Adamas University School of Education

Proposed Structure of Curriculum of M.A. in Education

Semester I

Course Code

Course Name Credits Marks Internal

Assessment Term-End

Total

Philosophical Foundations of Education

4 20 80 100

Psychological Foundations of Education

4 20 80 100

Sociological Foundations of Education

4 20 80 100

Information and Communication Technology in Education

4 20 80 100

Information and Communication Technology in Education Practical

4 20 80 100

Total 20 100 400 500 Semester II

Course Code

Course Name Credits Marks Internal

Assessment Term-End

Total

Curriculum Studies 4 20 80 100 Creative Innovation in

Education 4 20 80 100

Comparative Education 4 20 80 100 Educational Measurement and

Evaluation 4 20 80 100

Psychological Tests and Interpretation Practical

4 20 80 100

Total 20 100 400 500 Semester III

Course Code

Course Name Credits Marks Internal

Assessment Term-End

Total

Methodology of Educational Research

4 20 80 100

Educational Statistics 4 20 80 100 Educational Administration and

Management 4 20 80 100

Elective Paper I* i. Teacher Education ii. Educational Technology iii. Guidance and Counselling iv. Education of Children with

Special Needs

4 20 80 100

Preparation of Field Report by 4 20 80 100

visiting of Educational Fields Total 20 100 400 500

Semester IV

Course Code

Course Name Credits Marks Internal

Assessment Term-End

Total

Gender Issues in Education 4 20 80 100 History of Education 4 20 80 100 Contemporary Issues in

Education and Inclusive Education

4 20 80 100

Elective Paper II ** i. Population and

Environmental Education ii. Yoga Education iii. Women Education iv. Pedagogical Studies

4 20 80 100

Project Reports 4 20 80 100 Total 20 70 400 500

Total Marks = 500+500+500+500= 2000

Total Credits= 20+20+20+20=80

DETAILED CONTENTS OF SYLLABUS

M.A Education

Part-I

First Semester

Course I Philosophical Foundations of Education

Unit-I: Educational Philosophy

i. Meaning of Education and Philosophy; ii. Nature and scope of educational philosophy; iii. Relationship between education and philosophy; iv. Need for educational philosophy; v. Nature and types of knowledge and knowledge getting process.

Unit-II Indian Schools of Philosophy of Education

i. Naya, Sankhya, and Vedanta with special reference to knowledge, reality, value and educational implications ;

ii. Jaina and Buddhist and Islamic Philosophy and its influence in education.

Unit-III: Western Philosophy of Education/ Western schools of philosophy -----

a) Idealism, b)Realism, c) Naturalism, d) Pragmatism, e) Existentialism, f) Marxism, g) Logical analysis, h) Positive relativism, with special reference to knowledge, Reality, Value and educational implication

Unit-IV: Educational Philosophers of Modern Age

a) R.N. Tagore, b) M.K. Gandhi, c) Swami Vivekananda, d) Sri Aurobinda, e) Herbert Spencer, and f) B.Russell.

Unit-V: National Values and Education in Indian Constitution

National Values as enshrined in the Indian Constitution and their Educational implications with special reference to

(i) Secularism (ii) Democracy; iii) Equality

Unit-VI: Radical thoughts in Education

a) Ivan Illich and De-schooling ; b) Paulo Friere and Conscientisation ; c) Learning The Treasure Within (UNESCO,1996)

Course II Psychological Foundations of Education

Unit-I: Concept of Educational Psychology

i. Meaning, Nature, Scope and Methods of Educational Psychology; ii. Interrelationship between Education and Psychology ;

iii. Major schools of Psychology and their contribution towards Education – (a) Structuralism, (b) Functionalism, (c) Behaviourism, (d) Gestalt, (e) Psychoanalysis and (f) Contemporary.

Unit-II: System of Psychology

i. Psychoanalysis- Freud’s System of Psychology ii. Adler’s System of Psychology

iii. Analytical Psychology-Jung

Unit-III: Growth and Development

i. Growth and Development- Meaning and Concept, Factors, Principles, Dimensions, Differences and Stages

ii. Aspects of Development –Physical, Cognitive, Social, Emotional and Language development, Moral development, Development of Attitudes and Values

iii. Theories of Development: a) Cognitive development- Piaget’s theory and its educational b) Psycho Social Development – Erikson’s theory of psychosocial c) Psycho-Sexual Development – Freud’s Theory d) Moral and Pro Social Development- Kohlberg’s theory e) Concept formation-Development of self-concept and personal identity

Unit-IV: Psychology of Indi vidual Differences

i. Individual Differences -Meaning, Types and Distribution. ii. Concept of Intra and Inter Differences, role of Heredity and Environment in

individual differences iii. Educational Implication of the Psychology of Individual Differences

Unit-V: Cognitive Aspects

i. Attention: Meaning, Types, Factors, Theories. ii. Memory: Concept, types, models, economy in memorizing and Training in memory

iii. Forgetting: Concept, Nature, Types, Theories iv. Intelligence: Concept, Nature, Theories, Measurement: IQ, Intelligence Tests.

Unit-VI: Affective Aspects

i. Motivation: Meaning, Types, Theories ii. Emotional Intelligence: Concept, Nature, Importance, Types of emotions, EQ,

iii. Personality: Meaning, Nature, Theories (Eysenck and Cattell’s 16 factor, Five factor) Measurement of personality, Development of personality.

Unit-VII: Psychomotor Aspects

i. Creativity – Meaning and Nature, Components and identification, Measurement, Fostering creativity;

ii. Life skills education

Unit-VIII: Psychology of Learning

i. Concept, Nature and types, Basic concepts and principles of major theories – Connectionist behaviourist Theories (Thorndike, Pavlov, Hull, Skinner-synoptic views), Cognitive Field Theories (Gestalt, Lewin, Tolman) ;

ii. Gagne’s Hierarchy of Learning Types and Conditions with his own and other appropriate modification;

iii. Constructivism-Bruner’s and Vygotsky Theory of Learning; iv. Transfer of learning – Concept, Explanation, Theories, Favourable conditions and

Methods; .

Unit-IX: Psychology and Education of Exceptional Children

i. Exceptional learners – Meaning and salient characteristics of mentally retarded, Visually Impaired, Hearing Handicapped, Physically challenged, Learning disabled, Emotionally Disturbed and Gifted Children ;

ii. Educational programmes and placement of the exceptional learners – Nature and objectives of special schools, concept of mainstreaming, Integrated schools and support services, concept of remedial teaching (for learning disabled children).

Course III Sociological Foundations of Education

Unit-I: Concept and scope of Educational Sociology

i. Relationship between Sociology and Education ; Meaning and nature of Educational Sociology and Sociology of Education ;

ii. Schools of Sociological thought – Biological, Psychological, Geographistic and Sociologistic needs, and status of Sociology of Education.

iii. Social organizations and its concepts, Factors influencing Social organizations – Folkways, Mores, Institutions, Values, dynamic characteristics of social organizations and its educational implications.

Unit-II: Social structure and Education

i. Social interactions and their educational implications – Social group, Inter group relationships – Group dynamics, Social stratification, Social Mobility and its Educational implications;

ii. Social Theories – i. Factionists – Emile Durkhe ii. Talcott Person iii. Marxism, iv. Integral Humanism (based on Swadeshi) with special reference to social change;

iii. Education and Society – Education as a process i) Social system, ii) Socialization and iii) Social Progress.

Unit-III: Culture and Education

i. Culture – meaning and nature of culture, Role of Education in the cultural context, cultural determinants of Education, Education and cultural change;

ii. Problems created by Socio-cultural change and modernization – (i) Cultural Lag and cultural conflict, (ii) Cultural unity and diversity in India, (iii) Need for composite culture ;

iii. Social change – Meaning and nature of Social change, Constraints on social change in India (with special reference to caste, Class, Language, Religion and Regionalism).

Unit-IV: Social principles and Education

i. Social principles in Education – Social and Economic relevance to Education, Socioeconomic factors and their impact on education;

ii. Education is relation to democracy, freedom, nationalism, nationalism, national integration international understanding and literacy movement in India;

iii. Concept of Urbanization, Modernization, Westernization and Sanskritization, Globalization with special reference to Indian society and its Educational implications;

Unit-V: Emerging Sociological Issues in Indian Education

i. Educational opportunity and equality Inequality of educational opportunities and their impact on social growth and development;

ii. Education of the socially and economically disadvantages section of the society, with special reference to schedule caste and schedule tribes, Women and rural population;

iii. Need for attitudinal change and role of Education.

Unit- VI: Indian Society and Education Indian Social Thinkers –

i) B.K.Sarkar, ii) Radhakamal Mukherjee, iii) D.P. Mukherjee, iv) G.S. Ghurey,

Course IV Information and Communication Technology in Education

Unit I Computer Fundamentals

i. Definition of Computer, Block diagram of computers, classification of computers, ii. Input devices (keyboard, mouse, scanner, microphone, joystick, web camera, digital

camera) iii. Processing devices (CPU and its Components) iv. Memory Devices (Primary: RAM, ROM, Secondary: Hard Disk, Floppy Disk, CD-

ROM, Pen Drive) v. Output Devices (Monitor, Printer, Speakers, LCD Projectors) vi. Software (DOS, BASIC,) vii. OS: Functions of an OS, OS as a resource manager, Types of OS, Features of OS. viii. Concepts of warm & cold booting, swapping, spooling and buffering.

Unit II Digital Technology and Socio-economic Context:

i. Concepts of information and communication technology; Universal access VS Digital Divide - issues and initiatives;

ii. Challenges of Integration of ICT in School; Aims and objectives of National Policy on Information and Communication Technology (ICT) in School Education in India; IT@ School Project;

iii. Components and Objectives of National Mission on Education through ICT (NMEICT), Spoken Tutorials, Gyan Darshan, Gyanvani, Sakshat Portal, e Gyan Kosh; Virtual laboratory and Haptic technology.

Unit III Internet Resources: i. Introduction to Internet ii. E-mail, Search Engines, Info-Savvy Skills; Digital Age Skills, safe surfing mode; iii. Internet resources for Learning Education

Unit IV Web-Educational Resources

i. General Introduction to E-learning, Mobile-learning, distance learning, On-line learning, E Inclusion - Concept of E Inclusion

ii. Virtual University, Wikipedia, Massive Open Online Courses (MOOCs); Social networking

iii. User Satisfaction and Net Benefits (D&M IS Success Model, 2003)

Unit V Evaluating Internet Resources: i. Authority, Accuracy and objectivity. ii. e-books and virtual library iii. UGC-infonet, INFLIBNET and ERNET iv. Plagiarism v. Email, Chat room, video conferencing, blogs, Apps

Unit VI Techno-Pedagogic Skills:

i. Media Message Compatibility ii. Contiguity of Various Message Forms iii. Message Credibility & Media Fidelity iv. Message Currency , Communication Speed & Control v. Sender-Message-Medium-Receiver Correspondence

Course V Information and Communication Technology in Education Practical

Unit I Application of MS Word for Students, Creating Student support materials, Creating Teacher support materials, Creating Organizational Charts Unit II Setting up of Spreadsheet with Rows and Columns for entering and calculating data, Creating simple calculations, Using built-in formulas in Excel, Formatting a Worksheet & its cells, Using appropriate Charts and Graphs, Creating Student Grade book. Unit III Creating an Outline of Presentation, Saving a Presentation, Formatting the slides, Inserting Clip Art, Enhancing a Presentation, Adding a background design, Adding graphics, Adding Animations, Slide Order, Slide Transition, Recording a sound or voice narration, Inserting a sound on a single slide, Inserting a movie clip, Adding a Hyperlink, Embedding a file, Inserting a chart, Printing slides for Transparencies or Handouts, Saving a Multimedia Presentation in different Formats. Unit IV Using Publisher Newsletter wizard, saving the publication, Customizing the publication, Enhancing the publication, Creating Student Publications – Newsletter or Brochure Unit V Preparation of Seminar Presentation on Educational Institutes of India

SECOND SEMESTER

Course VI Curriculum Studies

Unit-I: Concept of Curriculum

i. Meaning and concept of curriculum; ii. Curriculum development – Theories and procedures; iii. Bases of determinants of curriculum development – Philosophical, Psychological,

Sociological, Discipline-oriented and Administrative consideration. iv. Categories and type of curriculum.

Unit-II: Principles of curriculum Construction

i. Curriculum construction - Designs and Organizations ; ii. Formulation and Validation of Educational objectives ; iii. Criteria for selection, sequence, continuity structure and integration of contents ; iv. Curriculum implementation strategies ; v. Curriculum support materials – Roles and Types.

Unit-III: Models of curriculum Implementation

i. Administrative model, ii. Grass-root, iii. Demonstration model, iv. System Analysis model.

Unit-IV: Curriculum Evaluation

i. Concept, Types, Scope and Importance, ii. Theories iii. Methods, iv. Interpretation of evaluation result.

Unit-V: Curriculum change

i. Meaning and types of Curriculum change, ii. Factors affecting curriculum change,

iii. Approaches to curriculum change, iv. Role of students, teachers and educational administrators in curriculum change and

improvement

Unit-VI: Suggestions and Recommendations in curriculum Development as per the Commission

a) University Education Commission (1948) b) Secondary Education Commission (1952) c) Education Commission (1966)

Unit-VII: Contemporary Trends in Curriculum Implementation

a) Issue and trends of curriculum implementation since New Education Policy (1986) – Primary, Secondary and Higher Education levels; b) Curriculum research in India.

Course VII Creative Innovation in Education Unit I: Music and its Application in Education

i. Concept of Sur, Taal, and laya (Sargam), Folk Songs. ii. Different Forms of Music iii. Role of Music in Educational practices

Unit II: Drama and its Application in Education

i. Use of Drama for Educational and social change; ii. Use of Drama Techniques in the Classroom:

iii. Voice and speech, mime and movements, iv. Improvisation, skills of observation, imitation and presentation

Unit III: Dance and its Application in Education

i. Concept of Dance and different forms of dance ii. Integration of Dance in educational practices

Unit IV: Creative Art Forms and its Application in Education

i. Use of Drawing and Painting in Education -Chart making, Poster making, match-stick drawing and other forms

ii. The use of different art forms in Education: Creative writing, Model making (Clay modelling, Origami, Puppet making), Decorative Art (Rangoli, Ikebana, Wall painting-Mural).

iii. Designing (Computer graphics, CD Cover, Book cover, Collage work) iv. Preparation of Educational quizzes and games v. Paper making and paper cutting work, collage work

Unit V: Yogic Practice in Education

i. Utilitarian Value of Yoga in Modern Education ii. Need of yoga for a positive health for the modern man

iii. Meditational Processes in Patanjala yoga sutras

Unit VI: Meaning, Concepts, Characteristics of Writing in General

i. Developing Critical Reading Skills, Writing Skills and Speaking Skills ii. Understanding, Skills and Professional Knowledge about the art of Writing iii. Developing the Creative Ability in a professional career as a freelance writer iv. Assimilation of information about a writer’s art v. Developing Imaginative Writing Skills in relation to feature art icles vi. Writing Scripts for public deliverance vii. Language and Rhythm of Writing viii. Imagery and Symbols of Writ ing

Course VIII Comparative Education

Unit-I: Comparative Education as an Emerging Discipline i. Comparative Education – Meaning, Nature, Scope and Importance; ii. Comparative Education as an academic discipline ;

iii. Method of comparative Education – Juxtaposition, Area studies, inter educational analysis ;

iv. Factors of Comparative Education - Geographical, Socio-cultural, Historical, Philosophical, Economic, Linguistic, Scientific, Structural and Functional ;

Unit-II: Problems, Its causes and Probable Solutions through Education in developing Countries (SAARC)

Problems prevailing in developing countries with special reference to India, their causes and solutions through education – Poverty, Unemployment, population explosion, Hunger, Terrorism, Illiteracy, Political instability and HDI &EDI.

Unit-III: Contemporary Trends in World Education

Contemporary Trends in Education – national and International, Roles and programs of UNO in association with its various official organs in improving the quality of education among the member countries

Unit-IV: Comparative Study of the Primary Education Systems Among USA, UK, Russia and Japan with special reference to India. Unit-V: Comparative Study of the Secondary Education Systems Among USA, UK, Russia and Japan with special reference to India. Unit-VI: Comparative Study of the Education Systems Among the following countries with special reference to India –

i. Higher Education – USA, UK and France ; ii. Teacher Education – USA, UK and Germany ; iii. Adult Education – China, Cuba and Brazil. iv. Distance and continuing education-Australia,UK

Course IX Educational Measurement and Evaluation

Unit-I: The Measurement and Evaluation Process

i. Concept, scope and Need, taxonomies of educational objectives, Norm-referenced and criterion referenced Measurement;

ii. Evaluation: functions and Basic principles, Interrelationship between measurement and evaluation in education;

iii. The status of educational measurement in India.

Unit-II: Tools, Models and Techniques of Measurement and Evaluation

i. Tools of measurement and evaluation – subjective and objective tools, essay type test, objective test, questionnaires, interview, Rating scale, Inventories, schedules and performance test ;

ii. Model in measurement and evaluation – 3D model, total reflection model and individual judgment model.

Unit-III: Acquaintance with some Psychological tests used in the Field of Education

a) Intelligence, b) Interest, c) Aptitude, d) Attitude, e) Creativity f) Values and g) Personality.

Unit-IV: Construction of Test

i. General principles of test construction and its standardization; ii. Writing test items – objective type, Essay type and interpretive type; iii. Item analysis procedures for Norm-referenced and Criterion-referenced tests.

Unit-V: Standardization of Measuring Instrument

i. Basic characteristics of good measuring instruments – validity, Objectivity, Reliability, Usability and Norms;

ii. Types of text, Ways of determination, Importance and application; iii. Item analysis; iv. Test standardization; v. Norm-referenced and criterion-referenced tests, Scaling, Standard score, T-score and

C-score ; vi. Steps involved in standardizing a test.

Unit-VI: Interpretation of scores new trends in evaluation –

a) Grading ; b) Semester system ; c) Continuous Internal Assessment system ; d) Question bank ; e) Use of Computer in evaluation.

Course X Psychological Tests and Interpretation Practical

Unit-I: IQ test: Individual Test and Group Test, Verbal and Non-Verbal Tests, Culture Fair and Culture Specific Tests.

Determining Emotional Intelligence (EQ)

Unit-II: Determining Personality- Projective Techniques, CAT, WAT, SCT, TAT

Unit-III: Determining Creativity- Verbal and Non-Verbal Tests

Unit-IV: Aptitude Tests: Professional Aptitude Tests

Unit-V: Determining Attention-Attention Span

Unit-VI: Strategies of assessment of Problem Solving, Reasoning and Thinking.

THIRD SEMESTER

Course XI Methodology of Educational Research

Unit I- Foundation of Educational Research

i. Meaning, Characteristics, Scope and Steps of Educational Research. ii. Areas of Educational Research. iii. Types of Educational Research: Descriptive vs. Analytical, Applied vs. Fundamental,

Qualitative vs. Quantitative, Conceptual vs. Empirical.

iv. Trends and Inter-disciplinary approach in Educational Research.

Unit- II: Formulation of Research Problem

i. Criteria of identifying the problem on the basis of tradition, experience, reasoning (inductive and deductive), empiricism and rationalism; Types of Sources of information;

ii. Characteristics of good research problem. Selection of research problem iii. Variables – Meaning, Nature and Types of Variables (Independent, Dependent,

Extraneous, Intervening and Moderator); Unit III- Hypotheses:

i. Concept of Hypothesis and Research Questions. Sources of Hypothesis ii. Types of Hypothesis (Research, Directional, Non directional, Null, Statistical) iii. Hypothesis Testing: Type I and Type II Errors; One tailed Vs two tailed test; and

Theory

Unit IV- Sampling

i. Concept of Universe, Population and Samples. ii. Meaning, Nature and Purposes of Sampling iii. Techniques and Methods of sampling: Probability and Non-Probability. iv. Sampling Errors

Unit V- Methods of Educational Research and Research Design:

i. Philosophical research ii. Ethnographic research iii. Descriptive research: Case study, Survey, Comparative, Co-relational iv. Historical research v. Experimental research

Unit VI- Preparation of Research Report

i. Need for writing research report ii. Preparing research synopsis iii. Format of research report iv. Technical aspects of research report v. Writing research report vi. Writing research abstract vii. Writing research paper

Course XII Educational Statistics

Unit I: Educational Data and Descriptive Statistics

i. Nature of educational data – Qualitative and Quantitative; ii. Qualitative data – its analysis with emphasis on content Analysis, Analyses of

Interview-based and Observation-based data; iii. Quantitative data – Scales of measurement – Nominal, Ordinal, Interval and Ratio;

Unit II: Graphical Representation of Educational Data

Organization and Graphical representation of Data – Frequency distribution, Frequency Polygon, Histogram, Ogive;

Unit III: Descriptive Statistics

i. Measures of central tendencies --- Mean, Median, Mode; ii. Measures of variability – Range, Mean Deviation, Quartile Deviation and Standard

Deviation ; iii. Measures of relative position – Percentile, percentile rank and standard score.

Unit IV: Normal probability i. Concept of normal distribution and normal probability curve. ii. Deviation from normality- Skewness and Kurtosis iii. Standard scores-kinds and uses in Educational Research

Unit V: Measure of Relationship –

i. Concept and uses of correlation – Product moment, Rank difference and Scatter Diagram Methods;

ii. Further methods of correlation – Biserial, Point-Biserial, Tetra choric and Phi Coefficient of Correlations;

iii. Regression and Prediction- Linear and multiple regressions. Multivariate relation – Partial correlation and multiple correlation.

Unit- VI: Inferential Statistics

i. Parametric Statistics--- Tests of Significance ---One-tailed and two-tailed tests, TypeI and Type-II Errors,;

ii. Testing hypothesis- Comparison of two means- t-test (correlated and uncorrelated), t-test for small N. Analyses of Variance and Analyses of Co-variance.

iii. Non-Parametric Statistics – Chi-square test, Sign test, Wilcoxon Signed Rank Test, Median test, Mann-Whitney U test.

Course XIII Educational Administration and Management

Unit I: Educational Administration and Management

i. Nature and scope of Educational Administration. ii. Agencies of Educational Administration. Role of central and state govt. and local

bodies. iii. Concept of Management. Relation between Management and administration. iv. Managerial function of educational administrators- Planning, Organising, Staffing,

Controlling, Directing. Application of Management science in the field of education. v. Roles of teachers in different areas of educational Management including teaching

learning process and social responsibility.

Unit II: Theories of Educational Administration

i. Classical Theory ii. Neo classical Theory

iii. Modern Management Theory

Unit III: Educational Supervision Programme

a) Meaning and Nature b) Functions of Supervision c) Implementing Supervisory

Unit IV: Leadership in Educational Organisation

a) Meaning and Nature b) Styles of Leadership c) Measurement in Leadership d) Theories of Leadership

Unit V: Financial Resources

a) Allocation and Efficient Use, b) Brief Introduction to Budgeting, Concept, c) The Relationship among Central Government and Local Bodies in The Context Of

Financing Of Education

Unit VI: Planning and Organisation

a) Meaning Types and Characteristics of Educational Organisation b) Organisational Climate, c) OD, Organisational Effectiveness, Organisational Compliance d) Modern trends in Educational Management e) Approaches to Educational planning f) Types of Planning- Micro and Macro g) School Mapping

Unit VII: Modern Techniques of Educational Management

a) Program Evaluation and Review Technique (PERT) b) Planning Program and Budgeting System (PPBS) c) Management by Objectives (MBO) d) Total Quality Management (TQM), SWOT Analysis e) Appraisal of the Educational Organisation UGC, NAAC, NCTE, AICTE

Course XIV (Elective Paper I)-Teacher Education

Unit I: Concept, Need and Scope of Teacher Education

i. Changing concept and challenges to Teacher Education ii. Concept of Teachers in twenty first century iii. Development of Teacher Education in post independent India

Unit II: Agencies of Teacher Education

i. National Level: NCTE, UGC, NCERT, NUEPA ii. State Level: SCRT, DIET, CTE, University Department

iii. International Level: UNESCO

Unit III: Teacher Education at Primary Level

i. Objectives and structure ii. National Curriculum Framework for Primary Teacher Education iii. Role and Competencies required for Primary Teachers

Unit IV: Teacher Education programme at Secondary and Higher Secondary Levels

i. Objectives and Nature ii. National Curriculum Framework for Secondary and Higher Secondary Teacher

Education, Vision of Teacher Education curriculum as suggested by NCTE, NCERT, UNESCO

Unit V: Teacher Education Programme at Tertiary Level

i. Need and Objectives ii. Curriculum Framework for education of Teacher Educators iii. Transaction Approaches iv. Role and Competencies of Teacher Educators

Unit VI: In-service Teacher Education- Concept, Structure and Models

i. Need for continuous professional development of teachers, purposes of in-service teacher education programmes, orientation course, refresher course, workshop, seminar, and conference- their meaning, and objectives.

ii. Agencies of in-service teacher education: Local level, District level, State level, national level.

iii. Modes and Models of in-service teacher education: face to face mode, open-distance learning mode, blended approach.

iv. Role of teacher education in different modes of in-service teacher education.

Course XIV (Elective Paper I)-Educational Technology

Unit I- Concept of Educational Technology

i. Definition, Nature, Scope and Limitation of Educational Technology. ii. Components of Educational Technology: Hardware and Software approach. iii. Educational Technology and Instructional Technology.

Unit II-Instructional design and Programmed Learning

i. Taxonomies of instructional objectives ii. System Approach-Concept and components of instructional system iii. Programmed Instruction- Concepts, Theories and Types- Linear and Branching;

Computer assisted instruction

Unit III- Teaching Methods and Teaching Models

i. Concept of Teaching and major methods of teaching. ii. Models of Teaching- Concept and types of models. Uses and limitations.

iii. Microteaching and Team teaching.

Unit IV- Communication and Classroom Interaction

i. Definition and types of communication. ii. Barriers of classroom communication. iii. Classroom Interaction- Meaning of Classroom Interaction iv. Analysis of Classroom Interaction by Flanders Interaction category system.

Unit V- Teaching Aids and Trends of Educational System.

i. Teaching Aids- Psychology of using Teaching Aids, types of Teaching Aids- Projected and Non- projected and Audio-visual aids.

ii. Computer as teaching aid.

Unit VI- Educational Technology in different form of Education

i. Educational Technology used in Formal and Non-formal education, ii. Educational Technology used in Distance and correspondence education.

Course XIV (Elective Paper I)-Guidance and Counselling

Unit I– Concept of Guidance and Counselling –

i. Meaning of Guidance and Counselling. ii. Difference and Relation between the two. iii. Basic principles of counselling. iv. Counselling and Psychotherapy.

Unit II – Steps in Guidance and Counselling.

i. Steps in Counselling. ii. Steps in Guidance. iii. Ethical issues in Counselling.

Unit III – Area of Guidance and Counselling

i. Clinical, Personal, Marital, Rehabilitation counselling. ii. Educational and Vocational Guidance.

Unit IV – Approaches of Guidance and Counselling.

i. Directive, Non-directive and Eclectic approaches. ii. Individual and Group Counselling.

Unit V – Essential Information for Guidance and Counselling

i. Personal Information – Information about Physical, Intellectual, Personality, Academic Achievement and others.

ii. Educational Information – Scope and Opportunities available. iii. Occupational Information – Scope and Opportunities for employment. iv. Career prospects

Unit VI– Educational Guidance

i. Role guidance officer ii. Principles of Educational Guidance iii. Use of Visual aids in educational guidance iv. Role of Government agencies v. Career conference vi. Guidance to potential students vii. Effective personal guidance viii. Effective academic guidance

Course XIV (Elective Paper I)-

Education of Children with Special Needs

Unit I– Introduction to Special Education-

i. Concept of Exceptionality, Disability and Special Education. ii. History of Special Education. Scope of Special Education- Types of disability. iii. Strategies of Special Education- Special school, integration and inclusive education. iv. Rehabilitation of disabled. Status of Special Education in India. v. Agencies of Special Education- National International Government and Nongovernmental

agencies. Community participation and parent part icipation. Constraints of Special Education.

Unit II– Visual impairment-

i. Definition, types, and etymology. ii. Characteristics and education of Visual impairment.

Unit III– Hearing handicap-

i. Definition, types, and etymology and Characteristics. ii. Identification and education of Hearing handicap.

Unit IV– Mental retardation-

i. Definition, types and causes of Mental retardation. ii. Identification, Characterist ics and education of Mentally retarded.

Unit V– Gifted children-

i. Concept of giftedness, Characterist ics and problems of Gifted children. ii. Identification and education of Gifted children.

Unit VI– Learning Disability-

i. Definition, types and causes of Learning Disability. ii. Characteristics and Measurement of Learning Disability. iii. Education of Learning Disability.

Course XV Preparation of Field Report by visiting of Educational Fields Practical

Any one of the following

i. Visits to institutions like Primary Schools, Secondary Schools, Undergraduate College-Education Dept. and University Education Dept. to make a report.

ii. Observe the various age group children (Early childhood, later childhood, Adolescent) in various situations like in the classroom, playground, at home, with parents, friends, siblings and list down the characteristics of them in physical, social, emotional and intellectual domain.

iii. Observe some successful individuals in Educational Academic Fields and list down

the behavioural characteristics.

iv. Visit to Inclusive Schools and to observe classroom transaction of any one of such school and make a report of the same.

v. Field visit to heritage educational institutes to make reports

vi. Visit a school and find out the different measures/activities taken by school or

teachers for healthy mental health of the children by interviewing school teachers.

FOURTH SEMESTER

Course XVI Gender Issues in Education

Unit I: Gender issues: key concepts:

i. Definition of gender, sex and sexuality, Difference between sex, gender and sexuality ii. Social construction of gender. iii. Gender including transgender and third gender. iv. Sexual Orientation: Concept of LGBT and its movement: World and India v. Gender bias, gender stereotyping, patriarchy and empowerment vi. Equity and equality in relation with caste, class, religion, ethnicity, disability and region. vii. Development of sexuality, including primary influences in the lives of children (such as

gender, body image, role models)

Unit II: Gender Issues in Curriculum: i. Construction of gender in curriculum framework since Independence: An analysis ii. Gender and the hidden curriculum iii. Gender in text and context (textbooks’ inter- sectionality) iv. School and Teacher as an agent of change v. Development of sexuality, including primary influences in the lives of children (such as

gender, body image, role models) Unit III: Gender, Sexuality, Sexual Harassment and Abuse:

i. Understanding the importance of addressing sexual harassment in family, neighbourhood and other formal and informal institutions

ii. Agencies perpetuating violence: Family, school, work place and media (print and electronic) iii. Institutions redressing sexual harassment and abuse

Course XVII History of Education

Unit I: Synoptic study of Vedic, Brahmanic, Buddhist and Jain Education in Ancient India With respect to:

Aims and Objectives Subjects of Study Methods of teaching including teacher-pupil relationship Evaluation System Centre of Learning

Unit II: Islamic Education in the Medieval India

Aims and Objectives Subjects of Study Methods of teaching including teacher-pupil relationship Evaluation System Centre of Learning Education of Women

Unit III: Education in India during British rule with special reference to

i. Early Missionary Activities ii. Charter Act - 1813, Oriental and Occidental controversy iii. Macaulay’s Minute - 1935 iv. Adam’s report ( 1835-1838 ), v. Macaulay’s Minute on Indian Education ( 1835 ), vi. Wood’s Despatch ( 1854 ), vii. First Indian Education Commission or Hunter Commission ( 1882 ), viii. Indian University Commission ( 1902 ), ix. Calcutta University Commission or Sadler Commission ( 1917- 1919 ) , x. Post war Education Commission or Sargent Report .

Unit IV: Education in free India with special reference to

i. Indian Education Commission or Radhakrishnan Commission ( 1948-1949 ), ii. Secondary Education Commission or Mudaliar Commission ( 1953 ), iii. National Education Commission or Kothari Commission ( 1964-1966 ), iv. National policy of Education ( 1986 )

Unit V: Recent Initiatives in Indian Education i. Sarva Shiksha Abhiyan - 2000 ii. National Curriculum Framework - 2005 iii. Rashtriya Madhyamik Shiksha Abhiyan - 2009 iv) Right to Education Act - 2009 iv. Knowledge Commission - 2009 (In brief) v. Rashtriya Uchchatar Shiksha Abhiyan (2013)

Course XVIII Contemporary Issues in Education and Inclusive

Education Unit I: Directive Principles of State Policy

i. Fundamental Rights ii. Educational provision in the Constitution of India: Centre-State Relationship

iii. Fundamental Duties iv. Language Issues

Unit II: Inequality, Discrimination and Marginalization in education:

i. Concept and Causes ii. Probable solutions iii. Issues of Contemporary relevance and National Values: iv. Concept, Characteristics, Relevance in education, Relation with international

understanding, Views of Swami Vivekanada in case of the followings: a)Mass Education b)Women Education c) Technical and Vocational Education d) Culture and Education

Unit III: Contemporary issues of education:

i. Poverty ii. Unemployment iii. Population explosion iv. Student unrest

Unit IV: Community participation and development:

i. Women education ii. Dalit education iii. Tribal education iv. Adult and Continuing Education v. Distance and Open Education vi. Government initiatives towards educational policies

Unit V: Introduction to inclusive Education:

i. Concept & history of special education, integrated education and inclusive Education & their relation

ii. Philosophical, Sociological, Economical &Humanitarian dimensions of inclusive education

iii. Advantages of inclusive education for the individual and society iv. Factors affecting inclusion

Unit VI: Legal and policy perspectives:

i. Important international declarations / conventions / proclamations- BMF (1993-2012), recommendations of the Salamanca Statement and Framework of Action (1994), UNCRPD (2006)

ii. National initiatives for inclusive education – National Policy on Education (1968, 1986), Education in the National Policy on Disability (2006), RTE Act(2009)

iii. Special role of institutions for the education of children with disabilities- RCI,

National Institute of Different Disabilities

Unit VII: Defining learners with special needs: i. Understanding differently able learners – concepts, definitions, characteristics,

classification, causes and preventive measures of V.I, H.I, SLD, LI ii. Preparation for inclusive education – School’s readiness for addressing learner with

diverse needs

iii. Case history taking, Assessment of children with diverse needs (MDPS, BASIC-MR, FACP, VSMS, DDST, UPANAYAN and related others) to know their profile and to develop individualized Education Programme (IEP / ITP)

iv. Identification and overcoming barriers for educational and social inclusion

Unit VIII: Inclusion in operation:

i. Class room management and organizations, curricular adaptations, learning designing and development of suitable TLM

ii. Pedagogical strategies to respond to individual needs of students: Cooperative learning strategies in the class room, peer tutoring, social learning, buddy system, reflective teaching, multisensory teaching etc.

iii. Technological Advancement and its applications – ICT, Adaptive and Assistive devices, equipment , aids and appliances

Course XIX (Elective Paper II) - Population and Environmental Education

Unit I– Concept of population education: i. The characteristics and scope, ii. Methodology of population education and iii. Its importance

Unit II– Concept of environmental education: i. Its objectives and importance, ii. Developing environmental awareness, iii. Environmental attitude, values & pro-environmental behaviour.

Unit III– Population education policies: i. Population policy of the government of India (2000), ii. Implementation programmes, population control, iii. population dynamics in the context of India, iv. Population distribution, urbanization and migration.

Unit IV– Sustainable development: i. Concept of sustainable development and education for sustainable development ii. agenda 21, iii. United Nations Decade of education for sustainable development, programmes on iv. environmental management

Unit V– Issues related to population and environmental education: i. Quality of life, ii. Sustainable life style, iii. Ecofeminism, iv. Empowerment of women, v. Environmental and social pollution, vi. Effect of population explosion on environment, vii. Adolescent reproductive health

Unit VI– Agencies of Environmental and Population Education

i. Agencies of Environmental Education Formal and Non-formal. ii. Governmental and non-governmental agencies. iii. Mass Media- Newspaper, Radio, Electronic media and others. iv. Agencies of population education. Agencies- formal and non-formal.

Course XIX (Elective Paper II) - Yoga Education

Unit I– Introduction to Yoga and their Practices i. Aim and Objectives of Yoga ii. History and development of Yoga iii. Astanga Yoga iv. Stream of Yoga

v. General guidelines for yogic practices vi. Mood disturbance, Drug addiction, Phobia and anti social character- Their Yogic

management. vii. Yoga and aging, social problems. viii. Concept of health, Spectrum and determinants of health

Unit II– Concept of health in perspective of Yoga i. Aim and objective of Health education ii. Health service and guidelines instruction for guidance and counselling iii. Needs of Yoga for positive health iv. Need of warming up and cooling down before and after

Unit III– Stress and stress management in perspective of Yoga i. Stress - a yogic perspective ii. Yoga as a way of life to cope with stress iii. Yogic practices for stress management iv. Cyclic meditation for stress management v. Concept of load yogic practices

Unit IV– Concept of Physical Education in perspective of i. Meaning, Definition and Scope of physical Education ii. Aim and Objective of Physical Education iii. Relationship between Physical Education and Yoga Education iv. Role and significance of Yoga in Physical Education v. Concept of fitness

Unit V– Yoga i. Component of health related fitness and performance related fitness ii. Sports management system in school, college and university iii. Community based physical education and sports programmes

Course XIX (Elective Paper II) - Women Education

Unit I– Overview of Women’s Education in India

i. Concern for Women’s Education. ii. Historical Perspectives, present status and other issues of Women’s Education iii. Development of Women’s Education during pre-independence period. iv. Contribution of Missionaries. Role of British Govt. v. Contribution of Indian thinkers. Rammohan Roy, Iswar Chandra Vidyasagar.

Radhakanta Dev and Nibedita

Unit II– Committees and Commissions on Women’s Education-

i. Radhakrishnan, Mudaliar and Kothari Commission. ii. Durgabai Deshmukh committee, Hansraj Mehta Committee and Bhaktabatsalam

Committee.

Unit III– Policy perspectives.

i. Role of UGC, MHRD, National policy of education- 1968, 1986, POA 1992. ii. Constitutional Provision. iii. Laws related to rape, dowry, re-marriage, divorce, property inheritance, trafficking

Unit IV– Major constraints of Women’s Education –

i. Social, Political, Psychological, Economic and Religious. ii. Women’s Education, Literacy and Population Growth. UNESCO Document.

Unit V– Present Status of Women’s Education

i. A brief account of the growth of Women’s Education. ii. Trends of research in Women’s Education

Unit VI– Women’s Education,

i. Empowerment ii. Social transformation iii. domestic violence and other personal issues and its remedies institutions like WSRC,

dowry prohibition cell, women help line, NGO working for women etc

Course XIX (Elective Paper II) - Pedagogical Studies Unit I Pedagogy

i. Pedagogical Analysis - Concept and Stages, ii. Critical Pedagogy- Meaning, Need and its implications in Teacher Education,

Unit II Organizing the level of Teaching

i. Memory Level (Herbartian Model), ii. Understanding Level (Morrison teaching Model)

iii. Reflective Level (Bigge and Hunt teaching Model) Unit III Andragogy

i. Concept of Andragogy in Education: Meaning, Principles, Competencies of Self-directed Learning,

ii. Theory of Andragogy (Malcolm Knowles), iii. The Dynamic Model of Learner Autonomy

Unit IV Assessment

i. Meaning, nature, perspectives (assessment for Learning, assessment of learning and Assessment of Learning)

ii. Types of Assessment (Placement, formative, diagnostic, summative) iii. Relations between objectives and outcomes , Assessment of Cognitive (Anderson and

Krathwohl), Affective (Krathwohl) and psychomotor domains (R.H. Dave) of learning

Unit V Assessment in Pedagogy of Education

i. Feedback Devices: Meaning, Types, Criteria, Guidance as a Feedback Device ii. Assessment of Portfolios, Reflective Journal, Field Engagement using Rubrics,

Competency Based Evaluation iii. Assessment of Teacher Prepared ICT Resources

Unit VI Assessment in Andragogy of Education

i. Interaction Analysis: Flanders’ Interaction analysis, ii. Galloway’s system of interaction analysis (Recording of Classroom Events,

Construction and Interpretation of Interaction Matrix) iii. Criteria for teacher evaluation (Product, Process and Presage criteria, Rubrics for Self

and Peer evaluation --Meaning, steps of construction)

Project Report

Based On either Elective Paper I or Elective Paper II