for inclusive classroom teaching.

Unit –III: Education for Physically Challenged Children

Concept and types (orthopedically, visually and hearing impaired children) Educational considerations. Meaning, Characteristics and educational plan for orthopedically

challenged children Meaning, Characteristics and educational plan for visually challenged

children Meaning, Characteristics and educational plan for hearing impaired

children Adaptations in instructional material and methods. Implications for inclusion at elementary level of education – teachers role. Technological devices and supportive services elementary level.

Unit –IV: Education for Mentally Challenged Children

Concept of mental retardation. Distinction between mental retardation and mental deficiency Implications for inclusion of M.R. and M.I. at elementary stage Curricular adaptations and teachers role. Class room condition and role of teachers. Plan of education Supportive service required for education and rehabilitation for elementary

school children.

Unit –V: Education of children with developmental and multi disabilities

Concept, meaning and classification of children with mild and severe disabilities

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M.Ed. Syllabus Methods and techniques used for identification, assessment and placement

in inclusive classrooms. Educational characteristics of these children and implications for academic

inclusion Role of teachers and specific learning disabilities Multi disabilities and possibilities of academic inclusion at elementary

stage.

M.Ed. Semester – III

SECONDARY (IX-XII) EDUCATION FOR DIFFERENTLY ABLED

Course No.: S.C. 1 Theory: 80 Marks Course Credit: 4 Practicum: 20 Marks

COURSES OBJECTIVES

On completion of this course the students will be able to;

Understand concept, meaning and significance of education for children with giftedness, creativity, sensory, mentally challenged, OPH and developmental disabilities.

Appreciate the need for developing human resource by accepting their talents and limitations.

Develop critical understanding on the characteristics of above listed groups of children and roles and responsibilities of the teachers for their inclusion.

Understand the nature of difficulties encountered by these children and need for developing plus curricular skills.

Apply their understanding in adapting instructional materials and methods for teaching in elementary inclusive schools,

Understand the policy perspectives related to education of socially disadvantaged section in India.

Analyze the status of education of the socially disadvantaged children in the country,

Understand the schemes and programmes of education of socially disadvantaged group,

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M.Ed. SyllabusCOURSE CONTENTS

Unit –I: Education for Children with Diverse Needs

Concepts and meaning. Classification of diverse needs. Physically and mentally challenged. Socially and Economically marginalized and disadvantaged groups. Environmental and ecological diverse children Social and academic inclusion of learners with diverse needs in mainstream

classrooms. Inclusive educational strategies and their implication for universalization of

elementary education. Curriculum adaptations and evaluation for children with diverse needs.

Unit – II: Education for Gifted and Creative Children

Concept, Types and Characteristics Need for understanding giftedness, creativity, disadvantaged gifted and

role of teachers Identification of giftedness and creative children at elementary level. Class room condition and role of teachers. Plan of education and adaptation for inclusive classroom teaching.

Unit –III: Education for Physically Challenged Children

Concept and types (orthopedically, visually and hearing impaired children) Educational considerations. Meaning, Characteristics and educational plan for orthopedically

challenged children Meaning, Characteristics and educational plan for visually challenged

children Meaning, Characteristics and educational plan for hearing impaired

children Adaptations in instructional material and methods. Implications for inclusion at elementary level of education – teacher’s role. Technological devices and supportive services elementary level.

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M.Ed. SyllabusUnit –IV: Education for Mentally Challenged Children

Concept of mental retardation. Distinction between mental retardation and mental deficiency Implications for inclusion of M.R. and M.I. at elementary stage Curricular adaptations and teachers role. Class room condition and role of teachers. Plan of education Supportive service required for education and rehabilitation for elementary

school children.

Unit –V: Education of children with developmental and multi disabilities

Concept, meaning and classification of children with mild and severe disabilities

Methods and techniques used for identification, assessment and placement in inclusive classrooms.

Educational characteristics of these children and implications for academic inclusion

Role of teachers and specific learning disabilities Multi disabilities and possibilities of academic inclusion at secondary stage.

M.Ed. Semester – III CURRICULUM, PEDAGOGY AND ASSESSMENT ELEMENTARYCourse No.: S.C. 2 Theory: 80 Marks Course Credit: 4 Practicum: 20 MarksCOURSES OBJECTIVESThe students will be able to

Understand the Principles and perspectives of Elementary School Curriculum

The relevance of NCF, 2005 and autonomy in developing curriculum with regard to local specific issues and challenges.

Comprehend the Concept of pedagogy and critically analyze the pedagogy prescribed in the educational thoughts of Great educators.

Understand the basic concepts and types of educational assessment.

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M.Ed. Syllabus Understand the basic considerations in educational assessment and

evaluation Understand the basic Techniques and Tools of Evaluation of Cognitive

and Non-Cognitive Outcomes. Comprehend the recent trends of educational evaluation. To construct and develop different types of tests; Achievement Test,

Criterion- referenced Mastery Test, Diagnostic Test etc.

COURSE CONTENTS

Unit I- Principles of Elementary School Curriculum

Concept, components and determinants of curriculum; Principles of curriculum construction, Criteria for selection and organization of content and learning activities; Different perspectives to curriculum and their synthesis – behaviouristic,

cognitive and constructivist; Basic considerations of Curriculum Development; Content driven

curriculum, Objective driven curriculum, Process driven curriculum, Condensed, integrated and partly integrated curriculum, Hidden curriculum.

The relevance to NCF, 2005 and autonomy in developing curriculum with regard to local specific issues and challenges.

Unit II- Pedagogy

Meaning and concept of pedagogy. Concept of Child centered pedagogy. Process of Knowledge construction for development of concepts,

understanding, logical reasoning, critical thinking and problem solving. Forms of learner’s engagement observing, exploring, discovering, analyzing,

critical thinking and reflection, contextualization, multiple interpretations, collaboration.

Pedagogical analysis of the subject content. Critical Pedagogy; Critical analysis of the pedagogy prescribed in the

educational thoughts of Tagore, Gandhi, J. Krishnamurthy, Sri Aurobindo.

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M.Ed. SyllabusGijubhai, John Dewey, Plato and Socrates (dialogue), and their applicability in elementary school context.

Unit –III Basic Concepts in Educational Assessment

Concept of Test, Measurement, Assessment and Evaluation Role of Evaluation in the Teaching Learning Process Needs and Purposes of Evaluation Types of Evaluation; Placement Evaluation, Formative and Summative

Evaluation, Diagnostic Evaluation, Internal and External Evaluation, Norm- referenced and Criterion – referenced Evaluation

Continuous Comprehensive Internal Assessment Grading System

Unit- IV Basic Considerations in Educational Assessment

Basic Characteristics of a good Measuring Instrument Validity, Reliability and Objectivity; Concepts, Factors affecting them, their

types and ways of determination Basics of Statistics: Graphical Representation of Data, Measures of Central

Tendency, Variability, Correlation. Scales of Measurements; Nominal, Ordinal, Interval and Ratio Scales Interpretation of Test Scores; Norms; Concept and Types – Age, Grade,

Percentile, Z-Score, T-scores, C- scores and Stan nines.

Unit – V Techniques and Tools of Evaluation

Basic Techniques and Tools of Evaluation of Cognitive Outcomes; Subjective and Objective Tools, Nature, Characteristics, Advantages and Limitations of Essay Test, Objectives Test, Performance Test and Oral Test.

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M.Ed. Syllabus

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