AC 11th May, 2017
Item No. 4.30
UNIVERSITY OF MUMBAI
Ordinances, Regulations and the Curriculum for the
M. Ed. 2 Years Degree Course
(Semester I, II, III and IV)
(As per Credit Based Choice S ystem with effect from the
academic year June 2016)
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ORDINANCES AND REGULATIONS FOR THE DEGREE OF MASTER OF
EDUCATION (M. ED.) 2 YEARS PROGRAMME
Eligibility
O. ________Candidates seeking admission to the M.Ed. 2 Years programme should have
obtained at least 50% marks or/and equivalent grade in the following programmes.
1. Bachelor of Education (B.Ed.) of this University or a degree of another University recognized
as equivalent thereto
2. B.A. B.Ed., B.Sc. B.Ed. B.Com. B.Ed. of this University or a degree of another University
recognized as equivalent thereto
3. B. El. Ed. of this University or a degree of another University recognized as equivalent thereto
4. D. El. Ed. With an undergraduate Degree (With 50% marks in both)
Relaxation of minimum percentage of marks for candidates from the reserved category will be as
per the state government and university rules.
O.________ The M. Ed. Degree shall be taken by Theory and Dissertation.
O. ________ A candidate desirous of appearing for the M. Ed examination shall undergo a regular course of study in the University Department or an institution recognized by the NCTE
for the purpose. The duration of the full ti me course shall be of two years.
Admission Procedure
O.___________ Admission shall be made on merit on the basis of marks obtained in the
qualifying examination, entrance examination as per the state government and university rules.
Fees
The institution shall charge only such fees as prescribed by the affiliating body/ state government
concerned in accordance with provisions of National council for Teacher Education (NCTE).
O___________Curriculum, Programme Implementation and Assessment
Curriculum:
The M.Ed. programme is designed to provide opportunities for students to extend as well as
deepen their knowledge and understanding of Education, specialize in select areas and also
develop research capacities, leading to specialization in either elementary education or secondary
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education. The curriculum of 2 years M.Ed. programme shall comprise of the following
components:
1. A Common Core that includes Core Courses, Elective Courses, Optional Courses and Project based Courses;
2. Elective course (I) from parent department where students choose to elective in any one
of the school levels (such as Elementary Education or Secondary and Higher Secondary
Education) and other Elective course (II) where students choose one courses from parent
department.
3. Optional courses to be offered from parent department. Student may choose ONE from
parent department and ONE from any other department.
4. Research leading to dissertation and
5. Field immersion / attachment/ internship.
(A) CORE COURSES
(B) ELECTIVE COURSE
(C) OPTIONAL C OURSES
(D) PROJECT BASED COURSES
(A) Core Courses
1. Philosophy of Education
2. History, Politics and Economics of Education
3. Psychology of Learning and Development
4. Teacher Education
5. Sociology of Education
6. Introduction to Research Methods
7. Curriculum Studies
8. Higher Education Studies
9. Research Methodology
(B) Elective Courses
1. Elementary Education
2. Secondary and Higher Secondary Education
3. Pedagogy,Andragogy and Assessment
4. E-learning
5. Life Skill Education
(C) Optional Courses
1. Communication Skill and Academic Writing
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2. Environmental Education
3. Educational Management
4. Inclusive Education
(D)Project Based Courses
1. Dissertation Work
2. Internship Work
Elective Courses (Select any two from the following specialization branches)
1. Primary Education OR Secondary and Higher Secondary Education
2. Pedagogy, Andragogy and Assessment OR E-learning OR Life Skill Education
Optional Courses (Select any two from the parent department or ONE from the
parent department and ONE from the any other department.)
1. Commun ication Skill and Academic Writing
2. Environmental Education
3. Educational Management
4. Inclusive Education
Project based Courses
Dissertation Work - Organization of workshops, research work,practicum activities and
seminars, debates, lectures and discussion groups for students and faculty to enhance
professional skills and understanding of students on an educational topic having 12 credits and
200 marks. Dissertation work will start in the beginning of Semester III and will be completed in
Semester IV.
Intern ship Work - Internship in organizations and institutions working in education at
elementary/secondary levels of education as well as in teacher education institutions will be organized during the programme according to their specialization chosen under close mentorship
by faculty.
Internship will be in Semester 3 and Semester 4. In Semester 3 internship will be for f our weeks
and in Semester 4 for a period of t hree weeks.
After the internship, the students will be expected to submit a reflective report of their
experiences.
Internship can be in the following types of suggested sites/fields/institutions.
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i. Professional pre -service teacher education institution
ii. An organization engaged in the devel opment of innovative curriculumand pedagogic
practices.
iii. International/national/state institutio n involved in curriculum design, textbook
development, education policy planning, formation and implementation; educational
administration and management.
iv. In-service training institutions for teachers.
The field based practical work (internship) is mandatory for the completion of the M. Ed. Programme. The field work is to be completed and certified by the Principal/Head of the
Institution. The field based internship programme will be of total 12 credits (6 credits in teacher education institution and 6 credits in the area of specialization.)
PROGRAMME STRUCTURE OF M.ED. 2 YEARS PROGRAMME
Year 1: 16- 18 Weeks * 2 Semesters (200 Working Days)
Year 2: 16- 18 Weeks * 2 Semesters (200 Working Days)
7 Weeks for Internship/Field Immersion
200 working days are exclusive of admission and examination period
Total Credits: 102; Marks 1 700
1 Credit = 12 Hours
M.Ed. Curriculum Framework
Courses Credits External
Marks Internal
Marks Total
Marks
Semester - I
Philosophy of Education 06 60 40 100
History, Politics and Economics of
Education 06 60 40 100
Psychology of Learning and Development 06 60 40 100
Teacher Education 06 60 40 100
Total 24 240 160 400
Semester - II
Sociology of Education 06 60 40 100
Introduction to Research Methods 06 60 40 100
Curriculum Studies 06 60 40 100
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Courses Credits External
Marks Internal
Marks Total
Marks
Higher Education Studies 06 60 40 100
Total 24 240 160 400
Semester - III
Elective Course from Parent Department
Elective Course I
Elementary Education / Secondary and
Higher Secondary Education 06 60 40 100
Elective C ourse II (Skill Based)
Pedagogy,Andragogy and Assessment OR
E-Learning OR Life Skill Education 06 60 40 100
Research Methodology 06 60 40 100
Internship Work ( Teacher Education
Instituions ) 06 60
Field
Work 40
Report
Writing 100
Total 24 240 160 400
Semester - IV
Optional Courses (to be offered at
Department of Education) (Select any two
from the parent department or ONE from
the parent department and ONE from the
any other department.)
1.Communication Skill and Academic
Writing
2.Environmental Education 3.Educational Management
4.Inclusive Education 6
6 60
60 40
40 100
100
Dissertation Work 12 100 100 200
Internship Work (field work related to
elective course 1) 06 60 Field
Work 40 Re port
Writing 100
Total 30 280 220 500
SCHEME OF ASSESSMENT AND EXAMINATION
R.__________60 marks for semester end examination of 2 hours duration for each course and 40
marks for internal assessment throughout the semester based on performance and attendance in
the various activities.
Pattern of Semester Examination: 4 questions of 15 marks each with internal choice.
University Examination will be held at the end of each semester.
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INTERNAL ASSESSMENT (40 Marks)
Sr.No . Particulars Marks Marks
1 Subject specific Term Work Module/assessment modes –
at least two - as decided by the department/college in the
beginning of the semester (like
Extension/field/experimental work, Short Quiz; Objective
test, lab practical, open book test etc and written
assignments, Case study, Projects, Posters and exhibits etc
for which the assessment is to be based on class
presentations wherever applicable) to be selflessly assessed
by the teacher/s concerned 20 Marks
2 One periodical class test held in the given semester 10 Marks
3 Active participation in routine class instructional deliveries
(and in practical work, tutorial, field work etc as the case
may be ) 05 Marks
4 Overall conduct as a responsible learner, mannerism and
articulation and exhibit of leadership qualities in
organizing related academic activities 05 Marks
Grading System: Conversion of P ercentage of Marks to Grade P oints:
The marks obtained by a student in a course shall be indicated by a grade point and a letter grade
and Performance is follows:
10 Point Grading System
Marks Grade Points Grade Performance
Less than 40 0 F Fail
40-44.99 4 D Pass
45-49.99 5 C Average
50-54.99 6 B Above Average
55-59.99 7 B+ Good
60-69.99 8 A Very Good
70-79.99 9 A+ Excellent
80 and above 10 O Outstanding
The F grade once awarded to a student stays in the grade card of the student and is not deleted
even when he/she completes the course successfully later. The grade acquired later by the
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student shall be indicated in the grade sheet of the final year in whi ch the candidate has appeared
and fulfilled the credit criteria.
Ifastudent is absent from the internal or semester end examination in any course including the
project course, he/she will get a grade point of 0 and a letter grade of F
If a student fails in the internal examination of the core or elective course, he/she will have to
appear for the internal examination of the course when the course is offered again.
If the student fails in the semester end examination of a core or electi ve course, he/ she may re
appear for the same examination, when it is held again in the following semester. A student can appear at the most three times including the original attempt. If a student obtains a letter grade F
in all the three attempts, he/she will have to seek fresh admission.
If a student obtains letter grade F in any course in a given semester the letter grade F will
continue to be shown in the grade card for that semester, even when the student passes the course
subsequently in another sem ester.
If the student obtains minimum 40 % marks in the internal assessment and fails to obtain
minimum 40 % marks in the semester end examination of any course in any of the semester, the
marks of the internal examination shall be carried forward.
In any semester the students GPA and CGPA will be calculated as per the resolution of the
Academic Council dated 23
rd May 2016, Item No 4.17
The semester wise GPA and CGPA shall be printed on the grade card of the student along with
the table of the 10 Point Gr ading System .
The final semester grade card shall also have the aggregate percentage marks scored by the
students in all the courses in which student has obtained the relevant credits.
The grade card issued at the end of the semester to each student sha ll contain the following:
a) The credits earned for each course registered that year
b) The performance in each course indicated by the letter grade
c) The Grade Point Average (GPA), of all the courses registered for the semester
d) The Cumulative Grade Point Avera ge (CGPA)
e) Overall Weighted Percentage of Marks (OWPM), and cumulative grade point average
after completing the programme will appear only on the grade card for the final year).
R. _________ A candidate who passes in the internal examination but fails in the semester end
theory examination shall reappear for the said paper/papers only. However his/her marks of the
internal examinations shall be carried over and he/she shall be entitled for grade obtained by
him/her on passing.
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R. _________A candidate who passes in the semester end examination but fails in the internal
assessment of the course shall reappear for the internal examination of that course. However
his/her marks of the semester end examination shall be carried over and he/she shall be entitled
for grade obtained by him/her on passing.
ALLOWED TO KEEP TERMS (ATKT):
A candidate shall be allowed to keep terms for subsequent semesters irrespective of number of
heads of failure in the semester. Student shall be permitted to complete the programme
requirements of the two year programme within a maximum period of three years from the date
of admission to the programme.
DISSERTATION
R________ Title of the dissertation should be submitted to the University for approval at the
beginning of the third seme ster of the course.
R. _______ The dissertation shall be on an educational topic approved by the scrutiny committee consisting of members of the Board of Studies in Education as well as four additional members
including two recognized post graduate teachers having guided at l east five dissertations at the
M.Ed. level and two recognized Ph.D. guides of University of Mumbai having successfully
guided at least two Ph.D. theses/ M.Phil. Dissertations . If a topic suggested by any student is not
approved he/ she will be at liberty to suggest another provided that in all such cases the topic is got approved by the committee. Each student shall work under guidance of a recognized post
graduate teacher for his/ her dissertation.
R. _______ Dissertation submission should be on or before 15
th March to the Department
/Institution. If 15th March is a holiday then the dissertation could be submitted on the next
working day. Last Date for sending the dissertati ons to the examination section will be 22nd
March of the fourth semester.
R________ The dissertation shall be of 12 credits and shall carry 200 marks. The dissertation
when submitted shall be accompanied by a certificate signed by the guiding teacher refer red to in
R._____ stating that the same is the candidate’s own work and is worthy of examination. Each dissertation shall be examined by an external referee appointed specifically for the purpose, by
the Board of Examinations on the recommendations of the Board of Studies in Education.
R._________ Viva -voce examination on the dissertation will be held jointly by the external and
internal examiners and the marks for the dissertation will be awarded jointly by the external and
internal examiners on the basi s of the dissertation and viva -voce performance.
R._________ Each student shall work under the guidance of a recognized post -graduate teacher
for his/her dissertation.
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R. _________ Two copies of the dissertation shall be submitted by the student to the H ead of the
institution where he/she is registered.
R. __________STANDARD FOR PASSING THE EXAMINATION
To pass the examination the candidate must obtain:
a) 80 % attendance for theory courses and practicum and 90% for field attachment
b) For the theory courses (Core /Elective and Optional ) in all the semesters, minimum 40%
of marks in each course.
c) In dissertation minimum 40% marks.
d) With respect to the total marks obtained by the candidate in core / elective
courses /Optional and Project based courses of the exa mination (out of total 1500), and in
Dissertation (out of total 200) class will be accordingly awarded to the candidates.
The courses along with their credits are as follows.
Components Courses Credits
Core Courses 1. Philosophy of Education
2. History, Politics and Economics of
Education
3. Psychology of Learning and Development
4. Teacher Education
5. Sociology of Education
6. Introduction to Research Methods
7. Curriculum Studies
8. Higher Education Studies
9. Research Methodology 54
Elective Courses 1. Primary Education
2. Secondary and Higher Secondary Education
3. Pedagogy, Andragogy and Assessment
4. E-learning
5. Life Skill Education 12
Optional Courses 1. Communication Skill and Academic Writing
2. Environmental Education
3. Educational Management
4. Inclusive Education 12
Project based Courses 1. Dissertation Work
2. Internship Work 12
12
Total Credits 102
10
ELIGIBILITY NORMS TO APPEAR FOR THE ADDITIONAL CLASS TEST OR
ASSIGNMENT OR PROJECT FOR LEARNERS WHO REMAINED ABSENT
1. The candidate must apply to the H ead of the Institution giving the reason (s) for absence
within 8 days of the conduct of the examination along with the necessary documents and
testimonials.
2. If the candidate is absent for participation in practical activities(Practicum)
authenticated by the H ead of the Institution , the Head of the I nstitution shall generally
grant permission to the candidate to complete the activities.
3. The Head of the I nstitution , on scrutiny of the documents and testimonials, may grant the
permission to the candidate to appear for the additional examination or the activities.
4. A candidate who is absent for all class tests and also absent for the assignment, the
learner will be allowed to appear for all class test.
5. A learner who is absent for all the class tests / assignment as the case may be the learner will be allowed to appear for next semester.
***********
R. _______ The following are the syllabi for the various papers.
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SEMESTER I AC item No. 4.23
CORE COURSE 1
PHILOSOPHY OF EDUCATION
Total Credit= 6
Marks 60
Course Objectives
• To develop an appreciation for the role of philosophy in guiding the
teaching learning process of education.
• To understand the basic concept s of education
• To develop a critical unde rstanding of modern educationa l philosophies.
• To develop abilities to m ake comparisons between differen t philosophie s and their
educational i mplications.
• To understand the contemporary developments and issues in philosophy of education.
• To help the student to de velop a philos ophical
outlook towards educational
problems.
MODULE I: HISTORY AND PHILOSOPHY OF EDUCATION (INDIAN AND
WESTWERN PEARSPECTIVES) (CREDIT 2)
Unit 1: Historical Overview
a) Brief introduction t o the historical contexts of philosophy of education
b) Ancient Indian persp ective s of Ed ucation : Vidya, Dnyanand Darshan.
c) Ancient Greek Perspective on Education: Wisdom (Socrates and Plato, Plato’s
Republic and C.D. Reeves )
Unit 2: Western perspective
a) Modern Wester n perspective s of Education: Information an d Knowledge in institutional
Contexts.
b) Decolonizing Philosophy of Education: Asian, African and Latin American contexts
Unit 3: Philosophical Issues of Value Education
• The varieties of values: epistemic, moral, spiritual, aesthetic.
a. Epistemic:- Science Education(C.D.Hardie)
b. Moral Education (Gandhi)
c. Spiritual Education (Aurobindo)
d. Aesthetic Education (Tagore)
e. Humanities Education (Nussbaum)
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MODUL E II: CONTEMPORAR Y APPROACHE S TO EDUCATIO N (CREDIT 2 )
Unit4 : Schools and Approaches
a) Humanism:EducationalImplicationsofHumanis m‐AimsandIdea ls,Curriculum,Methods,
Teacher, Discipline andCriticalEvaluation
b) Existentialis m: The chief characteristics of Existentialis m, Critique of syste m, the
student as a free participant, self -creation
c) Marxism: Critique of the Market Model of education, Dialectical Materialism,
Collective Goals of E ducation
d) Postmodernism: Critique of humanism and institutions; in defense of localism and
pluralism
e) Multic ulturalism, Culture and Pluralism as a Norm
Unit 5: Towards Inclusive and Just Education in a Democracy
a) Educating the C itizen: Rousseau and Dewey
b) Educating Women: Wollstonecraft, SavitribaiPhule, PanditaRamabai and
NelNoddings
c) Educating Transgender
Unit 6:Towards Social Transformative Education
a) Self-development and E ducation: J Kris hnamurti
b) Secular Education
c) Education and Social Change ( JyotibaPhule, Paulo Freire and Bell H ooks)
d) Globalization and its Impact on Education
Suggested Activities
1. Visit to a school based on different Ideology: - observation of activities and preparation
of a reflective diary and interaction in a group.
2. Readings of original texts of Rabindranath Tagore/M.K. Gandhi/Sri Aurobindo/John
Dewey/J. Krishnamurthy etc. and presentation on linkage of various theoretical concepts
with pedagogy and practices followed by group discussion.
3. Seminar reading presentation on selected themes individually and collectively leading to
discussion
4. Examine critically the concerns arises from vision of school education and teacher educatio n and also the vision of great educators. Reflect on the multiple contexts in
which the school and teacher education institutions are working.
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MODULE III : INTERNAL ASSESSMENT (CREDITS 2 )
Sr.No Particulars Marks Marks
1 Subject specific Term Work Module/assessment modes –
at least two - as decided by the department/college in the
beginning of the semester (like
Extension/field/experimental work, Short Quiz; Objective
test, lab practical, open book test etc and written
assignments, Case study, Projects, Posters and exhibits etc
for which the assessment is to be based on class
presentations wherever applicable) to be selflessly assessed
by the teacher/s concerned 20 Marks
2 One periodical class test held in the given semester 10 Marks
3 Active participation in routine class instructional deliveries
(and in practical work, tutorial, field work etc as the case
may be ) 05 Marks
4 Overall conduct as a responsible learner, mannerism and
articulation and exhibit of leadership qualities in
organizing related academic activities 05 Marks
REFERENCES:
1. Agrawal, S. (2007). Philosophical Foundations of Education. Delhi: Authors Press.
2. Brambeck, C. S. (1966) Social Foundation of Education - A Cross Cultural Approach. New
York :John Willey.
3. Brubacher, J. S. ( 1962) Eclectic Philosophy of Education. Prentice Hall, New Jercy:
Engelwood Cliffs.
4. Brubacher, J. S. (1962). Modern Philosophies of Education. New York: McGraw- Hill Book
Company Inc.
5. Randall Curren Philosophy of Education: An Anthology Paperback Wiley -Blackwell; 1
edition (December 15, 2006)
6. Brubacher, J. S.(1978). Philosophy of Higher Education . San Francisco: Jossey – Bass.
7. Chau M., Kerry T.,(2008). International Perspectives on Education. New York: Continuum8.
Curren, R. (2003). A Companion to Philosophy of Education. Malden Mass: Blackwell
Publishing.
8. Dhavan , M. L (2005). : Philosophy of Education, Delhi: Isha Books.
9. Kilpatrick, W.H . Source Book in the Philosophy of Education, New York: :McMillan and
Company.
10. Mookherjee, K.K. (1972), Some Great Educators of the World. Calcutta: Das Gupta & Co
Pvt. Ltd.
14
11. Mukharji, S. (2007).Contempory Issues in Modern Indian Education, Authors Press.
12. Mukherjee, S.N. (1966), History of Education in India. Baroda: Acharya Book Depot.
13. Naqi, M.(2005) Modern Philosophy of Education, New Delhi: Amol Publication Pvt..Ltd.
14. Nussbaum, M. (2010) Not for Profit, Why Democracy Needs the Humanities. Princeton:
Princeton University Press
15. Singh, M.S.( 2007). Value Education. Delhi :Adhyayan, Publication
16. Wynne, J. (1963) Theories of Education..New York: Harper and Row
17. Abdi, Ali (ed) (2012) Decolonizing Philosophies of Education Rotterdam, Taipei: Sense
Publishers
18.Aloni, Nimrod. (2007) Enhancing Humanity: The Philosophical Foundations of Humanities
Education Dordrecht: Springer
19.Curren, Randall (2003) A Companion to the Philosophy of Education Malden Mass:
Blackwell
20.Giroux, H.A., Penna, A.N., & Pinar, W.F. (1981) Curriculum and Instruction . Berkeley, CA:
McCutchan.
21.Dewey, J. (1944) Democracy and Education. New York: The Free Press
22. Nussbaum, Martha (2010) Not for Profit: Why Democracy Needs the Humanities Princeton,
Princeton University Press Plato Republic
23. Pringe, Richard (2004) Philosophy of Education: Aims, Theory, Common Sense and
Research London: Continuum
24. Nigel Blake, Paul Smeyers,Richard Smith, and Paul Standish (Ed) 2003 The Blackwell
Companion to the Philosophy of Education Malden Mass: Blackwell
25. Noddings Nel (2006) Philosophy of Education Boulder Co: Westviewss
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CORE COURSE 2
HISTORY POLITICS AND ECONOMICS OF EDUCATION
Total Credit= 6
Marks 60
Course Objectives:
• To develop understanding of the historical perspective of education in pre and post -
independent India.
• To critically analyse the policies and commissions and its implication on the educational
system.
• To develop understanding of the implications of various contribution through education
for an equitable society.
• To develop understanding of the political perspective of education.
• To develop understanding of the economics of education
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• To develop understanding of the perspectives on political economy of education
MODULE I : HISTORICAL PERSPECTIVES OF EDUCATION (CREDITS 2)
Unit 1: Education in Pre -Independent India
a) Ancient India: Vedic, Buddhist, Jain
b) Medieval India: Sultanateand Mughal period.
c) Colonial Period: Oriental V/sAnglicist Education, Macaulay’s Minutes,
Wood’s Despatch, Indian Education (Hunter) Commission, Hartog Committee.
d) Impact of English Education
Unit 2: Progress of Education in Independent India
a) Analysis of Commissions and its contributions to education: Secondary Education Commission (1953) Education Commission (1964 -66), National
Commission on Teachers (1999)
b) Analysis of Policies: NPE (1986), Program of Action (POA) (1992)
c) Critical review of NCF 2005
Unit 3: Education for an equitable society in a Global E ra
a) Education for the marginalized groups, Women’s education and Inclusive
education.
b) Right to Education, Implication of GATT, WTO for Education.
c) Education for all: Dakar Framework for action, Autonomy of Higher Education
MODULE II: POLITICAL PERSPECTIVE AND ECONOMICS OF EDUCATION
(C REDITS 2)
Unit 4: Political Perspectives of Education
a) Concept of Politics and Politics of Education. Interrelationship between P olitics
and Education ( Political Participation, Policy Making And Educational
Planning)
b) Perspectives in the Politics of Education: Liberal, Conservative and Critical
c) Approaches to Understanding Politics: Be haviouralism, Theory of Systems
Analysis and Theory of Rational Choice.
d) Politics ofPublic -Private Partnership in Education, Education for Political
Development and Political Socialisation
Unit 5: Economics of Education
a) Concept, Need and Principles of Economics of Education
16
b) Cost Benefit Analysis in Educational Planning: Meaning andPurpose.Cost -
Benefit v/s Cost Effective Analysis, Unit Cost and Capital Cost; Social and Individual Cost; Recurring and Non- recurring Cost, Opportunity Cost.
c) Economic Returns to Higher Education: Signaling Theory v/s Human Capital
Theory
Unit 6: Perspectives on Political Economy of Education
a) Policy -makinginEducationand Educational PlanningProcess :(i ) Analysis of the
existing situation. (ii) The generation of policy options. (iii) Evaluation of policy
options. (iv)Making the policy decision. (v) Planning of policy implementation. (vi) Policy impact assessment. (vii) Subsequent policy cycles.
b) Tools for Education Policy Analysis : (a) Assessing Policy Options for Teacher
Training and Pay, (b)Analyzing Equity in Education and (c) Addressing Policy Issues in Girls’ Schooling.
c) Educational Schemes: (a)SarvaShikshanAbhyan and its Framework, (b) RashtriyaMadhy amikShikshaAbhiyan and Its Framework, (c) RUSA and Its
Framework.
d) Other Schemes : (a) Mid -Day Meal Policy, (b) National Literacy Mission
(NLM ), (c) Kasturba Gandhi BalikaVidyalayas Scheme
Sessional Work
1. Trace the historical hallmarks of Indian Education ti ll date with its salient
features.
2. Write a report on the implementation and the present status of either Right to
Education, GATT or WTO for Education
3. Develop a Cost Analysis chart and report with reference to any educational
institute.
4. Carry out an impa ct evaluation of any one educational projects of the government
(survey or case study)
MODULE III : INTERNAL ASSESSMENT ( CREDITS 2)
Sr.No Particulars Marks Marks
1 Subject specific Term Work Module/assessment modes –
at least two - as decided by the department/college in the
beginning of the semester (like
Extension/field/experimental work, Short Quiz; Objective
test, lab practical, open book test etc and written
assignments, Case study, Projects, Posters and exhibits etc
for which the assessment is to be based on class
presentations wherever applicable) to be selflessly assessed
by the teacher/s concerned 20 Marks
2 One periodical class test held in the given semester 10 Marks
3 Active participation in routine class instructional deliveries 05 Marks
17
Sr.No Particulars Marks Marks
(and in practical work, tutorial, field work etc as the case
may be )
4 Overall conduct as a responsible learner, mannerism and
articulation and exhibit of leadership qualities in
organizing related academic activities 05 Marks
REFERENCES:
1. Agarwal J.C; Agrawal S.P, (1992), Educational Planning in India, Volume 1, Concept
publishing Company, New Delhi.
2. Agarwal, J.C (2007), Development of Education System in India, Shipra Publications, Delhi
3. Agarwal .J.C(2007), History of Modern Indian Education, 6
th Edition, Vikas Publishing
House Pvt ltd, New Delhi.
4. Alain Mingat,Jee -Peng, Tan &ShobhanaSosale (2003). Tools for Education Policy
Analysis, The International Bank for Reconstruction and Development / The World Bank
5. Amala,P.A, Anupama,P and Rao, D.B, (2004). His tory of Education, Discovery
Publishing House, New Delhi.
6. Babalola, J B.(2003), Fundamentals of Economics of Education, University of Ibadan
7. Bhatnagar S (2004) Kothari Commission Recommendations and evaluation with atext on
NPE, International Publishing House, Meerut.
8. Booth, T.&Ainscow, M (1998), From them to Us: An International study of Inclusion in Education. London: Routledge.
9. Chauhan, C.P.S, Modern indian Education, Policies, Progress and Problems, Kanishka Publishers, Distributors, New Delhi.
10. Devi, S (2005), A History of Modern Education, Omsons publications, New Delhi
11. Gramlich, E.M (1990), A guide to Benefit –Codt Analysis, Prospect Heights, IL:
Waveland Press.
12. Hardwick,P; Khan B. and Langmead J(1994), An Introduction to Modern Economics, 4
th
edition, New York.
13. Kohli,V.K. Indian Education and its Problems, Vivek publishers
14. Mondal A, Mete,J (2013) Right to Education, APH publishing corporation, New Delhi.
15. Pandey V.C, (2005), Democracy and Education, Isha books, New Delhi
16. Plantilla J.R (2008), Educationa l Policies and Human Rights Awareness, Publisher
Rajkumar for Academic Excellence, Delhi
17. Pruthi, R.K (2005), Education in Medieval India, Sonali Publications, New Delhi.
18. Sharma B, History of Indian Education, Vohra Publishers and distributors, New Delhi.
19. Singh S.S,(2007), Development of Education in emerging India and its current problems,
DhapatRai Publications Company.
18
20. Sinha N,(2001), Governmental strategies towards Education of the disabled, NIPCD and
Planning Commission, New Delhi.
21. Sudarsana ,T (2008) Comparative secondary education (Google eBook) , Reddy Mittal
Publications, (Study conducted at CuddapahDistrict of Andhra Pradesh, India)
Webliography:
• http://www.norrag.org/en/ publications/norrag- news/online -version/value -for-money-
in-international- education -a-new-world -of-results -impacts- and-outcomes/detail/cost -
effectiveness- analysis -in-education.html
• http://oyc.yale.edu/political -science/plsc- 114/lecture -15
• http://plato.stanford.edu/entries/locke -political/
http://ocw.mit.edu/courses/urban -studies- and-planning/11- 002j-fundamentals -of-public -
polic y-fall-2004/lecture -notes/4whatispubpolicy.pdf
• http://www.uk.sagepub.com/northouseintro2e/study/chapter/handbook/handbook1.1.pd
f (theoreis of leadership)
• http://www.jstor.org/discover/10.2307/20023808?uid=3738256&uid=2&uid=4&sid=21
10659398662
http://publications.iiep.unesco.org/Cost -benefit -analysis -educational -planning -
(second -edition)
• http://www.britannica.com/EBchecked/topic/467721/political -science/247913/Theory-
of-rational- choice
• http://www.worldbank.org/en/topic/education/brief/economics -of-education
• Medieval India education system http://www.vkmaheshwari.com/WP/?p=512
***********
CORE COURSE 3
PSYCHOLOGY OF DEVELOPMENT AND LEARNING
Total Credit= 6
Marks 60
Course Objectives
• Enable the learners to understand the cognitive development and learning
• Enable the learners to understand the process of social cognition
• To develop the ability among learners to apply the learning theories and teaching models
in classroom
19
• Enable the learners to understand the skills and knowledge require to handle the diverse
learners
MODULE I: Cognitive Development Perspectives and Social Cognition (CREDIT 2)
Unit 1: Cognitive Development
a) Meaning of Cognitive development, The nature/nurture questions and its significance
for teaching
b) Language development in children: Skinner’s Language Acquisition theory VS Noam
Chomsky Nativist theory, Effect of monoligualismVs bilingualism on c ognitive
development
c) Critical comparative study of cognitive development theories -Piaget, Gagne and
Vygotsky
Unit 2: Cognitive Learning
a) Differences between the cognitive and behavioral approaches to learning
b) Gestalt: Festinger Cognitive Dissonance theory, Construtivism - Roger S chank Script
Theory, Transformational learning - Jack MazirowPsycho Critical A pproach
d) Effect of knowledge on learning, typ es of expert knowledge ( Bruner’ s, Shulman,
Glaser and Chi)
Unit 3:Social Cognition
a) The nature of social cognition, Attachment and bonding as a process, temperament,
development of security. Development of friendships and relationships, peer
participations
b) George Homans Social Exchange Theory Vs Batson Empathy- Altruism Theory
c) Understanding Social Relations and Socialization Goals and Development of Self and
Identity , Carol Dweck Self -Theory and Daryl Bem Self -perception Theory
MODULE II: APPLICATIONS OF LEARNING THEORIES AND UNDERSTANDING DIVERSE LEARNERS (CREDIT 2)
Unit 4:Content of Good Thinking
a)Meaning of Metacognition, development of Metacognition and teaching for
Metacogn ition
b) Meaning and Tools of Creative Thinking and Teaching for Creativity
c) Models of Metacognition and Creativity: Flavell’s Model of Metacognition and
Creative problem solving by Titus 2000
20
Unit 5 : Models of Good Teaching
a) Inductive Thinking by Hilda Taba
b) Role -Playing by Shaffer and Shaffer
c) Synectics by William Gordan
Unit 6 : Learning Difference and Learning Needs of Diverse Learners
a) Understanding social construction of disability, Gender and Marginalized Learners and
their Educational nee ds
b) Concept & Strategies of Differentiated Instructions
c) Research Implication: studies in the area of gender and disability with reference to
learning style and cognitive style and implication to teaching
MODULEIII: INTERNAL ASSESSMENT( CREDITS 2)
REFERENCES:
1. Bandura, A. (1977). Social Learning Theory . New York: General Learning Press.
2. Baron, R.A (2002) Psychology , Fifth Edition. Singapore, Pearson Education Asia.
3. Batson, C.D. (2011). Altruism in Humans . New York: Oxford University Press.
4. Benjamin B. Lahey ( 2002): Essentials Of Psychology, International Edition, McGraw Hill
5. Berk L. E. (2010): Child Development , Eighth Edition, PHI Learning Private Limited,
New Delhi
6. Crabtree, E. (1999). Noam Chomsky Sr.No Particulars Marks Marks
1 Subject specific Term Work Module/assessment modes – at
least two - as decided by the department/college in the
beginning of the semester (like Extension/field/experimental
work, Short Quiz; Objective test, lab practical, open book test etc and written assignments, Case study, Projects, Posters and
exhibits etc for which the assessment is to be based on class
presentations wherever applicable) to be selflessly assessed by
the teacher/s concerned 20 Marks
2 One periodical class test held in the given semester 10 Marks
3 Active participation in routine class instructional deliveries
(and in practical work, tutorial, field work etc as the case may
be ) 05 Marks
4 Overall conduct as a responsible learner, mannerism and
articulation and exhibit of leadership qualities in organizing
related academic activities 05 Marks
21
7. Carol S. Dweck (2000) Self-theories : Their Role in Motivation, Personality, and
Development ( Essays in Social psychologyy) Psychology Press
8. Carol S. Dweck Self -theories http://www.learning -theories.com/self -theories -dweck.html
9. Dash Muralidhar (2009) : Educational Psychology , Reprinted Deep & Deep Publications Pvt
Ltd
10. Daryl. J. Bem Self -Perception Theories Stanford University California
11. Daryl. J. Bem Self -Perception Theories http://www.goodtherapy.org/fam ous-
psychologists/daryl -
bem.html#Davies, Kevin. (2001). Nature vs. Nurture Revisited.
NOVA. http://www.pbs.org/wgbh/nova/body/nature -versus -nurture -revisited.html
12. Douglas J. Hacker,JohnDunlosky, Arthur C. Graesser .(editors) (1998) Metacognition in
Educational Theory and Practice, Lawrence Erlbaum Associates. Mahwah, New Jersey.
13. Douglas J. Hacker,JohnDunlosky, Arthur C. Graesser .(editors) (2009) Handbook of
Metacognition in Education (Educational Psychology).Routledge, Taylor and Francis,
New York.
14. Festinger, L. (1957). A Theory of Cognitive Dissonance. Stanford, CA: Stanford University
Press.
15. Gordon, William J.J. , (1961) Synectics: The Development of Creative Capacity . New York:
Harper and row, Publishers
16. Homans, George C. (1958). Social Behavior as Exchange. American Journal of Sociology,
63, 597- 606
17. Homans, George (1971) Bringing Men Back In. Pp. 109- 127 in Institutions And Social
Exchange. Turk Herman and Richard Simpson (Eds.). Indianapolis: Bobbs -Merril.
18. Harry Morgan (1997): Cognitive Styles and Classroom Learning. Westport, CT, Praeger
Publisher.
19. John Dunlosky ,Janet Metcalfe (2008) : Metacognition( 1st ed). Sage Publica tions, Inc
20. Joyce, B., & Weil, M. (2000). Models of teaching (6th ed.). Boston: Allyn and Bacon.
21. Mezirow, J. (1991). Transformative Dimensions of Adult Learning. San Francisco , CA:
Jossey -Bass.
22. Mezirow, J. (2000). Learning as Transformation: Critical Persp ectives on a Theory in
Progress. San
Francisco: Jossey Bass.
23. Lawler, Edward (2001). An Affect Theory of Social Exchange. American Journal of
Sociology 107:
321-352.
24. Language Development, Theories of Language Development Retrieved from
http/www.enchantedlearning.com/language/asl/abc/index.shtml
25. Learning Theories -Script Theory
http://teorije -ucenja.zesoi.fer.hr/doku.php?id=learning_theories:script_theory
26. McLeod, S. A. (2007). Nature Nurture in Psychology. Retrieved from
http://www.simplypsychology.org/naturevsnurture.html
27. Ormrod, J.E. (2012). Essentials of Educational Psychology: Big Ideas to Guide Effective
Teaching.
Boston, MA: Pearson Education Inc.
22
28. Parmeshwaran, E.G and Beena, C (2002) An Invitation to Psychology, Hyderabad, India,
Neel Kamal Publications Private Limited.
29. PinaTarricone (2011) The Taxonomy of Metacognition. Britain, Psychology Press
30. R.Riding (1998): Cognitive Styles and Learning Strat egies: Understanding Style Differences
in Learning and Behavior . London, David Fulton Publishers
31. Robert J. Sternberg (2001): Perspectives on thinking, learning, and cognitive styles
The educational psychology series Routledge publication.
32. Sabahat, A. (2012). Crucial differences between a behaviour ist and a nativist view of first
language
acquisition.
33. Scank Roger, Script Theory http://www.rogerschank.com
34. SchmeckRonald.R( 1988): Learning Strategies and Learning Styles (Perspectives on
Individual Differences), Springer Publication
35. Schunk, D. H. (2007). Learning Theories: An Educational Perspective (5th Edition). New
York: Prentice Hall.
36. Skinner C. E, (2003): Educational Psychology , Fourth Edition, Prentice Hall of India
Private Limited, New Delhi.
37. Skinner C. E, (2003): Educational Psychology , Fourth Edition, Prentice Hall of India
Private Limited, New Delhi.
38. Smith, E.E., Hoeksema, S.N., Fredrickson, B.L., Loftus, G. R., Bem D.J Maren, S Atkinson
&Hilgard (2003) Introduction To Psychology United States of America, Thomson &
Wadsworth.
39. "Social Exchange Theory (2008) " International Encyclopedia of the Social Sciences . Ed.
William A. Darity, Jr. 2nd ed. Vol. 7. Detroit: Macmillan Reference USA, 585- 586.
40. Susan Capel, Marilyn Leask and Tony Turner (2005) : Learning To Teach i n the Secondary
School - A companion to School Experience 4th Edition, Routledge Taylor And Francis
Group
41. Tauber R, T. (1999): Classroom Management –Sound Theory and Effective Practice, Third
Edition Greenwood Publishing Group, Inc .
42. Taba, H., Durkin, M. C ., Fraenkel, J. R., &NcNaughton, A. H. (1971). A teacher's handbook
to elementary social studies: An inductive approach (2nd ed.). Reading, MA: Addison-
Wesley.
43. Thomas O Nelson ( 1992 ): Metacognition : core readings , Allyn& Bacon
44. Waters and Schneider( 2009): Metacognition, Strategy Use, and Instruction. New York: The
Guilford Press
45. WeitenW & Lloyd M. A. (2007): Psychology Applied to Modern Life – Adjustment in the
21st Century , Eighth Edition, Akash Press Delhi, Indian Reprint
46. Woolfolk, A (2009) Educ ational Psychology, 12th Edition Singapore, Pearson Education
Inc.
**********
23
CORE COURSE 4
TEACHER EDUCATION
Total Credit= 6
Marks 60
Course Objectives
• Understand the concept of pre -service teacher education
• Understand the teacher education curriculum
• Get acquainted with knowledge base, reflective teaching and models of teacher education
• Understand managing practicum in teacher educa tion
• Understand the concept, methods and agencies of in- service teacher education
• Plan, organize and evaluate in -service teacher education
• Understand need for professional development of teachers
MODULE I: PRE- SERVICE TEACHER EDUCATION (CREDITS 2)
Unit 1: Concept of Pre -Service Teacher Education
a) Meaning, Nature and Scope of Pre -Service Teacher Education
b) Need, Objectives of Pre -Service Teacher Education at Elementary, Secondary and Higher
Secondary Levels
c) Understanding Student -Teacher as the Adult Learner (Concept of Andragogy)
Unit 2: Teacher Education Curriculum
a) The S tructure of T eacher E ducation Curriculum and its V ision in Curriculum Documents
of NCERT and NCTE at Elementary, Secondary and Higher Secondary Levels
b) Organization of C omponents of Pre -Service Teacher Education (Transactional
Approaches (for foundation courses) Expository, Collaborative and Experiential
learning
c) Managing Practicum Observation, Supervision and Assessment of Practicum
Principles and Organization of Internship for Integration of Theory and Practice
Unit 3: Knowledge B ase, Reflective Teaching and Models of Teacher Education
a) Understanding Knowledge base of Teacher Education from the view point of Schulman, Deng and Luke, and Habermas
b) Meaning of Reflective Teaching and Strategies for Promoting Reflective Teaching
c) Models of Teacher Education - Behaviouristic, Competency- based and Inquiry Oriented
Teacher Education Models
MODULE II: IN- SERVICE TEACHER EDUCATION (CREDITS 2)
24
Unit 4: Concept, Methods and Agencies of In -Service Teacher Education
a) Concept, Need, Purpose and Areas of In- Service Teacher Education
b) Meaning, Objectives, Organization and Modes of Methods of In- Service Teacher
Education
c) Agencies and Institutions of In- Service Teacher Education at District, State and National
Levels ( SSA, RMSA, SCERT, NCERT, NCTE and UGC)
Unit 5: Planning, Organizing and Evaluating In -Service Teacher Education
a) Preliminary Consideration in Planning in -service Programme (Purpose, Duration,
Resources andBudget)
b) Designing an In -Service Teacher Education Programme using ADDIE model
c) Problems and Challenges of In- Service Teacher Education
Unit 6: Professional Development of Teachers
a) Concept of Profession and Professionalism, Teaching as a Profession, Professional Ethics
of Teachers
b) Personal and Contextual Factors affecting Teacher Development
c) ICT Integration, and Quality Enhancement for Professionalization of Teacher Education
MODULE III : INTERNAL ASSESSMENT ( CREDITS 2)
REFERENCES
1. Arora, G.L. (2002) Teachers and Their Teaching Delhi, Ravi Books. Sr.No Particulars Marks Marks
1 Subject specific Term Work Module/assessment modes –
at least two - as decided by the department/college in the
beginning of the semester (like
Extension/field/experimental work, Short Quiz; Objective
test, lab practical, open book test etc and written
assignments, Case study, Projects, Posters and exhibits etc
for which the assessment is to be based on class
presentations wherever applicable) to be selflessly assessed
by the teacher/s concerned 20 Marks
2 One periodical class test held in the given semester 10 Marks
3 Active participation in routine class instructional deliveries
(and in practical work, tutorial, field work etc as the case
may be ) 05 Marks
4 Overall conduct as a responsible learner, mannerism and
articulation and exhibit of leadership qualities in
organizing related academic activities 05 Marks
25
2. ChaurasiaGulab (2000) Teacher Education and Professional Organizations Delhi,
Authorspress.
3. Dillon Justin and Maguire Meg (1997) Becoming A Teacher: Issues in Secondary
Teaching Buckingham, Open University Pr ess.
4. Dunkin, Michael, J. (1987) The International Encyclopaedia of Teaching and Teacher
Education Oxford, Pergamon Press.
5. Elahi, Nizam (1997) Teacher's Education in India New Delhi, APH Publishing Corporation.
6. McNergney, Robert F. and Herbert, Joanne M. (2001) Foundations of Education: The
Challenge of Professional Practice Boston Allyn and Bacon.
7. MohantyJagannath (2000) Teacher Education in India
8. Murray, Frank B. (Ed.) (1996) Teacher Educators' Handbook; Building A Base for
Preparation of Teachers, San F rancisco, Jossey -Bass Publishers.
9. National Council for Teacher Education (NCTE) (1998) NCTE Document New Delhi, Published by Member Secretary, NCTE.
10. NCTE Website www.ncte.org
11. Rao, DigmurtiBhaskar (1998) Teacher Educatio n in India New Delhi, Discovery
Publishing House. Sharma, ShashiPrabha ((2003) Teacher Education: Principles, Theories and Practices New Delhi, Kanishka Publishers.
12. Singh, L.C., Sharma, P.C. (1995) Teacher Education and the Teacher, New Delhi, Vikas Publis hing House Pvt. Ltd.
13. Singh, R.P. (Ed.) (2002) Teacher Education in Turmoil: Quest for a Solution, New Delhi, Sterling Publishers Privatization. Ltd.
14. Singh, R.P. (2006) Training Teachers: Problems and Issues New Delhi, Gyan Publishing House.
15. Singh, U.K. and Sudarshan, K.N. (1996) Teacher Education New Delhi, Discovery Publishing House.
16. Vashisht, S.R. (1997) Professional Education of Teachers, Jaipur, Mangal Deep Publishers.
17. Kurhade ,M.S.(2013) Reflections of A Wakeful Mind , SanskarSarjan Education Society Mumbai
***********
26
SEMESTER I I AC item No. 4.23
CORE COURSE 5
SOCIOLOGY OF EDUCATION
Total Credit= 6
Marks 60
Course Objectives
• To enable students to analyze education from different Sociological Perspectives and
Theoretical Frameworks.
• To enable students to analyze the relationship of Social Movements and Education.
• To enable students to understand Educational Institution as an Agency of Socialization.
• To enable students to understand concept of Equality of Opportunity and Distributive Justice.
• To enable students to understand the views of Indian Social Thinkers.
• To enable the students to understand the necessity of Peace Education.
MODULE I: ADVANCES IN SOCIOLOGY OF EDUCATION (CREDIT 2)
Unit l: Theoretical Approaches to Sociology of Education
a) Symbolic Interactionism Theory –George Mead
b) Structural Functionalism –Talcott Parsons
c) Conflict Theory- Karl Marks
Unit 2: Social Movements and Education
a) Concept, Characteristics and Theories of Social Movements
1. Relative Deprivation Theory
2. Resource Mobilization Theory
3. Political Process Theory
4. New Social Movement Theory
b) Stages in Social Movements- Emergence, Coalescence, Bureaucratization and Decline
c) Types of social movements by Daniel Aberle –Alternative, Redemptive, Revolutionary
and Reformative Social Movement.Role of education in Social Movement
Unit 3: Institutionalization and Education
a) Concept and Types of Social Institutions and their Functions
b) Dimensions of Education as a Social Institution : Structure, Function and Culture
c) Education in the Post -modern age
27
MODULE II: EDUCATION IN 21ST CENTURY (CREDIT 2)
Unit 4: Equality and Distributive Justice
a) Concept of Equality of Access, Opportunity and Outcomes, Concept of Justice and
Distributive Justice and Affirmative Justice
b) Theories of Distributive Justice (Utilitarian, Justice as Fairness and Entitlement Theories, Aristotle’s Theory, Marxist Theory)
c) Principles of Justice (Acquisition, Transfer and Rectification of Injustice)
Unit 5: Peace Education
a) Concept and Philosophy of Peace Education, Aims, Need of Peace Education: Peace for self, others and environment
b) Types of Peace Education (International Peace Education, Developmental Peace Education, Human Rights Peace Education, Conflict Resolution, Imposed V ersus
Consensual Peace)
c) Education for P eace: Knowledge, Skills, Values a nd Attitudes
Unit 6: Indian Social Thinker
a) Dr B.R. Ambedker :
1. Views on Varna, Untouchability and Eradication of Caste
2. Views on Education and Social Reconstruction
b) Mahatma Gandhi :
1.Views on Varna ,Untouchability Dharma, Truth and Non- Violence
2.Views on Education and Social Reform
c) Shahu, Phule, Karve and Ambedkar’s Thoughts on Women’s Education
MODULE III : INTERNAL ASSESSMENT (CREDITS 2)
Sr.No Particulars Marks Marks
1 Subject specific Term Work Module/assessment modes – at least
two- as decided by the department/college in the beginning of the
semester (like Extension/field/experimental work, Short Quiz;
Objective test, lab practical, open book test etc and written
assignments, Case study, Projects, Posters and exhibits etc for
which the assessment is to be based on class presentations
wherever applicable) to be selflessly assessed by the teacher/s
concerned 20
2 One periodical class test held in the given semester 10
3 Active participation in routine class instructional deliveries (and
in practical work, tutorial, field work etc as the case may be ) 05
4 Overall conduct as a responsible learner, mannerism and
articulation and exhibit of leadership qualities in organizing
related academic activities 05
28
REFERENCES :
1. llantine, J.H. (2011) The Sociology of Education a Systematic Analysis. New Jersey :
Prentice Hall Inc.
2. Banks, J. (2004). Approaches to multicultural curriculum reform. In J. Banks & C. Banks
(Eds.), Multicultural education: Issues and perspectives (pp. 242- 264). San Francisco, CA:
Jossey -Bass.
3. Banks, J. (2004). Multicultural education: Characteristics and goals. In J. Banks & C. Banks (Eds.), Multicultural education: Issues and perspectives (pp. 3- 30). San Francisco,
CA: Jossey -Bass.
4. Blackledge, D. & Hunt, Barry S ociological Interpretations of Education , London, Groom
5. Brocke -Utne, B. (1985) Educating for peace: A feminist perspective . New York: Pergamon
Press.
6. Brookover,W.B, and Erickson.E.L. (1973) Sociology of Education Illinois: The Dorsey Press.
7. Chandra, S.S.(1996) Sociology of Education, Guwahati, Eastern Book House.
8. Chesler, M.A and Cave , W.M. (1981) Sociology of Education New York : Macmillan Publishing co,Inc.
9. Coffey, A. (2001) Education and Social Change, Buckingham: Open University Press.
10. Fountain, Susan (1999) Peace Education in UNICEF July 1999United Nations Children's
FundProgramme Publications.
11. Hallinan,M.T.(ed) (1987) Social Organisation of Schools. New York: Plenum Press.
12. Hallinan,M.T.(ed) (2000) Handbook of The Sociology of Education. USA : Springer.
13. Harris, I. M. and Morrison, M. L. (2003). Peace education . New York: McFarland
14. Hunt,M.P. (1973) Foundation of Education Social and Cultural Perspectives. New York: Halt,Rinehart and Winston..
15. Meighan,R.A (1986) Sociology of Education. London: Cassell Educ ation Ltd.
16. Mishra, Loknath (2009) Peace Education Framework for Teachers . New Delhi: A.P.H Publishing Corporation.
17. Mohanty, Jagannath (2005Teaching of Sociology New Trends and Innovations. New Delhi: Deep and Deep Publication Pvt. Ltd.
18. MujibulHasan Siddi qui (2009) Philosophical and Sociological Perspectives in Education.
New Delhi: A.P.H Publishing Corporation.
19. Parelius,A.P. and Parelius,T.J.(1978) The Sociology of Education . New Jersey : Prentice Hall Inc.
20. Reardon, Betty （ 1988）, “Comprehensive Peace Edu cation: Educating for global
responsibility ”, Teachers College Press, New York, p.16.
21. Seidman, S. (1994) Contested Knowledge: Social Theory in the Postmodern Era Oxford: Blackwell
22. Singh, Y. K. (2009) Sociological Foundation of Education. New Delhi: A.P.H Publishing Corporation.
23. Talesara, H. (2002) Sociological Foundations of Education, New Delhi, Kanishka
Publishers.
***********
29
CORE COURSE 6
INTRODUCTION TO RESEARCH METHODS
Total Credit= 6
Marks 60
Course Objectives
• To develop an understanding about the meaning of research and its application in the field of
education.
• To enable students to prepare a research proposal.
• To enable students to understand different types of variables, formulate hypothesis, use
appropriate sampling techniques and tools and techniques of educational research.
MODULE I: STRUCTURING EDUCATIONAL RESEARCH CREDIT 2
Unit 1.Educ ational Research
(a) Meaning and scope of educational research.
(b) Meaning and steps of scientific method. Characterisitics of Scientific Method
(Replicability, Precision, Falsifiability and Parsimony). Types of Scientifc Method (Exploratory, Explanatory and Desc riptive).
(c) Aims of research as a scientific activity: Problem -solving, Theory Building and
Prediction.
(d) Types of research: Fundamental, Applied and Action.
(e) Approaches to educational research: Quantitative and Qualitative
Unit 2.Writing Research Proposal
(a) Identification of a research topic: Sources and Need.
(b) Review of related literature.
(c) Rationale and need of the study.
(d) Conceptual and operational definition of the terms.
(e) Variables.
(f) Research questions, aims, objectives and hypotheses.
(g) Assumptions, if any.
(h) Methodology, sample and tools.
(i) Scope, limitations and delimitations.
(j) Significance of the study.
(k) Bibliography.
(l) Time Frame.
(m) Budget, if any.
(n) Chapterization.
Unit 3. Variables and Hypotheses
(a) Variables:
30
• Meaning of Concepts, Constructs and Variables
• Types of Variables (Independent, Dependent, Extraneous, Intervening and
Moderator)
(b) Hypotheses
• Concept of Hypothesis
• Sources of Hypothesis
• Types of Hypothesis (Research, Directional, Non- directional, Null)
• Formulating Hypothesis
• Characteristics of a good hypothesis.
MODULE II : FOUNDATIONS TO SCIENTIFIC DATA COLLECTION (CREDIT
2)Unit 4. Sampling
(a) Concepts of Universe and Sample
(b) Characteristics of a good Sample
(c) Techniques of Sampling. Probability Sampling (Simple Random Sampling, Stratified
Sampling, Sys tematic Sampling, Cluster Sampling,Matched Pair Sampling, Multistage
Sampling, Multiphase Sampling) and Non- Probability Sampling (Convenience
Sampling, Quota Sampling, Expert Sampling,Snowball Sampling)
(d) Types of Sampling in Internet -based Research
(e) Determining Sample Size
Unit 5. Tools and Techniques of Research
(a) Steps of preparing a research tool.
• Validity (Meaning, types, indices and factors affecting validity)
• Reliability(Meaning, types, indices and factors affecting reliability)
• Item A nalysis ( Discrimination Index, Difficulty Index)
• Standardisation of a tool.
(b) Tools of Research
• Rating Scale
• Attitude Scale
• Questionnaire
• Aptitude and Achievement Tests
• Inventory
(c) Techniques of Research
• Observation
• Interview (Strucutured, Unstructured, Focus Group and Internet -based)
• Projective
31
MODULE III : INTERNAL ASSESSMENT (CREDITS 2)
Sr.No Particulars Marks Marks
1 Subject specific Term Work Module/assessment modes –
at least two - as decided by the department/college in the
beginning of the semester (like
Extension/field/experimental work, Short Quiz; Objective
test, lab practical, open book test etc and written
assignments, Case study, Projects, Posters and exhibits etc
for which the assessment is to be based on class
presentations wherever applicable) to be selflessly assessed
by the teacher/s concerned 20 Marks
2 One periodical class test held in the given semester 10 Marks
3 Active participation in routine class instructional deliveries
(and in practical work, tutorial, field work etc as the case
may be ) 05 Marks
4 Overall conduct as a responsible learner, mannerism and
articulation and exhibit of leadership qualities in
organizing related academic activities 05 Marks
REFERENCES
1. Best, J. W. and Kahn, J . (1997) Research in Education. (7thed.) New Delhi: Prentice -Hall
of India Ltd.
2. Borg, B.L .(2004) Qualitative Research Methods . Boston:Pearson.
3. Bogdan, R.C. and Biklen, S. K.(1998) Qualitative Research for Education : An Introduction to Theory and M ethods . Boston MA :Allyn and Bacon.
4. Bryman, A. (1988) Quantity and Quality in Social Science Research. London: Routledge
5. Charles, C.M. and Merton, C.A .(2002) Introduction to Educational Research. Boston:
Allyn and Bacon.
6. Cohen, L and Manion, L.(1994) Re search Methods in Education. London: Routledge.
7. Creswell, J.W. (2002) Educational Research. New Jersey: Upper Saddle River .
8. Creswell, J.W (1994) Research Design . London: Sage Publications.
9. Creswell, J.W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches. (2nd ed.) Thousand Oaks: Sage.
10. Creswell, J. W. (2007). Qualitative inquiry and research design. London: Sage Publications.
11. Kelly, A. &Lesh, R. (2000).“ Handbook of Research Design in Education”. Erlbaum
Associates.
32
12. McMillan, J. H. and Schumacher, S. (2001). Research in Education. New York:
Longman.
13. O'Leary, Z. (2004). The essential guide to doing research. London: Sage.
14. Somekh, B. &Lewin, C. (2005). Research methods in the social sciences. Thousand
Oaks: Sage.
15. Denzin, N.K. and Lincoln, Y.S.(eds) (1994) Handbook of Qualitative Research London : Sage Publications.
16. Diener, E. and Crandall, R. (1978) Ethics in Social and Behavioural Research. Chicago: University of Chicago Press.
17. Dillon , W.R. and Goldstein, M. (1984) Multivariate Analysis Methods andApplications.
New York : John Wiley and Sons.
18. Gay, L.R. and Airasian, P. .(2003) Educational Research. New Jersey : Upper Saddle River.
19. Husen, T. and Postlethwaite , T.N. (eds.) (1994) The International Encyclopaedia of
Education. New York : Elsevier Science Ltd.
20. Keeves J.P. (ed.) (1988) Educational Research, Methodology and Measurement : An
International Handbook .Oxford :Pergamon.
21. McMillan, J.H. and Schumacher, S.( 2001) Research in Education. New Yo rk :
Longman.
22. Pandya, S. (2010) Educational Research. New Delhi : APH Publishing Corporation.
***********
CORE COURSE 7
CURRICULUM STUDIES
Total Credit= 6
Marks 60
Course Objectives
To develop an understanding of
• Concept, Principles and Strategies of Curriculum Development
• Foundations of Curriculum Planning
• Designing of Curriculum and models of curriculum design
• Issues in Curriculum Development
• Evaluation of Curriculum
MODULE I: CURRICULUM DEVELOPMENT AN D DESIGN (CREDIT 2)
Unit 1: Concept, Principles and Strategies of Curriculum Development
a) Concept (Meaning and Chara cteristics) of Curriculum and Curriculum
development, Need and Guiding Principles for Curriculum development.
b) Stages in the Process of Curriculum development.
c) Strat egies of Curriculum development
33
Unit 2: F oundations of Curriculum Planning
a) Philosophical Bases (National, democratic),Sociological basis (socio cultural
reconstruction),Psychological Bases (learner’s needs and interests).
b) International Norms (bench marking)
c) National level Statutory Bodies - UGC, NCTE
Unit 3: Designing of Curriculum
a) Goals, Objectives and specifications of Curriculum.
b) Architectonics of content and criteria for selection of content. (Selection, Scope,
Balance, Sequence, Continuity).
c) Criteria for selection and organization of learning activities.
d) Comprehensive evaluation of cur riculum.
MODULE II: MODELS OF CURRICULUM DESIGN ( CREDIT 2)
Unit 4: Traditional and Contemporary Models
a) Academic/ Discipline Based Model.
b) Competency Based Model.
c) Social Functions/Activities Model (socio social reconstruction).
d) Individual Needs & Interests Model
e) Outcome Based Integrative Model.
f) Linear Objective – Based Model.
g) Intervention Model.
h) C I P PModel(Context, Input, Process, Product Model
Unit 5: Issues in Curriculum Development
a) Centralized Curriculum vs Decentralized
b) Diversity in teach ers Competence and problem of Curriculum load
c) Participation of Functionaries and beneficiaries in Curriculum
Development
Unit 6: Evaluation of Curriculum
a) Approaches to Curriculum and Instruction (Academic and Competency
Based Approach)
b) Models of Curriculum Evaluation: Tyler’s Model, Stakes’ Model, Scriven’s Model ,Kirkpatrick’s Model
MODULE III: INTERNAL ASSESSMENT (CREDITS 2 )
34
Sr.No Particulars Marks Marks
1 Subject specific Term Work Module/assessment modes –
at least two - as decided by the department/college in the
beginning of the semester (like
Extension/field/experimental work, Short Quiz; Objective
test, lab practical, open book test etc and written
assignments, Case study, Projects, Posters and exhibits etc
for which the assessment is to be based on class
presentations wherever applicable) to be selflessly assessed
by the teacher/s concerned 20 Marks
2 One periodical class test held in the given semester 10 Marks
3 Active participation in routine class instructional deliveries
(and in practical work, tutorial, field work etc as the case
may be ) 05 Marks
4 Overall conduct as a responsible learner, mannerism and
articulation and exhibit of leadership qualities in
organizing related academic activities 05 Marks
REFERENCES:
1. Association of Indian Universities , (1984) Monograph on Syllabus Analysis and
Restructuring, New Delhi: Association of Indian Universities.
2.Bean, James A.,Conrad F. Toepfer, Jr. and Samuel J. alessi, Jr. (1986) Curriculum Planning
and Development . Boston: Allyn and Bacon Inc.
3.Brady, Laurie (1992) Curriculum Development , New York, Prentice Hall
4.Dash, B. N. (2007) Curriculum planning and development. New Delhi, Dominant Publ.
5.Diamond, Robert M. (1989) Designing and Improving Courses and Curricula in Higher
Education : A Sys tematic Approach , California : Jossey – Bass Inc.
6.Doll, Ronald C. ( 1986) Curriculum Improvement: Decision Making and Process (Sixth
Edition). London: Allyn and Bacon, Inc.
7.Goodson, I.F. (1994) Studying Curriculum. Buckingham Open University Press
8.Gunter, Mary Alice, Thomas H. Estes and Jan Hasbrouck Schwab, (1990) Instruction: A
Models Approach, Boston: Allyn and Bacon.
9.Khan, M.I. & Nigam, B.K. (1993) Evaluation and Research in Curriculum Construction.
Delhi: Kanishka
10. Mamidi, Malla Reddy and S. Rav ishankar (eds.), Curriculum Development and
Educational Technology , New Delhi: Sterling Publishing Pvt. Ltd.
11. National Council of Educational Research and Training (1999). Special Issue on
Curriculum Development . [Special issue]. Journal of Indian Education. 25(3).
12. NCTE (2009) National curriculum framework for teacher education. New Delhi: NCTE. \
13. Oliva, Peter F. (1988) Developing the Curriculum (2nd edition). Scotland Foresman and
Company.
14. Pratt, David (1980) Curriculum Design and Development. New York, Harcourt Brace
Jovanovich Inc.
35
15. Reddy, R. (2007) Principles of Curriculum Planning and Development . Delhi, Arise
16. Saylor, J. Galenr William M. Alexander and Arthur J. Lewis (1980) Curriculum Planning
for Better Teaching and Learning (4th edition). New York : Hold Renehart and
Winston.
17. Taba, Hilda (1962) Curriculum Development: Theory and Practice , New York, Harcourt
Brace Jovanovich.
18. Tyler, Ralph W. (1974) Basic Principles of Curriculum and Instruction . Chicago, the
University of Chicago Press.
Some Us eful Links:
http://www.paisley ac.uk/schoolsdepts/CAPD/signposts/curriculum -signpost.asp
http://www.ss dd.bcu.ac.uk/crumpton/curriculum -design/key- concept -map/obj -based -
proc-model.htm
http://www.ncrel.org/sdrs/areas/issues/concent/currclum/cu3lk12.htm .
http://www.infed.or g/biblio/b -curric.htm
***********
CORE COURSE 8
HIGHER EDUCATION STUDIES
Total Credit= 6
Marks 60
Course Objectives
• Understand the role of higher education in the landscape of Indian Higher education
• To appreciate the various changes in the Higher education system in alignment to
national vision
• to critically evaluate their role as professionals in the higher education system
• to identify the various challenges facing higher education
• to appreciate the role of ICT in In dian Higher Education landscape
• to integrate the knowledge acquired from OER and repositoiries to day today classroom practices
MODULE 1: EVOLVING HIGHER EDUATION LANSCAPE IN INDIA ( CREDIT 2)
36
Unit 1: Higher Education in India: An Overview
a) The history of Higher Education in India (Various Commissions in Higher Education in
India from pre independence to the present)
b) An examination of various themes in the history of Indian higher education, including secularism, the experience of women, professi onalization, student life and academic
freedom
c) Theory in Higher education:
Perspectives in higher education literature: political economic, social psychological,
critical (neomarxist, feminist, anti- colonial) postmodern and post cultural
Unit 2:Education and the Professions
a) Debates on t he Nature of Professions and Professional Education
b) Impact of Globalization of t he Professions, Diversity in the Professions a nd
“Entrepreneurial University” and the Profession
c) Contemporary Critique o f Professional Educatio n as Ivory Tower, Reductionist,
Exclusionary a nd Mono Cultural t o Examining Proposals for More Practice Based,
Holistic,Inclusionary a nd Emancipator Approaches
Unit 3: Rethinking Development in Higher Education
a) Higher Education and the New Imperialism Threat
b) Rethinking Higher Education in the Global Landscape
c) Opportunities and Anomalies in Privatization and Commercialization of Higher
Education
MODULE II: REGULATING HIGHER EDUCATION IN INDIA( CREDIT 2)
Unit 4: Issues and Challenges in Curriculum and Evaluat ion
a) Critical Pedagogies and Research in Higher Education: Issues and challenges
b) Forms of Knowledge E conomy: L earning C reativity and Openness
c) Institutional Evaluation: Role of Main S take H olders in Higher Education
Unit 5: Issues and Challenges at Instit utional and National Level
a) Accountability, Market Structure and Rationale for Regulations
b) Regulation of Fees and Admission in Higher Education
c) Quality A ssurance and Assessment in Higher Education
Unit 6: Electronic In Roads in Higher Education
a) Integration of Technology in Education –
37
• Emerging Theories of Learning and the Role of Technology
• Constructivist and connectivism theories for technology integration
• Situated cognition, distributed cognition, socially shared cognition
b)Technology Integra tion for Equity, Access and Quality –
• Use of e- learning by adopting FOSS – free open source softwares, open
education.
• Open Educational Resources and Repositories
• ODL – Open Distance Learning for masses and life long learning.
c) Role of National & International Agencies for Technology Enabled Education
• International agencies - UNESCO, ICDE, AAOU, COL, GO- GN
• National agencies- SWAYAM, NMEICT, UGC, MHRD, CIET (NCERT),
NPTEL, NROER.
MODULE III: INTERNAL ASSESSMENT (CREDITS 2 )
Sr.No Particulars Marks Marks
1 Subject specific Term Work Module/assessment modes –
at least two - as decided by the department/college in the
beginning of the semester (like Extension/field/experimental work, Short Quiz; Objective
test, lab practical, open book test etc and written
assignments, Case study, Projects, Posters and exhibits etc
for which the assessment is to be based on class presentations wherever applicable) to be selflessly assessed
by the teacher/s concerned 20 Marks
2 One periodical class test held in the given semester 10 Marks
3 Active participation in routine class instructional deliveries
(and in practical work, tutorial, field work etc as the case
may be ) 05 Marks
4 Overall conduct as a responsible learner, mannerism and
articulation and exhibit of leadership qualities in
organizing related academic activities 05 Marks
REFERENCES:
1. Towards a Knowledge Society: New Identities in Emerging India(2014) Debal K.
SinghaRoy, Cambridge Press, New Delhi
38
2. Irshad Ahmad Kumar and ShahidaParveen, Teacher Education in the Age of
Globalization, Research Journal of Educational Sciences, Vol. 1(1), 8- 12, April (2013).
3. Altbach, Philip G. (2005a). Higher Education in India, The Hindu, April 12, 2005
4. Altbach, Philip G. (2006b). The Private Higher Education Revolution: An Introduction.
University News. January 2- 8, 2006. Vol. 44 No.01.
5. Anandakrishnan, M. (2004). Higher Educ ation in Regional Development: Some Key
Pointers. Indo- UK Collaboration on Higher Education – Policy Forum Workshop. 12- 13
February, 2004
6. Anandakrishnan, M. (2006). Privatization of higher education: Opportunities and
anomalies. “Privatization and commercialization of higher education’ organized by
NIEPA , Mau 2, 2006., New Delhi
7. Béteille, André. (2005). Universities as Public Institutions, Economic and Political
weekly, July 30, 2005
8. CABE Committee. (2005a). Report of the Central Advisory Board of Education,
Committee on Autonomy of Higher Education Institutions. Government of India. June
2005.
9. Report of the Central Advisory Board of Education (CABE) Committee on Financing of Higher and Technical Education. Government of India. June 2005.
10. Delors, Jacques. (1996). Learning the treasure within. Report to UNESCO of the
International Commission on Education for the Twenty -first Century. UNSECO
Publishing, Paris.
11. Jayaram, N. (2002). The fall of the Guru: the Decline of the Academic Profession in
India . In Philip G. Altbach (Ed.), The decline of the Guru: the Academic Profession in
Developing and middle income countries. (pp. 207- 239), Centre for International Higher
Education., Boston College
12. Kapur, Devesh and Mehta, PratapBhanu. (2004). Indian Higher Education Reform: From
Half-Baked Socialism to Half -Baked Capitalism. CID Working Paper No. 108. Harvard
University. Center for International Development.
13. Mehta, PratapBhanu. (2005). Regulating higher education. Indian Express, New Delhi.
July, 14. MHRD. (2006). Annual Report. Ministry of Human Resource Development,
Department of Secondary and Higher education. Government of India. New Delhi.
14. NASSCOM -Mckinsey Report 2005.
•Nayyar, Deepak. (2005). Indian Express. New
Delhi. May 25, 2005
15. Pinto, M. (1984). Federalism and higher education: The India experience. Bombay, India:
Orient longman
16. Pawan Agarwal, Higher Education in India, The Need for a Change , ICRIER,
WORKING PAPER NO. 179 , MAY 2006,
17. Berry, A., Clemans, A., &Kostogriz, A. (Eds.). (2007). Dimens ions of professional
learning: Identities, professionalism and practice . Dordrecht: Sense Publishers.
18. Schön, D. A. (1983). The reflective practitioner: How professionals think in action . New
York: Basic Books.
39
19. Wei, R. C., Darling- Hammond, L., Andree, A., R ichardson, N., &Orphanos, S.
(2009). Professional learning in the learning profession: A status report on teacher
develompent in the U.S. and abroad . Dallas, TX: National Staff Development Council.
20. Reis Monteiro , A. (2015) The Teaching Profession Present and Future, springerbriefs
in education Springer International Publishing, ISBN 978- 3-319-12-12130- 7-1
21. Kurhade ,M.S.(2007) In Search of A Touchstone SanskarSarjan Education Society
Mumbai
***********
SEMESTER III
ELECTIVE COURSE 1 – ELEMENTARY EDUCATION
Total Credit= 4
Marks 60
Course Objectives
• To acquaint the student with different perspectives of elementary education
• To enable learners to understand the curriculum design and development in elementary
education
• To enable the students to understand the policies and challenges in elementary education
• To enable the students to understand classroom planning and evaluation for elementary
education
• To develop the knowledge and skills require for resource management in schools at
elementary level
• To enable the students to understand the need of professional development of elementary
school teachers
MODULE1: PERSPECTIVES OF ELEMENTARY EDUCATION (CREDIT 2)
Unit. 1: Universalization of Elementary Education (UEE)
a) Elementary Education; - Concept, Objectives, Need and significance.
b) Concept, Meaning, Objectives and Role of UEE
c) Critical Appraisal of Current status of UEE
Unit. 2: Curriculum Design and Development in Elementary Education
40
a) New trends and Approaches to Elementary Education: - Learner centered approach,
activity centered approach
b) Elementary School Curriculum - Principles, Objectives, Planning
c) Recommendation of National Curriculum Frame work for elementary education
Unit 3: Policies and Challenges in Elementary Education
a) Agencies: Role and functions of NCERT, SCERT and DIET
b) Elementary education as highlighted in National Policy on Education -1986, National Plan
of Action- 1992, DistrictPrimary Education Program (DPEP), National Campaign for
Education for All (Sarva SikshaAbhiyan), Right to Education as fundamental right .
c) Challenges in Elementary Education:
• Education for All - Education for Socially and Economically Backward Strata of the
Society.
• Specific Problems Regarding Finance, Organizing, Administration, Student
Enro llment a nd Quality Instruction.
MODULE 2: PLANNING AND RESOURCE MANAGEMENT IN ELEMENTARY
EDUCATION (CREDIT 2)
Unit 4 Classroom Planning and Evaluation ·
a) Teaching Readiness: Planning of Teaching L anguage, Year P lan, Unit p lan and
Period Plan
b) Assessment and E valuation – Definition, N eed and I mportance ·
c) Continuous and Comprehensive Evaluation (CCE) – Assessment for L learning,
Assessment of Learning, Formative Assessment and T ools, Summative Assessments,
Weightage Tables, F eedback and Reporting Procedures, Rec ords a nd Registers
Unit 5:Resource Management in Schools at Elementary Level
a) Local specific community resources – human and material & their integration to
curricular activities; preparation & use of learning and play materials – principles and
characteristics; community involvement in effective implementation of elementary
level programmes
b) Panchayatraj and community involvement in educational planning and management
related issues
c) Participation of NGOs in achieving goals of elementary education
Unit 6: Professional Development of Elementary School Teachers
41
a) Teaching as a Profession: Different Approaches, Teacher Professionalism, Developing
Professionalism, Professional Ethics and Professional Code of Ethics for Teachers at
elementary level.
b) Commitment and competencies of teachers: Issues of Social status, service conditions, promotions, transfers, pre -service and in -service training, administrative and professional
supervision.
c) Professional development of elementary school teachers: Role of SCERTs, DIETs., Block Resource Centres (BRCs) and Cluster Resource Centres (CRCs).
MODULE III: INTERNAL ASSESSMENT (CREDITS 2 )
Sr.No Particulars Marks Marks
1 Subject specific Term Work Module/assessment modes –
at least two - as decided by the department/college in the
beginning of the semester (like Extension/field/experimental work, Short Quiz; Objective
test, lab practical, open book test etc and written assignments, Case study, Projects, Posters and exhibits etc
for which the assessment is to be based on class presentations wherever applicable) to be selflessly assessed
by the teacher/s concerned 20 Marks
2 One periodical class test held in the given semester 10 Marks
3 Active participation in routine class instructional deliveries
(and in practical work, tutorial, field work etc as the case
may be ) 05 Marks
4 Overall conduct as a responsible learner, mannerism and
articulation and exhibit of leadership qualities in
organizing related academic activities 05 Marks
SUGGESTED EXTENSION ACTIVITIES
• Critical Study of excising teacher education curriculum at elementary level
• Preparing a training plan (design) for the in service training of specific target group on a
specified theme
• Demonstrating a training technique with peers
• Constructing a tool for evaluation of specific skills
• Evaluation of any one of the in service teacher training programmed organized by any one of the resource institutions
• Critical review of any one of the commission /policies
• Critical Appraisal of Current status of UEE
42
• Curriculum Design and Evaluation at different boards of School Education at Elementary
level ( SSC, I.C.S.E, C.B.S.E, IB, I.G.S.C, National Open schools and special education
schools)
REFERENCES:
1. Celin Richards (1984). The Study of Primary Education and R esource Book. Vol. I.
2. Erickson, H.L. (2002): Concept -based Curriculum and Instruction. Crown Press, Inc.
California.
3. Government of India (1986) National Policy on Education, New Delhi, MHRD.
4. Government of India (1987) Programme of Action, New Delhi: MHR D.
5. Government of India (1987) Report of the Committee for Review of National Policy on
Education, New Delhi, MHRD.
6. Hayes, Denis (2008): Primary Teaching Today: An Introduction. Routledge Publications, U.K.
7. Hurlock, E. (1995). Child Development. McGraw H ill Book Company, USA
8. Joseph, P.B. et al; (2000): Cultures of Curriculum (studies in Curriculum Theory). New York. Teacher College Press.
9. Kabra, K.M. (1977) Planning Process in a District, New Delhi: Indian Institute of Public Administration.
10. Kurrian, J . (1993) Elementary Education in India, New Delhi: Concept Publication.
11. Lewis, Ramón (2008): Understanding Pupil Behaviour. Routledge Publications, U.K.
12. Malhotra, P.L. (1986) School Education in India: Present Status and Future Needs
NCERT, New Delhi
13. MHRD (1966): Report of the Education Commission, New Delhi.
14. MHRD (2001): Convention on the Right o the child. New Delhi.
15. Mohanty, J. N. (2002): Primary and Elementary Education. Deep & Deep Publications, New Delhi
16. National Curriculum for Elementary and Secondary Education (1998) - A Framework,
NCERT, New Delhi.
17. National Curriculum Framework (NCF)- 2005 NCERT, New Delhi.
18. National Curriculum Framework on school education, 2005.
19. National Curriculum Frameworks for Tea cher education, 2009
20. National Policy of Education 1986/1992.
21. NCERT (1987): In- service Teacher Education Package for Primary School Teachers,
New Delhi.
22. NCERT (1991): Elementary Teacher Education Curriculum, Guidelines and Syllabi, New Delhi.
23. NCERT (199 7) Code of Professional Ethics for Teachers
24. National Council of Educational Research and Training (1999). Special Issue on Curriculum Development . [Special issue]. Journal of Indian Education. 25(3).
43
25. NCERT (2005). National Curriculum Framework -2005, NCERT, Sri Aurobindo Marg,
New Delhi.
26. NCERT (2005): Position paper on Teacher Education for Curricular Renewal, New
Delhi.
27. NCTE (2009) National Curriculum Framework for Teacher Education, New Delhi.
28. NCTE , New Delhi 22 Policy perspectives in Teacher education – Critique &
documentation
29. Oliva, Peter F. (1988) Developing the Curriculum. Scott, and Foresman and Co.
30. Rao, V.K. (2007): Universalization of Elementary Education. Indian Publishers, New
Delhi.
31. Rita Chemicals (2008): Engaging pupil voice to ensure that every child matters: A practical guide. David Fultan Publishers.
32. Sharma, Ram Nath (2002): Indian Education at the cross road. Shubhi Publications.
33. Singhal, R.P. (1983) Revitalizing School comple x in India, New Delhi.
34. Tilak, J.B. (1992) Educational Planning at gross roots, New Delhi.
35. UNESCO (2005): EFA Global Monitoring Report on Quality of Education Finance.
36. UNESCO (2006): Teachers and Educational Quality: Monitoring Global Needs for 2015. UNE SCO Publication. Montreal
ELECTIVE COURSE I
SECONDARY ANDHIGHER SECONDARY EDUCATION
Total Credit= 6
(60 Marks)
Course Objectives
• To Enable the learners to understand the different perspectives and context
ofsecondary and higher secondary education
• To enable Learners to understand the system and structure of secondary and higher
secondary education in India
• To enable the students to understand the management, curriculum and evaluation process of secondary and higher secondary education
• To enable the students to understand the problems and challenges about secondary
and higher secondary education
• To enable the students to understand the Management Informal System (MIS) &
Assessment & Evaluation at secondary and higher secondary education
• To develop the skills and knowledge require for resource management in schools at
secondary and higher secondary level
MODULE I: PERSPECTIVE S, SYSTEM AND STRUCTURE OF
SECONDARY & HIGHER SECONDARY EDUCATION
(CREDIT 2)
44
Unit 1: Secondary and Higher SecondaryEducation in India
a) Concept, Need and Significance of Secondary and Higher Secondary Education
b) Status of Secondary and Hiher Secondary Education
c) Socio -Cultural, Economic Political and Statutory I nfluences on Secondary a nd Higher
Secondary Education in India
Unit 2: System and Structure of Different School Boards and Policies, Programmes at
Secondary and Higher Secondary Education
a) System and Structure of school in India :Central Board of Secondary Education
(CBSE), Secondary School Certificate Board (SSC) State Board, Indian Certificate of
Secondary Education Delhi Board (I.C.S.E) and Other Types of Schools: International
Baccalaureate (IB), National Open Schools , Special -Needs Schools and Alternate
Schools in India
b) Types of School Education in India : Aided - unaided, Private, International and Issues
related to School Education in India at Secondary and Higher Secondary Education level
c) Policies and Programmes: Role of N.C.E.R.T, S.C.E.R.T, National Policy of Education
(1992), National Scheme of Incentives to Girls for Secondary Education
(2008),RashtriyaMadhyamikShikshaAbhiyan (RMSA) -"National Mission for Secondary
Education", Inclusive Education for Disabled at Secondary Stage, The Adolescence
Education Programme (AEP)
Unit 3: Curriculum Planning and Evaluation
a) Curriculum Design and Evaluation at D ifferent Boards of School Education at Secondary
and Higher Secondary level ( SSC, I.C.S.E, C.B.S.E, IB, I.G.S.C, National Open schools
and Special Education Schools )
b) Evaluation: CCE, Formative a nd Summative Evaluation; Non- Referenced a nd Criterion
Reference Evaluation,
c) Assessment: Multiple purposes of Assessment, Assessment of Group work and
Assessment and regulation of Learning, relationship betw een assessment and
organization and Practice of Teaching
MODULE II:CHALLENGES OF SECONDARY & HIGHER SECONDARY
EDUCATION
(CREDIT 2)
Unit 4:Problems and Challenges of Secondary and Higher Secondary Education
a) Problems and C hallenges R elated to Universalization of Secondary Education
b) Alternative Schooling - Problems and Strategies
c) Strategies Adopted in Solving the Problems - Girls, Disadvantaged and Differently -Abled
Children a nd Show Learners a nd Interventions t o Solve t he Problem
45
Unit 5: Resource Management in Schools at Secondaryand Higher Secondary LevelLevel
a) Perspectives to School Leadership and Management, Role of Principle in Restructuring
Schools
b) Local Specific Community Resources – Human and Material andTheir Integration to
curricular Activities; Preparation and Use of Learning and Play Materials – Principles
and Characteristics; Community Involvement i n Effective Implementation of Second ary
and Higher SecondaryLevel Programmes
c) Participation of NGOs in Achieving Goals of Secondary and Higher Secondary
Education
Unit 6: Curricular Approaches and Quality Concerns and Higher Secondary Level
a) General Principles to Curricular Approaches – Activity Based/ Play -Way, Child-
Centered, Theme -Based, Holistic, Joyful, Inclusive Using Story- Telling, Puppetry,
Musical And Rhythmic Exercises, Dramatization, Role -Play, Art Activities, Indoor a nd
Outdoor Play, Field Trips.
b) Issues of Q uality in S econdary and Higher Secondary Education, Role of Various
Agencies in Ensuring Quality Such as ; Department of Education, Directorate,
Inspectorate and Private Agencies
c) Defining Quality in Evaluation, Moral and ethical Issues in Evaluation and role of Stake
holders in Educational Evaluation
MODULE III: INTERNAL ASSESSMENT (CREDITS 2 )
Sr.No Particulars Marks Marks
1 Subject specific Term Work Module/assessment modes –
at least two - as decided by the department/college in the
beginning of the semester (like
Extension/field/experimental work, Short Quiz; Objective
test, lab practical, open book test etc and written
assignments, Case study, Projects, Posters and exhibits etc
for which the assessment is to be based on class presentations wherever applicable) to be selflessly assessed
by the teacher/s concerned 20 Marks
2 One periodical class test held in the given semester 10 Marks
3 Active participation in routine class instructional deliveries
(and in practical work, tutorial, field work etc as the case
may be ) 05 Marks
4 Overall conduct as a responsible learner, mannerism and
articulation and exhibit of leadership qualities in
organizing related academic activities 05 Marks
46
SUGGESTED EXTENSION ACTIVITIES
• Visits to different types of secondary and higher secondary schools and prepar ea school
profiles
• Conduct interview with students, teachers parents of different schools and prepare a
report on problems of secondary and higher secondary schools
• Observation of in service teacher education programmes at secondary and higher
secondary level and prepare a report.
• Visit to Alternative education centers at secondary or higher secondary level and
preparation of a report
• Survey of educational needs of disadvantages and disabled students
• Curriculum Design and Evaluation at different boards of School Education at secondary
and higher secondary level ( SSC, I.C.S.E, C.B.S.E, IB, I.G.S.C, National Open schools
and special education schools)
REFERENCES:
1. Aggarwal, Deepa k (2007): Curriculum development: Concept, Methods and Techniques.
New Delhi. Book Enclave.
2. Aggarwal, J.C (1990). Curriculum Reform in India - World overviews, Doaba World
Education Series -3 Delhi, Doaba House, Book seller and Publisher.
3. Biswal . K (2011) Secondary Education in India: Development Policies, Programmes and
Challenges: CREATE PATHWAYS TO ACCESS Research Monograph No. 63, Consortium for Research on Educational Access, Transitions and Equity, NUEPA
http://www.nuepa.org/Download/Publications/Cre ate/PTA%202011/PTA63.pdf
4. Chopra, R.K. (1993) Status of Teachers in India, NCERT, New Delhi
5. Diamond Robert M. (1986) Designing and Improving Courses in Higher Education: A Systematic Approach, California, Jossey -Bass Inc. Publication.
6. Govt. of India - (1986/1992) National Policy of Education, 1992 Modification and their
POA's, MHRD, Dept. of Education
7. Govt. of India (1953) Report of Secondary Education Commission, New Delhi
8. Govt. of India (1996) Indian Education Commission (1964- 66) Report. New Delhi
9. Govt. of India, MHRD (2005). Universilisation of Secondary Education : Report of the
CABE Committee, New Delhi
10. Government of India (1953), Report of the Secondary Education Commission, 1952- 53.
Ministry of Education, available at http://www.education.nic.in/cd50years/g/12/28/12281401.htm
11. Government of India (1966), Report of the Education Commission 1964- 66: Education
and National Development. Ministry of Education, Government of India, New Delhi.
47
12. Government of India (ABEE) (various years), Analysis of Budgeted Expenditure on
Education. Department of Higher Education, Planning, Monitoring and Statistics Bureau, MHRD, New Delhi.
13. Government of India (SES) (various years), Selected Educational Statistics. Department of Higher Education, MHRD, New Delhi.
14. Government of India / MHRD (1986), National Policy on Education, Ministry of Education, Government of India, New Delhi.
15. Government of India, (2005), Report of the Council of Advisory B oard on Education
(CABE) Committee on Universalizing Secondary Education, Available at www.education.nic.
16. Joseph, P.B.; (2000): Cultures of Curriculum (studies in Curriculum Theory). New York. Teacher College Press.
17. Malhotra, P.L. (1986) School Education in India: Present Status and Future Needs
NCERT, New Delhi
18. Ministry of Human Resource Development (1986), National Policy on Education, 1986. Government of India, New Delhi.
19. Ministry of Human Resource Development (1992), National Policy on Education, 1986 as Modified in 1992 with Programme of Action. Government of India, New Delhi. Available at http://www.education.nic.in/policy/npe86- mod92.pdf
20. Mukhopadhyay, M. (1999), “School Education”, in Mukhopadhyay, M. and et al. (eds),
Indian Education: Development Since Independence, New Delhi: Vikas.
21. Mukhopadhyay, M. (2001), “Secondary Education: The Challenge Ahead”, in Mukhopadhyay, M. and Narula, M. (eds), Secondary Education: The Challenge Ahead, New Delhi: NIEPA.
22. Mukhopadhyay, M. (2004), “Secondary Education in India: Emerging Demands”, (Unpublished m/s circulated to the members of the CABE Committee on USE), NIEPA: New Delhi. National Curriculum Framework on school education, 2005.
23. National Curriculum Frameworks for Teacher education, 2009
24. National Policy of Education 1986/1992.
25. NCERT (1997) Code of Professional Ethics for Teachers
26. NCERT (2005). National Curriculum Framework -2005, NCERT, Sri Aurobindo Marg,
New Delhi.
27. NCERT (2005): National Curriculum Framework, NCERT, New Delhi.
28. NCERT (2005): Position paper on Teacher Education for Curricular Renewal, New
Delhi.
29. NCTE (2009) National Curriculum Framework for Teacher Education, New Delhi.
30. Oliva, Peter F. (1988) Developing the Curriculum. Scott, and Foresman and Co.
31. Rao, DigumartiBhaskara (1998). Teacher Education in India. Discovery Publishing
House. New Delhi.
32. Reddy, B. (2007): Principles of curriculum planning and development
33. Report of the Delors Commission, UNESCO, 1996
34. Report of the Education Commission (1964- 66).
35. Report of the National Commission on Teachers (1983- 85).
36. Sudesh Mudhopadyay and Anil Kumar K (2001) Quality Profiles of secondary schools, NIEPA, New Delhi
48
37. The Reflectiv e Teacher: Organization of In -service Training of the Teachers of
Elementary Schools under SSA, Guidelines, 2006 by NCERT.
38. UNESCO (2006): Teachers and Educational Quality: Monitoring Global Needs for 2015.
UNESCO Publication. Montreal.
39. Wiles, J.W. & Josep h Bondi (2006): Curriculum Development: A Guide to Practice.
Pearson Publication.
40. World Bank (2003), Secondary Education in India. Report No.2, Discussion Paper, South Asia Human Development Sector, Delhi.
41. World Bank (2003), Secondary Education in India. Discussion Paper Series, South Asia
Human Development Sector, Washington, DC.
42. World Bank (2005), Expanding Opportunities and Building Competencies for Young People: A New Agenda for Secondary Education. World Bank, Washington DC
43. World Bank (2009), Secondary Education in India: Universalizing Opportunity. Human Development Unit, South Asia Region, Delhi.
44.
Yadav, M.S. & Lakshmi, T.K.S. (2003): Conceptual inputs for Secondary Teacher Education: The
instructional Role. India, NCTE.
***********
ELECTIVE COURSE 2
PEDAGOGY, ANDRAGOGY AND ASSESSMENT
Total Credit= 6
(60 Marks)
Course Objectives
• To develop an understanding of concept of pedagogy and andragogy of education.
• To understand approaches and techniques in pedagogy and andragogy in education
• To understandassessment in pedagogy and andragogy in education
MODULE I :PEDAGOGYOFEDUCATION (CREDITS 2)
Unit 1: Concept of Pedagogy of Education
a) Pedagogy: Meaning, Importance
b) Pedagogical A nalysis: Concept and Stages
c) Critical Pedagogy: Meaning, Need and its implications in Teacher education
Unit 2: Approaches and Techniques in Pedagogy in Education
a) Reflective Enquiry, Metacognitive S trategies (Giving Space t o Pupils to Think,
Organize their Knowledge a nd Express Teac her a s a Reflective Practitioner )
b) Organizing Teaching: Memory Level (Herbartian Model), Understanding Level (Morrison teaching Model), Reflective Level (Bigge and Hunt teaching Model)
c) ICT in Teaching- Learning: Development and Use of Blogs, U T ubes, Ted T alks.
Unit 3: Assessment in Pedagogy in Education
49
a) Feedback Devices: Meaning, Types, Criteria; Guidance as a Feedback Device
b) Assessment of P ortfolios, Reflective Journal, Field Engagement Using Rubrics,
Competency Based Evaluation
c) Assessment of Teacher Prepared ICT R esources, Use of ICT for E valuation.
MODULE II: ANDRAGOGY OF EDUCATION (CREDITS 2)
Unit 4: Concept of Andragogy of Education
a) Meaning, Principles of A ndragogy, Competencies of S elf-Directed L earning
b) Theory of Andragogy (Malcolm Knowles)
c) Learner Autonomy: The Dynamic M odel of Learner A utonomy.
Unit 5: Approaches and Techniques in Andragogy of Education
a) Learner Controlled Method: Critical analysis of Group Discussion, workshop, Self -study,
Web L earning, Collaborative T echnique.
b) Learner Engagement: Observing, Exploring, Discovering, Analysing, Critical thinking,
Reflection, Contextualization, Collaboration
c) Experiential Learning: Field Interactions and Reflection, Teacher Experiences as the
Basis of T raining at Elementary Level
Unit 6: Assessment in Andragogy of Education
a) Interaction Analysis: Flanders’ Interaction analysis, Galloway’s system of interaction analysis (Recording of Classroom Events, Construction and Interpretation o f Interaction
Matrix)
b) Criteria for teacher evaluation: Product, Process and Presage criteria.
c) Rubrics for Self and Peer evaluation: Meaning, steps of construction
MODULE III: INTERNAL ASSESSMENT ( CREDITS 2 )
Sr.No Particulars Marks Marks
1 Subject specific Term Work Module/assessment modes –
at least two - as decided by the department/college in the
beginning of the semester (like
Extension/field/experimental work, Short Quiz; Objective
test, lab practical, open book test etc and written
assignments, Case study, Projects, Posters and exhibits etc
for which the assessment is to be based on class presentations wherever applicable) to be selflessly assessed
by the teacher/s concerned 20 Marks
2 One periodical class test held in the given semester 10 Marks
50
Sr.No Particulars Marks Marks
3 Active participation in routine class instructional deliveries
(and in practical work, tutorial, field work etc as the case
may be ) 05 Marks
4 Overall conduct as a responsible learner, mannerism and
articulation and exhibit of leadership qualities in
organizing related academic activities 05 Marks
Sessional Work: Any one
1. Write a report based on the assessment of any two B.Ed student teachers lessons using
either Flanders’ Interaction analysis or Galloway’s system of interaction analysis
2. Prepare rubrics for self -assessment and Peer -assessment with reference to M.Ed
curricul um
3. Prepare and execute a teaching plan on any B.Ed subject based on Understanding level
model or Reflective thinking model.
4. Develop and implement either a blog/ U tube/ Ted talks based on the B.Ed curriculum/
School curriculum
REFERENCES
1. Arulsamy, S and Si vakumar, P (2000) Application of ICT in Education , Hyderabad:
Neelkamal Publications Pvt. Ltd.
2. Deshmukh, Veena (Ed).Pedagogical Analysis, Mumbai: Smt. KapilaKhandwala
College of Education.
3. Kathleen Taylor, Catherine Marienau, Morris Fiddler,Wiley, 12 -Jul-2000 , Developing Adult
Learners: Strategies for Teachers and Trainers.
4. Louise Starkey Routledge, 26- Jul-2012 – Education, Teaching and Learning in the Digital
Age (Google eBook)
5. M, Vanaja and Varanasi, Lalini (2005) Elements of Educational Technology,
Hyderabad: Neelkamal Publications Pvt. Ltd.
6. Mangal, S.K, Mangal, Uma and Mangal Shubra (2003) Technology of Teaching,
Delhi: Arya Book Depot.
7. Narang, C.L. et.al. (2005) School Management & Pedagogics of Education,Ludhiyana: Vinod Publications.
8. Pandey, V.C (2012) Educational Technology, Delhi: Isha Books.
9. Rao, R.R. (2004) Methods of Teachers Training, New Delhi: Discovery Publication.
10.
Raymond J. Wlodkowski . April 18, 2008, Enhancing Adult Motivation to Learn: A
Comprehensive Guide for Teaching All Adults I SBN-13: 978- 0787995201 ISBN -10:
0787995207 Edition: 3rd
11. Saxena N, R, Mishra, B.K and Mohenty, R.K (2005) Teacher Education, Meerut: R.
Lall Book Depot.
51
12. Sharan B. Merriam, Laura L. Bierema John Wiley &Sons.Adult Learning: Linking Theory and
Practice,
13. Sharma, R.A(2008) Technological Foundation of Education, Meerut: R. Lall Book
Depot.
Webliography
• www.umsl.edu/~ henschke j/articles/added -02-10/2.pdf
• www.learningandteaching.info/learning/knowlesa.htm
• www.qotfc.edu.au/resource/?page=65375 (principles of Androgogy)
• www.diffen.com/difference/ Andragogy _vs_ Pedagogy
• http://www2.southeastern.edu/Academics/Faculty/na dams/etec630&665/Knowles
.html
• http://aeq.sagepub.com/content/38/2/75.abstract
• http://ponce.inter.edu/cai/tesis/arodriguez/cap2.htm
• http://www.scs.sk.ca/cyber/master/pedagogicaltheory.htm
• http:/ /iteslj.org/Articles/Thanasoulas -Autonomy.html
• http://en.wikipedia.org/wiki/Educational_assessment
• https://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/assessment_
current_per.pdf http://serc.carleton.edu/introgeo/assessment/strategies.html
***********
ELECTIVE COURSE 2
E-LEARNING
Total Credit= 6
(60 Marks)
Course Objectives
• To develop an understanding of E learning and it’s importance
• To develop an understanding about E learning design and practices
• To develop an understanding of various E learning resources and its application
• To develop and study significance of E learning in Teacher Education
• To create an awareness of various issues related to e learning
• To explore trends and application of E le arning
MODULE I: E Learning: Concept, Design and Resources (CREDIT 2)
Unit 1: Concept and Pedagogy of e learning
a) Concept of E -Learning - Definitions, O bjectives and N eed of ELearning
b) Essential Characteristics of E learner - Cognitive, Affective and Psychomotor
c) E learning and Different Pedagogies – Social Constructivists by L Vygotsky , Constructivists
Pedagogies by J Bruner , Behaviourist by Gagne and Cognitivist by Piaget
52
Unit 2: E learning Design and Practic e
a) E learning Design - Principles of designing E Learning Program.
b) Analysis of Instructional designs - Morrison and Kemp, Dick and Carrey, Moore’s
Transactional Distance Model.
c) E Learning Practices - Factors influencing E Learning Practices, Gilly Salmon’s Five Stage
Model of E -Tutor A ctivities.
Unit 3 : Application of E learning Resources
a) Distance Learning - Concept of Distance Learning, Difference Distance and E learning,
Benefits of Using E learning Platform for Distance Education.
b) Open Educational Resources – Development and Distribution
c) Learning Platform – LCMS : Features and Uses
MODULE II: E learning: Issues and Trends (CREDIT 2)
Unit 4: E L earning in Teacher Education
a) Manifestation of Teachers’ Roles i n E-Teachin g Context
b) Roles and C ompetencies of E T utors in E learning
c) Significance of Curriculum Development in the A rea of E L earning at Teacher Education
Unit 5: Social, Quality and Ethical issues of E Learning
a) E Inclusion - Concept of E Inclusion , Application of Assistive technology in E learning
b) Quality of E Learning – Measuring quality of system: Information, System, Service, User
Satisfaction and Net Benefits (D&M IS Success Model , 2003)
c) Ethical Issues for E Learner and E T eacher - Teaching, Learning and Research
Unit 6 : Trends of E L earning
a) Web 2.0 technology in E Learning 2.0- Concept of Web 2.0 Technology and its
applications
b) Benefits of social media technology in E learning (5 C’s - Friedman and Friedman 2008).
c) M Learn ing and its Application - Concept of M -Learning, Characteristics of M- Learning,
Applications of M - Learning.
MODULE III: INTERNAL ASSESSMENT (CREDITS 2 )
Sr.No Particulars Marks Marks
1 Subject specific Term Work Module/assessment modes –
at least two - as decided by the department/college in the
beginning of the semester (like 20 Marks
53
Sr.No Particulars Marks Marks
Extension/field/experimental work, Short Quiz; Objective
test, lab practical, open book test etc and written
assignments, Case study, Projects, Posters and exhibits etc
for which the assessment is to be based on class presentations wherever applicable) to be selflessly assessed
by the teacher/s concerned
2 One periodical class test held in the given semester 10 Marks
3 Active participation in routine class instructional deliveries
(and in practical work, tutorial, field work etc as the case
may be ) 05 Marks
4 Overall conduct as a responsible learner, mannerism and
articulation and exhibit of leadership qualities in
organizing related academic activities 05 Marks
REFERENCES
1. Emerging Technologies in Distance_Education edited by George Veletsianos , Published
by AU Press, Athabasca University,
free download pdf from
http://www.aupress.ca/books/120177/ebook/02_Veletsianos_2010-
Emerging_Technologies_in_Distance_Education.pdf
2. Som Naidu and SanjayaMishra , Case Studies on OER -based e- Learning ,
http://cemca.org.in/ckfinder/userfiles/files/Case%20Studies%20on%20OER -
based%20eLearning_Low%20Res.pdf
3. Open E ducation Resources (OER): What, Why, How ?: Presented at OER Workshop in
Papua New Guinea (26 March 2015) by Professor Asha Kanwar, Commonwealth of
Learning, at http://www.col.org/resources/speeches/2015presentations/Pages/2015- 03-
26.aspx
4. http://inopen.in/about -computermasti/
5. http://edutechwiki.unige.ch/en/Educational_technology
6. http://www.quasar.ualberta.ca/EDIT489/modules/edpy489_7_Learn er.htm - top
Alexander, J.O. (1999). Collaborative design, constructivist learning, information technology immersion, & electronic communities: a case study. Interpersonal Computing
and Technology: An Electronic Journal for the 21st Century 7 (1–2).
7. Rothwell, W. J., &Kazanas, H. C. (1998). Mastering the instructional design process: A systematic approach. San Francisco, CA: Jossey -Bass Publishers.
8. Alexander, R. J. (2004). Towards dialogic teaching: Rethinking classroom talk. York:
Dialogos.
9. Alspaugh, J. W. (1999). The relationship between the number of students per computer and educational outcomes. Journal of Educational Research, 21(2), 141–150.
54
10. J. Voogt and G. Knezek: International Handbook of Information Technology in Primary
and Secondary Education.
11. Kanaya, T., Light, D. &Mcmillan Culp, K. 2005. Factors Influencing Outcomes from a
Technology- Focused Professional Development Program . Journal for Research in
Technology Education, 37, 313- 329.
12. Dick, Walter, Carey, Lou, and James O. Carey. The Systematic Design of Instruction, 5th
ed. New York: Longman, c2001.
13. Reigeluth, Charles M., ed. Instructional -Design Theories and Models: An Overview of
Their Current Status. Hillsdale, N.J.: Lawrence Erlbaum Associates, 1983. 45
14. Wilson, Brent G., ed. Constructivist Learning Environments: Case Studies in Instructional Design. Foreword by David N. Perkins. Englewood Cliffs, N.J.: Educational
Technology Publications, 1996.
15. Anderson, John and McCormick, Robert. (2005). Ten Pedagogic Principals of E -learning,
Observatory for New Technologies and Education.
16. Sehra , Siddharth, Maghu , Sunakshi and Bhardawaj, Avdesh. (2014). Comparative
Analysis of E -learning and Distance Learning Techniques. International Journal of
Information & Computation Technology. Retrieved from http://www.irphouse.com
17. Anderson, Jonathan. (2005). IT, e -learning and teacher development. International
Education Journal, ERC2004 Special Issue. Retrieved f rom http://iej.cjb.net
18. Developing Accessible E -Learning, I. T. Accessibility Toolkit, Virginia Information
Technologies Agency.
19. Quality Assurance of E -learning Retrieved from http://www.enqa.eu/pubs.lasso.
20. Friedman, L.W. and Friedman, H.H (2008). High i mpact areas of the new media
technologies: A review, Management Online Review , July,
http://www.morexpertise.com/download.php?id=97
21. Brown, Ted. (2008). Ethics in eLearning.
22. McLoughlin , Catherine & Lee , Mark J.W. (2011). Web 2.0- Based E -Learning:
Applyi ng Social Informatics for Tertiary Teaching
23. Anderson, Paul. (2007). What is Web 2.0? Ideas,
24. Allison, Little John (2003) ; Refusing Online Resourses a Sustainable Approach to e Learning, Kogan Page Ltd.
25. Information and Communication Technologies in Educa tion : A Curriculum for School
and Program of Teacher Development, Handbok of UNESCO
26. Information and Communication Technologies in TeaherEducation : A Planning Guide, Handbok of UNESCO
27. Regional Workshop on e Learning (2003) CommonWealth Educational Media, New Delhi: Centre for Asia
28. Richard, Andrews, ( 2007); A Sage Handbook of e Learning Research, New Delhi , Sage Publicationn
29. Singh P.P. and Sharma S. (2005); E Learning New Trends in Education, Deep and Deep Publication
30. Varma M. (2006) Online Teaching - Tools and Methods, New Delhi, Murari Lal and Son
31. Varma M. (2006) Teaching in Digital Education , New Delhi, Murari Lal and Son
55
32. Terry Anderson, “The Theory and Practice of Online Learning” , second edition,
Athabasca University Press, May 2008, free downloads - pdf from
http://www.aupress.ca/index.php/books/120146
33. Jon Dron and Terry Anderson: “Teaching Crowds: Learning and Social Media”,
September 2014, free pdf download from
http://www.aupress.ca/books/120235/ebook/99Z_D ron_Anderson- Teaching_Crowds.pdf
34. Norman D Vaughan, Martha Cleveland- Innes, & D Randy Garrison, “Teaching in
Blended Learning Environments: , December 2013, Published by AU Press, Athabasca
University, free pdf download from
http://www.aupress.ca/books/120229/ebook/99Z_Vaughan_et_al_2013 -
Teaching_in_Blended_Learning_Environments.pdf
35. Mobile Learning: Transforming the Delivery of Educat ion and Trainingedited by
Mohamed Ally, March 2009, freedownloads from
http://www.aupress.ca/books/120155/ebook/99Z_Mohamed_Ally_2009-
MobileLearning.pdf
36. Emerg ing Technologies in Distance_Education edited by George Veletsianos , Published
by AU Press, Athabasca University, free download pdf fro m
http://www.aupress.ca/books/120177/ebook/02_Veletsianos_2010Emerging_Technologie
s_in_Distance_Education.pdf
37. Som Naidu and SanjayaMishra , Case Studies on OER -based e- Learning ,
http://cemca.org.in/ckfinder/userfiles/files/Case%20Studies%20on%20OER -
based%20eLearning_Low%20Res.pdf
38. Open Education Resources (OER): What, Why, How ?: Presented at OER Workshop in
Papua New Guinea (26 March 2015) by Professor Asha Kanwar, Commonwealth of
Learning, at http://www.col.org/resources/speeches/2015presentations/Pages/2015- 03-
26.aspx
39. http://inopen.in/about -computermasti/
40. http://edute chwiki.unige.ch/en/Educational_technology
41. http://www.quasar.ualberta.ca/EDIT489/modules/edpy489_7_Learn er.htm - top
Alexander, J.O. (1999). Collaborative design, constructivist learning, information
technology immersion, & electronic communities: a case study. Interpersonal Computing
and Technology: An Electronic Journal for the 21st Century 7 (1–2).
42. Rothwell, W. J., &Kazanas, H. C. (1998). Mastering the instructional design process: A systematic approach. San Francisco, CA: Jossey -Bass Publishers.
43. Alexander, R. J. (2004). Towards dialogic teaching: Rethinking classroom talk. York: Dialogos.
44. Alspaugh, J. W. (1999). The relationship between the number of students per computer and educational outcomes. Journal of Educational Research, 21(2), 141–150.
45. J. Voogt and G. Knezek: International Handbook of Information Technology in Primary and Secondary Education.
46. Kanaya, T., Light, D. &Mcmillan Culp, K. 2005. Factors Influencing Outcomes from a Technology- Focused Professional Development Program . Journal for Res earch in
Technology Education, 37, 313- 329.
56
47. Dick, Walter, Carey, Lou, and James O. Carey. The Systematic Design of Instruction, 5th
ed. New York: Longman, c2001.
48. Reigeluth, Charles M., ed. Instructional -Design Theories and Models: An Overview of
Their Cu rrent Status. Hillsdale, N.J.: Lawrence Erlbaum Associates, 1983. 45
49. Wilson, Brent G., ed. Constructivist Learning Environments: Case Studies in Instructional Design. Foreword by David N. Perkins. Englewood Cliffs, N.J.: Educational
Technology Publications, 1996.
50. Anderson, John and McCormick, Robert. (2005). Ten Pedagogic Principals of E -learning,
Observatory for New Technologies and Education.
51. 2. Michael G. Moore (1991). Editorial – Distance Education Theory[Electronic Version].
The American Journal of Distance Education . Retrieved from
http://www.ajde.com/Contents/vol5_3.htm
52. 3. Moore, M. (1972). Learner autonomy : The Second Dimensions of Independent
Learning. Convergence V(2).
53. 4. Salmon, G. (2000) E -moderating, Kogan Page.
54. Sehra , Siddharth, Maghu , Sunakshi and Bhardawaj, Avdesh. (2014). Comparative
Analysis of E -learning and Distance Learning Techniques. International Journal of
Information & Computation Technology. Retrieved from http://www.irphouse.com
55. . Anderson, Jonathan. (2005). IT, e -learnin g and teacher development. International
Education Journal, ERC2004 Special Issue. Retrieved from http://iej.cjb.net
56. 2. Ezhilrajan K. (2013), Implementing E -Learning in Teacher Education – Issues and
Problems, ICT in Education International Electronic Journal , 1 (1), 1- 5.
57. 3. Bjekić, Dragana. Krneta, Radojk, Milošević, Danijela. (2010). Teacher Education from E-Learner To E- Teacher: Master Curriculum. TOJET: The Turkish Online Journal of
Educational Technology. Volume 9 Issue 1.
58. Developing Accessible E -Learning, I. T. Accessibility Toolkit, Virginia Information
Technologies Agency.
59. Quality Assurance of E -learning Retrieved from http://www.enqa.eu/pubs.lasso.
60. Friedman, L.W. and Friedman, H.H (2008). High impact areas of the new media technologies: A rev iew, Management Online Review , July,
http://www.morexpertise.com/download.php?id=97
61. Brown, Ted. (2008). Ethics in eLearning.
62. McLoughlin , Catherine & Lee , Mark J.W. (2011). Web 2.0- Based E -Learning:
Applying Social Informatics for Tertiary Teaching
Webliography
1. Mabel CPO Okojie, Anthony A. Olinzock, and Tinukwa C. Okojie -Boulder,”The Pedagogy of
Technology Integration”, from http://scholar.lib.vt.edu/ejournals/JOTS/v32/v32n2/okojie.html
2. EdTech Notes from http://cemca.org.in/resources/edtech -notes#.VV1DsPowquw
• Pedagogical Podcasting for Learning by PalithaEdirisingha
• Using Social Media in Higher Education by Frank Rennie
• OER Quality tips by Paul Kawachi
3. CEMCA resources at http://cemca.org.in/resources/books#.VV1EPvowquw
4. CEMCA Web Resources
57
5. Open Resources for English Language Teaching (ORELT) Portal
http://orelt.col.org/
6. http://www.ion.uillinois.edu/resources/tutorials/pedagogy/instructionalstrategies.asp
7. http://www.col.org/resources/otherResources/Pages/edTech.aspx
8. http://www.iste.org/standards/ISTE -standards/standards- for-teachers
9. The Association for Educational Communications and Technology http://www.aect.org/
10. American Society for Training and Development http://www.astd.org/
**********
ELECTIVE COURSE 2
LIFE SKILL EDUCATION
Total Credit= 6
(60 Marks)
Course Objectives
• To develop an understanding of the concept of Life Skills
• To develop an understanding about the theoretical Foundations of Life Skills
• To create an awareness of the need of Life Skills in a S ocial Context
MODULE 1: INTRODUCTION TO LIFE SKILLS
Unit 1 Evolution of the Concept of Life Skills
a) Definition and Importance of Life Skills, Livelihood Skills, Survival Skills and Life Skills. Life Skills Education, LifeSkills Approach and Life Skills Based Education
b) Genesis of the Concept, UN Inter Agency Meeting, Hamburg Declaration, Quality Education and Life Skills: Dakar Framework and Life Skills Education in the Indian Context
c) Pillars of Education and Life Skills - Learning to Know , Learning to Do, Learning to Live
Together , Learning to Be
Unit 2: Social and Negotiation Skills Self Awareness - Definition, Types of Self, Self Concept,
Body Image,Self Esteem and Techniques used for Self Awareness: Johari Window, SWOT Analysis
a) Empathy- Sympathy, Empathy & Altruism
b) Effective Communication - Definition, Functions, Models, Barriers
And Interpersonal Relationship- Definition, Factors affecting Relationships
Unit 3: Thinking and Coping Skills
58
a) Thinking- Nature, Elements of Thought, Types of Thinking, Concept Formation,
reasoning.
b) Creative and Critical Think ing- Definition, Nature, Stages, Problem Solving- Definition,
Steps in Problem Solving, Factors Influencing Problem Solving. Decision Making -
Definition, Process, Need, Consequences, Models of Decision Makingan d Goal Setting
c) Coping with Emotions - Definition, Characteristics, Types, Classification: Wheel Model,
Two Dimensional Approach , Coping Strategies , Coping with Stress - Definition,
Stressors, Sources of Stress , The General Adaptive Syndrome Model of S tress
MODULE II: LIFE SKILLS: THEORIES AND APPLICATION IN THE SOCIAL
CONTEXT
Unit 4: Theoretical Foundations of Life Skills
a) Self Through the Social Lens , Looking Glass Self, I and Me of Self, Self and the
Psychoanalytic Lens , Introduction to the I deas of the P ost Freudians - Jung, Klein and
Kohut.
Self T hrough the Cultural Lens - Independent and Interdependent ‘Self ways’
b) Resilience and Risk: The E mergence of Prevention Sciences: Masten, Luther, Becker and
Transactional Models of Stress and Coping: Lazarus and Cohen, Antonovskyand Kat
c) Attachment Theory: John Bowlby and Problem Behaviour Theory:Richard Jessor
Unit 5: Life Skills in Social Context
a) Life skills for Disaster Preparedness – Concept, Types, Natural and Man- made, Causes
and Approaches , Response to Disaster Impact - Important Characteristics of Response,
Requirements for Effective Response
b) Life Skills and Peer Education –Concept , Importance of Peer Education among
Adolescence and Youth , Roles of the Peer Educators, Peer Assisted Learning Strategies: Peer Tutoring, Peer Education, Peer Modeling, Models of Peer Education: Peer Support Model, Peer Leadership Model
c) Life Skills for successful Team Management , Team work, and Team Building Process,
Individual Territories versus Team Spaces and Application of Life Skills for Team Building and Training
Unit 6: Life Skills for Harmony
a) Social Harmony and National Unity - Indian Social Fabric: Secu larism, Pluralism, Peace,
Tolerance , Challenges to Social Harmony and National Integration, Life Skills for Social
Harmony and National Integration
b) Differently -Abled - Issues and C oncerns of D ifferently Abled, Life Skills for D ifferently
Abled
c) Vulnerable and Marginalized Group - Issues and Concerns of V ulnerable: Orphans,
Street children, Concerns of SC and ST, Life Skills for V ulnerable and Marginalized.
MODULE III: INTERNAL ASSESSMENT (CREDITS 2 )
Sr.No Particulars Marks Marks
59
Sr.No Particulars Marks Marks
1 Subject specific Term Work Module/assessment modes –
at least two - as decided by the department/college in the
beginning of the semester (like
Extension/field/experimental work, Short Quiz; Objective
test, lab practical, open book test etc and written
assignments, Case study, Projects, Posters and exhibits etc
for which the assessment is to be based on class
presentations wherever applicable) to be selflessly assessed
by the teacher/s concerned 20 Marks
2 One periodical class test held in the given semester 10 Marks
3 Active participation in routine class instructional deliveries
(and in practical work, tutorial, field work etc as the case
may be ) 05 Marks
4 Overall conduct as a responsible learner, mannerism and
articulation and exhibit of leadership qualities in
organizing related academic activities 05 Marks
References
Baron A. Robert, Byrne Donn, et al. (2003). Social Psychology, (12th Edn.), Prentice
Hall of India, New Delhi.
Myers G. David, (2007). Social Psychology, Tata Mc. Graw Hill, New Delhi.
Taylor E. Shelley et al., (2006). Social Psychology, (12th Edn.), Pearson Prentice Hall ,
New Delhi.
References:
Bordens S. Kenneth et al.(2001). Social Psychology, (2nd Edn.), Lawrence Erlbaum
Associates Inc. Publishers, New Jersy, U.S.A.
Hogg A. Michael and Cooper Joel, (2007). Social Psychology, Sage Publications India
Pvt. Ltd., New Delhi .
Kuppuswamy B, (2004). Introduction to Social Psychology, Media Promoters &
Publications Pvt. Ltd. India
Myers G. David, (2006). Exploring Social Psychology, (3rd Edn.), Tata Mc. Graw Hill,
60
New Delhi.
Smith R. Eliot et al, (2000). Social Psychology, Taylor and Francis, U.S.A.
Sanderson A. Catherine (2009). Social Psychology, John Wiley and Sons Inc. U.S.A. Kuppuswamy (1990). “Elements of. Social Psychology" 7th Edition. Vikas
Publications, New Delhi
Delors, Jacques (1997). Learning: The Treasure Withi n, UNESCO, Paris.
Nair .V. Rajasenan, (2010). Life Skills, Personality and Leadership, Rajiv Gandhi
National Institute of Youth Development, Tamil Nadu.Page 8 of 62
UNESCO (2005). Quality Education and Life Skills: Darkar Goals, UNESCO, Paris. WHO (1999). Partners in Life Skills Education: Conclusions from a United Nations
Inter -Agency Meeting, WHO, Geneva.
Nair. A. Radhakrishnan, (2010). Life Skills Training for Positive Behaviour, Rajiv
Gandhi National Institute of Youth Development, Tamil Nadu. Dakar Framework for Action, (2000). Education for All: Meeting our Collective
Commitments, Dakar, Senegal.
Life Skills Resource Manual, Schools Total Health Program, (2006). Health Education
and Promotion International Inc., Chennai.
Kumar .J. Keval, (2008).Mass Co mmunication in India, JAICO Publication India Pvt. Ltd
Morgan and King, (1993). Introduction to Psychology, Tata McGraw -Hill Publishing
Company Ltd, New Delhi. Rao P.L. (2008). Enriching Human Capital through Training and Development,
Excel Books, Delhi.
Singh Madhu, (2003). Understanding Life Skills, Background paper prepared for
Education for All: The Leap to Equality
UNESCO and Indian National Commission for Co- operation with UNESCO(2001).
61
Life Skills in Non -formal Education: A Review
YUVA School Life S kills Programme: Handbook for Teachers, Vol. I – IV, (2008),
Department of Education and State Council of Educational Research and Training,
Delhi.
**********************
CORE COURSE 9
RESEARCH METHODOLOGY
Total Credit= 6
(60 Marks)
Course Objectives
• To develop an understanding about the designs of educational research
• To enable students to understand data analysis
• To enable students to write research report
MODULE I : DESIGNS IN EDUCATIONAL RESEARCH CREDIT 2
Unit 6 . Research Methodology
(a) Descriptive Research:
• Causal -Comparative
• Correlational
• Survey
• Ethnography
• Developmental study
• Case Study
(b) Historical Research: Meaning, Scope of historical research, Uses of history, Steps of
doing historical research (Defining the research problem and types of historical inquiry, Searching for historical sources, Summarizing and evaluating historical sources and Presenting pertinent facts within an interpretive framework.) Types of historical sources, External and internal criticism of historical sources.
(c) Experimental Research:
• Pre-Experimental Design, Quasi - Experimental Design and True -Experiment al Designs.
• Factorial Design.
• Single -subject Design.
• Internal and External Experimental Validity.
62
• Controlling extraneous and intervening variables.
MODULE II : DATA ANALYSIS AND REPORTING CREDIT 1
Unit 7. Data Analysis
(a) Types of Measurement Scale (Nominal, Ordinal, Interval and Ratio) (b) Quantitative Data Analysis
• Descriptive data analysis (Measures of central tendency, variability, fiduciary limits and graphical presentation of data)
• Testing of H ypothesis
• Type I and Type II Errors, Levels of Significance
• Power of a statistical test and effect size
• Parametric Techniques
• Non- Parametric Techniques
• Conditions to be satisfied for using parametric techniques
• Inferential data analysis
• Use of Excel in D ata Analysis
• Concepts, use and interpretation of following statistical techniques: Correlation, t -test,
z-test, ANOVA, Critical ratio for comparison of percentages and chi- square (Equal
Probability and Normal Probability Hypothesis).
(c) Qualitative Data Analysis
• Data Reduction and Classification
• Analytical Induction
• Constant Comparison
Unit 8. Research Reporting
(a) Format, Style and Mechanics of Report Writing with Reference to (i) Dissertation and
Thesis and (ii) Research Paper.
(b) References and Bibliography
(c) Evaluation of Research Report.
MODULE III: INTERNAL ASSESSMENT (CREDITS 2 )
Sr.No Particulars Marks Marks
1 Subject specific Term Work Module/assessment modes –
at least two - as decided by the department/college in the
beginning of the semester (like
Extension/field/experimental work, Short Quiz; Objective
test, lab practical, open book test etc and written
assignments, Case study, Projects, Posters and exhibits etc
for which the assessment is to be based on class
presentations wherever applicable) to be selflessly assessed
by the teacher/s concerned 20 Marks
63
Sr.No Particulars Marks Marks
2 One periodical class test held in the given semester 10 Marks
3 Active participation in routine class instructional deliveries
(and in practical work, tutorial, field work etc as the case
may be ) 05 Marks
4 Overall conduct as a responsible learner, mannerism and
articulation and exhibit of leadership qualities in
organizing related academic activities 05 Marks
REFERENCES
1. Best, J. W. and Kahn, J . (1997) Research in Education. (7
th ed.) New Delhi: Prentice -
Hall of India Ltd.
2. Borg, B.L .(2004) Qualitative Research Methods . Boston:Pearson.
3. Bogdan, R.C. and Biklen, S. K.(1998) Qualitative Research for Education : An Introduction to Theory and Methods . Boston MA : Allyn and Bacon.
4. Bryman, A. (1988) Quantity and Quality in Social Science Research. London: Routledge
5. Charles, C.M. and Merton, C.A .(2002) Introduction to Educational Research. Boston:
Allyn and Bacon.
6. Cohen, L and Manion, L.(1994) Research Methods in Education. London: Routledge.
7. Creswell, J.W. (2002) Educational Research. New Jersey: Upper Saddle River .
8. Creswell, J.W (1994) Research Design . London: Sage Publications.
9. Creswell, J.W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches. (2nd ed.) Thousand Oaks: Sage.
10. Creswell, J. W. (2007). Qualitative inquiry and research design. London: Sage Publications.
11. Kelly, A. &Lesh, R. (2000).“ Handbook of Research Design in Education”. Erlbaum
Associates.
12. McMillan, J. H. and Schumacher, S. (2001). Research in Education. New York:
Longman.
13. O'Leary, Z. (2004). The essential guide to doing research. London: Sage.
14. Somekh, B. & Lewin, C. (2005). Research methods in the social sciences. Thousand
Oaks: Sage.
15. Denzin, N.K. and Lincoln, Y.S.(eds) (1994) Handbook of Qualitative Research London : Sage Publications.
16. Diener, E. and Crandall, R. (1978) Ethics in Social and Behavioural Research. Chicago: University of Chicago Press.
17. Dillon , W.R. and Goldstein, M. (1984) Multivariate Analysis Methods andApplications.
New York : John Wiley and Sons.
18. Gay, L.R. and Airasian, P. .(2003) Educational Research. New Jersey : Upper Saddle River.
19. Husen, T. and Postlethwaite , T.N. (eds.) (1994) The International Encyclopaedia of
Education. New York : Elsevier Science Ltd.
64
20. Keeves J.P. (ed.) (1988) Educational Research, Methodology and Measurement : An
International Handbook .Oxford :Pergamon.
21. McMillan, J.H. and Schumacher, S.( 2001) Research in Education. New York :
Longma n.
1. Best, J. W. and Kahn, J . (1997) Research in Education. (7th ed.) New Delhi: Prentice -
Hall of India Ltd.
2. Borg, B.L .(2004) Qualitative Research Methods . Boston:Pearson.
3. Bogdan, R.C. and Biklen, S. K.(1998) Qualitative Research for Education : An Introduction to Theory and Methods . Boston MA : Allyn and Bacon.
4. Bryman, A. (1988) Quantity and Quality in Social Science Research. London: Routledge
5. Charles, C.M. and Merton, C.A .(2002) Introduction to Educational Research. Boston:
Allyn and Bacon.
6. Cohen, L and Manion, L.(1994) Research Methods in Education. London: Routledge.
7. Creswell, J.W. (2002) Educational Research. New Jersey: Upper Saddle River .
8. Creswell, J.W (1994) Research Design . London: Sage Publications.
9. Creswell, J.W. (2003). Research design: Qualitative, quantitative, and mixed methods
approaches. (2nd ed.) Thousand Oaks: Sage.
10. Creswell, J. W. (2007). Qualitative inquiry and research design. London: Sage Publications.
11. Kelly, A. &Lesh, R. (2000).“ Handbook of Research Design in Education”. Erlbaum
Associates.
12. McMillan, J. H. and Schumacher, S. (2001). Research in Education. New York:
Longman.
13. O'Leary, Z. (2004). The essential guide to doing research. London: Sage.
14. Somekh, B. & Lewin, C. (2005). Research methods in the social sc iences. Thousand
Oaks: Sage.
15. Denzin, N.K. and Lincoln, Y.S.(eds) (1994) Handbook of Qualitative Research London : Sage Publications.
16. Diener, E. and Crandall, R. (1978) Ethics in Social and Behavioural Research. Chicago: University of Chicago Press.
17. Dillon , W.R. and Goldstein, M. (1984) Multivariate Analysis Methods andApplications.
New York : John Wiley and Sons.
18. Gay, L.R. and Airasian, P. .(2003) Educational Research. New Jersey : Upper Saddle River.
19. Husen, T. and Postlethwaite , T.N. (eds.) (1994) The International Encyclopaedia of
Education. New York : Elsevier Science Ltd.
20. Keeves J.P. (ed.) (1988) Educational Research, Methodology and Measurement : An
International Handbook .Oxford :Pergamon.
21. McMillan, J.H. and Schumacher, S.( 2001) Research i n Education. New York :
Longman.
22. Pandya, S. (2010) Educational Research. New Delhi : APH Publishing Corporation
Internship : The Semester 3 internship will be for a period of FOUR weeks in
Professional pre -service teacher education institution.
Dissertation : Title of the dissertation should be submitted to the University for approval at
the beginning of the third semester of the course .
65
*********
SEMESTER IV
OPTIONAL COURSE 1
COMMUNICATION SKILL AND ACADEMIC WRITING
Total Credit= 6
Marks 60
Course Objectives
• To develop an understanding into significance of communication skill
• To explore the role of technology in communication
• To understand the concept of expository writing
• To create an awareness on appropriate ways of writing a bibliogra phy using appropriate
citation standards
• To understand learning as a pedagogy for self development
• To create an appreciation towards the fundamentals of academic writing
MODULE I: SKILL OF COMMUNICATION AND EXPOSITORY WRITING
(CREDITS 2 )
Unit 1:Understanding Communication Skills
a) Concept and Significance of Communication Skills
b) Formats and Core Skills in Group Communication – Problem Solving, Role Playing
Skills, Trust – Building Skills, Team -Building Skills ,Discussion Formats in Group
Communication- Round Table, Symposium, Panel Discussion, Forum Types, Colloquy,
Parliamentary Procedure
c) Skills for Effective Communication :Public Speaking Skills(Planning, Preparation and
Presentation) Listening Skills - (Appreciation, Discrimination, Comprehension,
Therapeutic and Critical)
Unit 2: Expository Writing Skills and Technology for Effective Communication
a) Concept , Types, Structure and Process of Expository Writing
b) Online discussion forum, videoconferencing, webinars, Learner Management System.
c) Creating e -portfolio, creating blogs for communication.
Unit 3Self Developments Through Service
a) Concept of Service Learning ( Meaning Definition and Objectives)
b) Relevance , Benefits and Outcomes of of Service Learning,
c) Conceptualizing Service Learning as a P edagogy for Self Development
66
MODULE II : FUNDAMENTALS OF ACADEMIC WRITING
Unit 4 : Concept o f Academic Writing :
a) Definitions , Characteristics , Principles and Key terms of Academic Writing: Discourse
Community, I nter T extuality, Academic Frame, Facts and O pinion of Academic Writing
b) Types of Academic Writing - Book Writing, Chapter Writing, Journal Articles,
Dissertation and Research P aper
c) General Form of Formatting of Academic Writing - Font, Spacing, Margin, Paragraph,
Page Numbering and Highlighting
Unit 5 : Referencing and Citation
a) Reference – Meaning , Difference Between Reference and Citation, Methods of C itations
(In Text, Quotations, Direct C itation), When to C ite, Citation Elements, Types of C itation
(Book Citation, Journal Article Citation, Internet Source Citation etc.)
b) Style Manuals- Meaning and Definition, Different Style Man uals According to
Discipline, Examples of Select Style Manuals- American Psychological Association
(APA), MLA Style Manual, Chicago Style Manual
c) Citation Management – Meaning, Citation Management Software, Free Citation
Management Software: Mendeley, Zote ro, Commercial Citation Management Software:
End Note, Microsoft Word
d) Plagiarism – Meaning and Definition, Types of Plagiarism, Plagiarism and In ternet,
Copyright and Fair Use, Avoiding Plagiarism
Unit 6: Ethics of Academic W riting
a) Reliability of R esources
b) Guide’s R ole and Ethical Considerations for Online and offline Academic Writing
c) Avenues of P resenting the Writing (Reporting)
MODULE III : INTERNAL ASSESSMENT ( CREDITS 2 )
Sr.No Particulars Marks Marks
1 Subject specific Term Work Module/assessment modes –
at least two - as decided by the department/college in the
beginning of the semester (like
Extension/field/experimental work, Short Quiz; Objective
test, lab practical, open book test etc and written
assignments, Case study, Projects, Posters and exhibits etc
for which the assessment is to be based on class
presentations wherever applicable) to be selflessly assessed
by the teacher/s concerned 20 Marks
2 One periodical class test held in the given semester 10 Marks
3 Active participation in routine class instructional deliveries 05 Marks
67
Sr.No Particulars Marks Marks
(and in practical work, tutorial, field work etc as the case
may be )
4 Overall conduct as a responsible learner, mannerism and
articulation and exhibit of leadership qualities in
organizing related academic activities 05 Marks
REFERENCES
1. Cooper, P.,Simonds, C. “Communication for Classroom teacher” Allyn& Bacon 1999.
2. Evans, D. “People, Communication &Organisations”, Pitman Publishing, 1986.
3. Cragan F. J., Wright D. W., “Communication in Small Groups”, Wadsworth Publishing
Company,1999.
4. http://dspace.iimk.ac.i n/bitstream/2259/674/1/Task_based_Oral_Communication_Teachi
ng_Deepa.pdf
5. PublicSpeaking-http://www.pta.org/files/Advocacy%20Training/Public%20Speaking%20Module.pdf
6. Expository Writing -
7. http://web.gccaz.edu/~mdinchak/ENG101/expository_writing.html
8. Positive Communication Pedagogy-
9. http://ww2.odu.edu/~tsocha/ssca_memphis/socha -posit ive-communication -pedagogy-
NCA- 08.pdf
10. Critical Communication Pedagogy
11. http://www.differencematters.info/uploads/pdf/allen -crit-pedag -mumby -rdr.pdf
12. Persuasive Comm unication
13. http://ctb.ku.edu/en/table -of-contents/participation/promoting -interest/principles -of-
persuasion/main
14. critical thinking
15. https://www.academia.edu/5337087/The_effects_of_communication_medium_on_argum
entation_and_the_development_of_critical_thi nking
16. http://www.novell.com/docrep/2008/06/10_Ways_to_Enhance_Communication_and_Col
laboration_in_Education_en.pdf
http://www.vsm.sk/Curriculum/academicsupport/academicwritingguide.pdf
http://en.wikipedia.org/wiki/Academic_writing
Sub-unit 3 :
http://twp.duke.edu/uploads/media_items/academic -style -guide.original.pdf
***********
OPTIONAL COURSE 2
ENVIRONMENTAL EDUCATION
68
Total Credit= 6
Marks 60
Course Objectiv es:
1. To develop an understanding of the environmental concepts.
2. To create an awareness about the Human impacts on bio -geochemical cycles and
hydrological cycle, Ecosystem capital
3. To develop an understanding of theEnvironmental Issues and Concerns
4. To develop an understanding about the concept of environmental education, its
principles and ethics
5. To develop an understanding of the various approaches of teaching environmental education.
6. To develop an understanding of sustainable practices like family farming forestry, and
reducing ecological footprint
7. To develop skills in sustainable practices in family farming and reducing ecological footprint
8. To develop an understanding of Economics and Environmental Quality, Environmental Audit, Environmental Impact Ass essment
9. To develop skills in Environmental Audit and Environmental Impact Assessment
10. To develop an understanding of Environmental policy and leadership
MODULE 1 ( CREDITS 2)
ENVIRONMENT AND ENVIRONMENTAL EDUCATION
UNIT 1: Foundation of Environment
a) Nutrient recycling and energy flow through an ecosystem,
b) Human impacts on bio -geochemical cycles (with reference to key elements- Carbon,
Phosphorous and Nitrogen)and hydrological cycle
c) Ecosystem capital: Use and Restoration
UNIT 2: Environmental Issues and Concerns
a) Climate Change, Ozone layer depletion (causes, effect and Remedies)
b) Loss of Biodiversity, Land mis -management (causes, effect and Remedies)
c) Energy Crisis (causes, effect ,precautions and alternate energy sources)
UNIT 3: Foundation to Environmental Education
a) Meaning, Objectives and Principles of Environmental Education based on Tbilisi (1977)
b) Environmental Ethics (Development, Industry, Indivi dual and Global)
c) Approaches to teaching environmental education: Interdisciplinary approach and
Multidisciplinary approach.
69
MODULE 2 ( CREDITS 2)
SUSTAINABLE PRACTICES AND ENVIRONMENTAL MANAGEMENT
Unit 4: Practices for sustainable Environment
a) Family Farming: Meaning, Significance and process
b) Ecological foot print, actions to reduce carbon footprint, significance of Carbon credits
c) Forestry : meaning, types and significa nce of forest cover
Unit 5: Environmental Management
a) Economics and environmental Quality:( Environmental and Economic indicators,
Internal and External costs, Full cost pricing)
b) Environmental Audit: Objectives, Elements of audit, process of environmental audit
c) Environmental Impact Assessment ( Significance, EIA process)
Unit 6: Environmental policy and leadership
a) Principles of Environmental Policy decisions
b) UN decade of Education for sustainable development (2005- 2014) ( meaning, Objectives,
Action plan)
c) Environmental Leadership and Individual’s influence on Environmental Policy.
MODULE 3: INTERNAL ASSESSMENT (CREDITS 2)
Sr.No Particulars Marks Marks
1 Subject specific Term Work Module/assessment modes – at
least two - as decided by the department/college in the
beginning of the semester (like Extension/field/experimental work, Short Quiz; Objective test, lab practical, open book test
etc and written assi gnments, Case study, Projects, Posters and
exhibits etc for which the assessment is to be based on class
presentations wherever applicable) to be selflessly assessed
by the teacher/s concerned 20 Marks
2 One periodical class test held in the given semester 10 Marks
3 Active participation in routine class instructional deliveries
(and in practical work, tutorial, field work etc as the case may be ) 05 Marks
4 Over all conduct as a responsible learner, mannerism and
articulation and exhibit of leadership qualities in organizing 05 Marks
70
Sr.No Particulars Marks Marks
related academic activities
Practical Assignments:
1. Critically analyze and compare the various approaches towards the concern for the
vanishing wilderness.
2. Discuss ways one can change governmental policies in constitutional democracy on any
environmental issues and write a report.
3. Critically analyze the implementation of action plan on Education for sustainable
development at global level.
4. Calculate your ecological/carbon footprint and state ways to reduce the carbon footprint.
5. Conduct an environmental audit and report on any development/ industrial projects.
6. Study the impact of any goods purchased on the environment with reference to its
manufacturing, packaging and transportation cost.
References;
1. Agarwal, K.C, (2001) Environmental Biology Bikaner, Nidi Publications Ltd.
2. Agarwal, K.M, Sikdar P.K, Deb, S.C A Textbook of Environment Kolkotta, Macmillan
India Limited.
3. Bharucha, E the Biodiversity of India Ahmedabad, Mapin Publishing Pvt. Ltd.
4. Cunningham, W.P. Cooper, T.H. Gorhani, E & Hepworth, M.T. (2001) Environmental
Encyclopedia , Mumbai, Jaico Publications House.
5. Deb S.C Environmental Management , Jaico Publishing House, Mumbai
6. Devi U, Reddy A, Environmental Education for Rural Population, Delhi Discovery
Publication House.
7. Dhyani S.N. Wildlife Management New Delhi Rawat Publications
8. Dutt, N H, Gopal, Environmental Pollution and Control , Hyderabad, Neelkamal
Publication.
9. Enger E.D, Bradley F.S Environmental Science - A Study of Interrelationship
10. G Tyler Miller Jr, Environmental Science,11th edition, Cengage learning India Pvt ltd
11. Ghanta R & Rao D B Environmental Education Delhi, Discovery Publication House.
12. Gupta N.L and Gurjar R.K (Eds.) Sustainable Development (2 Vols) :) New Delhi Rawat
Publications.
13. Krishnamacharyulu V, Reddy Environmental Education Hyderabad Neelkamal
Publications.
14. Marilee G, Jeri M, Chakraborty C Environmental Studies MannanPrakashan
15. Murray B (1996) the Philosophy of Social Ecology: Essays on Dialectical Naturalism
New Delhi, Rawat Publications.
16. Nanda, V. K, Environmental Education New Delhi Anmol Publication.
17. OdumE.P Fundamentals of Ecology USA, W.B. Saunders Co.
18. Paneerselvam&Ramkrishnan, Environmental Science Education Delhi, Sterling
Publications.
19. Rai R.K, Environmental Management : New Delhi, Rawat Publications.
20. Ranjan R. Environmental Education, New Delhi .Mohit Publication.
71
21. Reddy P, Reddy N Environmental Education, Hyderabad Neelkamal Publication.
22. Saxena, A. B Education for the Environmental Concern New Delhi Radha Publication.
23. Sharma R A Environmental Education Meerut R Lal Book Depot.
24. Singh M S Environmental Education Delhi Adhyayan Publishers.
25. Singh P; Sharma S Environmental and Pollution Education, New Delhi Deep and Deep
Publications.
26. Singh Y.K, Teaching of Environmental Science, APH Publishing House, New Delhi
27. Suneetha G; Rao D B Environmental Aw areness of School Studies , Sonali Publication.
28. Townsend C., Harper J, and Michael Begon, Essentials of Ecology Blackwell Science.
29. Trivedi R.K. Handbook of Environmental Laws, Rules Guidelines, Compliances and
Standards , Vols. I and II, Enviro Media (R)
30. Wanger K.D., (1998) Environmental Management . Philadelphia, W.B. Saunders Co.
31. Wright R.T; Environmental Science - Toward a sustainable future, 9th edition, Prentice -
Hall of India Pvt Ltd, new Delhi 2007
32. “Survey of the Environment” The Hindu (Magazine)
33. https://en.wikipedia.org/wiki/Carbon_credit
34. http://unesdoc.unesco.org/images/0015/001540/154093e.pdf
**********
OPTIONAL COURSE 3
EDUCATIONAL MANAGEMENT
Total Credit= 6
M arks 60
Course Objectives
• To learn fundamental skills in the use of educational management
• To provide quality management education to students
• To make students aware of current developments in policies and practices in the field of
educational management
• To create awareness about the advance aspects of Educational Management
MODULE I : MEANING, PRINCIPLES AND APPROACHES OF EDUCATIONAL
MANAGEMENT
Unit 1 :Management of Education
(a) Concept, Need and Objectives of Management of Education, Meaning of Administration
vs Management, Scientific Management, Fayol’sPrinciples of Management
72
(b) Educational Manager: Functions, Mintzberg’s Managerial Roles, Competencies and
Skills, Managerial Creativity, Managerial Ethics
(c) Management of Educat ion in the context of Globalisation and Privatisation
Unit 2 : Leadership in Education
(a) Concept of Leadership: Characteristics, Leader and Manager,
(b) Approaches to Leadership: Trait, Transformational, Transactional, Value -Based,
Cultural, Psychodynamic, Charismatic, Community based, Social
(c) Theory and Practice: Blake and Mouton’s Managerial Grid, Fiedler’s Contingency Model, Tri -dimensional Model, Hers ey and Blanchard’s Model, Leader -Member
Exchange Theory
Unit 3 : Human Resource Management in Organizations
(a) Human Resource Management: Concept, Need, Principles, Job analysis. Methods and Process of Staff Development
(b) Crisis Management: Types o f Crisis on the basis of Crisis Responsibility, Stages of
Crisis, Steps of Crisis Management, Role of Crisis Manager.
(c) Performance Management: Principles, Process and Concerns , Measuring Performance: Performance Appraisal with reference to its Purpose and Process, Tools and Techniques
MODULE II : QUALITY MANAGEMENT IN EDUCATION( CREDITS 2 )
Unit 4:Quality in Education
a) Concept of Quality and Quality in Education : Indian and International perspective
b) Evolution of Quality: Inspection, Quality Control, Quality Assurance, Total quality Management (TQM), Six sigma
c) Quality Gurus: Walter Shewart, Edward Deming, C.K Pralhad
Unit 5:Educational Quality Management Systems
a) Stages of Quality Management Systems, Educational Quality Management Systems:
International Organization for Standardization (ISO), Integrated Management System
b) Related Concepts: Quality Audit: Types, Procedures, Quality Circles: Structure, Implementation, Operations and Benefits
c) Tool s and Techniques:Fishbone diagram (cause and effect diagram), Pareto diagram,
Benchmarking, Root Cause Analysis technique –5 Why, Failure mode and effect analysis (FMEA)
Unit 6: Planning for Continuous Quality Improvement
a) Change Management : Meaning, Need for Planned change, Three -Step-Model of Change
(Unfreezing, Moving, Refreezing).The Japanese Models of Change: Just -in-Time, Poka
yoke
b) Cost of Quality: Appraisal Costs, Failure costs and Preventable costs, Cost Benefit Analysis, Cost Effective Analysis
73
c) Quality Assurance Agencies in India and Abroad: Objectives, Functions, Roles and
Initiatives
• National Assessment Accreditation Council (NAAC): Performance Indicators,
• Quality Council of India (QCI)
• International Network for Quality Ass urance Agencies in Higher Education
(INQAAHE)
MODULE II : INTERNAL ASSESSMENT (CREDITS 2 )
Sr.No Particulars Marks Marks
1 Subject specific Term Work Module/assessment modes –
at least two - as decided by the department/college in the
beginning of the semester (like
Extension/field/experimental work, Short Quiz; Objective
test, lab practical, open book test etc and written
assignments, Case study, Projects, Posters and exhibits etc
for which the assessment is to be based on class
presentations wherever applicable) to be selflessly assessed
by the teacher/s concerned 20 Marks
2 One periodical class test held in the given semester 10 Marks
3 Active participation in routine class instructional deliveries
(and in practical work, tutorial, field work etc as the case
may be ) 05 Marks
4 Overall conduct as a responsible learner, mannerism and
articulation and exhibit of leadership qualities in
organizing related academic activities 05 Marks
REFERENCES:
1. Arcaro, J.(1997): Quality in Education: An Implementation Handbook , Vanity Books
International New Delhi
2. Burt Scanlan, B. K. (1987). Management & Orgnizational Behavior, Second Edition.
Florida: Roberte Krieger Publishing Company.
3. Bush T., L. B. (2003). The Principles and Practice of Educational Management. (Edited,
Ed.) New Delhi: Sage Publications.
4. Frank M. Gryna, R. C. (2007). Juran's Quality Planning And Analysis,fifth edition. New
Dilhi: Tata McGraw -Hill Publishing.
5. Fraiser, A (2000): A Roadmap For Q uality Transformation In Education
6. Lewis,R.& Smith D.(1998): Total Quality in Higher Education, Vanity Books International New Delhi
7. Morrison, K.(1998) Management theories for Educational Change. Paul
Chapmanpublishing limited
8. Mukhopadhaya, M. (2000): Tota l Quality in Education, NIEPA, New Delhi.
9. Mukherjee, P.N. (2010). Total Quality Management. New Delhi: PHI Learning Pvt.ltd.
10. Pathan, S. (2005). Quality Improvement Programme in Higher Educatin NAAC. Bhopal:
Intellectual Book Bureau.
74
11. Prasad, A. (2007). University Education Administration and the Law. New Delhi: Deep
& Deep Publications.
12. R.Kesavan, C. B. (2008). Total Quality Management. New Delhi: I.K.International.
13. Rampersad, H.(2001): Total Quality Management: An executive guide to continuous
improvement , Springer: New York
14. Rita, S. (2004). Assessment and Accreditation in Higher Education. New Delhi:
Association of Indian Univesities.
15. Rob Paton, G. P. (2005). Handbook of Corporate University Development. (E. by, Ed.)
Wngland: Gower Publishing.
16. Rolf Lynt on, U. P. (2000). Training for Organizational Transformation Part 2. New
Delhi: Sage Publisher.
17. Scheerens,J. et.al (2003): Educational Evaluation, Assessment and Monitoring: A
systemic approach , Swets&Zentlinger Publications
18. Saini Debi, K. S. (2000). Human Resource Management. New Delhi: Response Books,
Sage Publications.
19. Sanghi, S. (2007). The Handbook of Competency Mapping, Second Edition. New Delhi:
Response Books, Sage Publications.
20. Singh , A. (2004),: Fifty Years of Higher Education In India, The Role of the UGC, Sage
Publications
21. Stella, A. &Gnanam, A. (2003): Making the most of Accreditation , Concept Publishing
Company, New Delhi.
22. Stella, A. &Gnanam, A. (2003): Foundations of External Quality Assurance in Indian higher Education, Concept Publishing Company, New Delhi
23. Stella, A. (2001): Quality Assessment in Indian higher Education: Issues of impact and future perspectives, Allied Publishers Limited, New Delhi
24. Drucker, P. (2001) The Essential Drucker . New Delhi: Butterworth.
25. Harigopal, K. (2001) Management of Organizational Change. New Delhi: Response
Books.
26. Hell reiegel, D., Jackson, S.E. and Slocum, J.W. (2002) Management . Australia:
Thomson,
27. Kochan, T.A. and Schmalensee, R.L. (2003) Management. U.S.A.: The MIT Press.
28. Kumar, N. (2000) Manageri al Interface in Next Millennium. Mumbai: Himalaya
Publishing House.
29. Lutz, W. F. (1982). Tightening Up Loose Coupling Organisations of Higher education, Administrative Science Quaerterly. 27, 653- 669.
30. McCaffery, P. (2004). The Higher Education Manager's Handbook. new York:
Simultaneously Published in the USA and Canada By Routledge.
31. Luthans, F. (2005) Organisational Behaviour . New York: McGraw – Hills Inc.
32. Nair, S.R. (2004) Organisational Behaviour, Texts and Cases. Mumbai: Himalaya
Publishing House.
33. Northouse, P. (2010). Leadership Theory and Practice. New Delhi: Sage Publications.
34. Owens, R.C. (2001) Organisational Behaviour in Education. Boston: Allyn and Bacon.
35. Prasad, A. (2007). University Education Administration and the Law. New Delhi: Deep
& Deep P ublications.
36. Rita, S. (2004). Assessment and Accreditation in Higher Education. New Delh:
Association of Indian Univesities.
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37. Sayeed, O. B. and Pareek, U. (2000) Actualising Managerial Roles. New Delhi: Tata
McGraw -Hill Publishing Company Limited.
38. Saini Debi, K. S. (2000). Human Resource Management. New Delhi: Response Books,
Sage Publications.
39. Singh, N. (2000) Human Relations andOrganisational Behaviour . New Delhi: Deep and
Deep Publications.
40. Singh, N. (2001) Organisational Behaviour. New Delhi : Deep and Deep Publications Pvt.
Ltd.
41. Sutherland, J. and Cornwell, D. (2004) Key Concepts in Management . U.S.A.: Palgrove.
42. Varma, M. (2001). Managing more effectively, Second edition. New Delhi: Response
Books,Sage Publications .
http://www.cedu.niu.edu/~shumow/iit/angermanagement.pdf
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OPTIONAL COURSE 4
INCLUSIVE EDUCATION
Total Credit= 4
(60 Marks)
Course Objectives
• To develop in students an understanding of the concept and philosophy of inclusive
education in different context.
• To develop in students an understanding of the nature and types of diverse learners.
• To acquaint students about various policies and progra mmes facilitating inclusive
education.
• To enable students to understand various identification of need of diverse learnersand
approaches to evaluation.
• To enable students to understand planning and management of inclusive classroom.
• To enable students t o use assistive /adaptive technology in inclusive classrooms.
• To enable students to understand the need of support system for inclusive practices.
• To enable students to analyze the research trends and issues in inclusive education.
MODULE 1: UNDERSTANDI NG INCLUSION AND DIVERSE LEARNERS
(CREDIT 2)
Unit 1:Introduction to Inclusion
(a) Meaning of Access, Equity, Diversity, Empowerment, Human rights and Social Justice
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(b) Inclusive Education: Concept, Principles, Scope and Target Groups (Diverse learners -
Including Marginalized group and Learners with Disabilities)
(c) Evolution of the Philosophy of Inclusive Education: Special, Integrated, Inclusive Education
Unit 2 : An Overview of Diverse Learners
(a) Concept of Impairment, Disability and Handicap
(b) Classification of Disabilities based on ICF Model, Readiness of School and Models of
Inclusion
(c) Prevalence, Types, Characteristics and Educational Needs of Div erse learners
Intellectual, Physical and Multiple Disabilities, Causes and prevention of disabilities
Unit 3 :Policy and Programmes of Inclusive Education
a) Legal Provisions: Policies and Legislations (National Policy of Education (1986), Programme of Action of Action (1992) Persons with Disabilities Act (1995), National
Policy of Disabilities (2006), National Curriculum Framework (2005), Concession and Facilities to Diverse Learners (Academic and Financial)
b) Rehabilitation Council of India Act (1992), Inclusive Education under SarvaShikshaAbhiyan (SSA)
c) Features of UNCRPD (United Nations Convention on the Rights of Persons with
Disabilities) and its Implication
MODULE 2: IDENTIFICATION OF DIVERSE LEARNERS, PLANNING AND
MANAGEMENT OF INCLUSIVE EDUCATION (CREDIT 2)
Unit 4 Identification of Diverse Learners and Approaches to Evaluation
a) Identification of Diverse Learners for Inclusion
b) Educational Evaluation Methods, Techniques and Tools
c) Interpretation of Evaluation Reports and their E ducational Implications
Unit 5: Planning and Management of Inclusive Education
a) Planning and Management of Inclusive Classrooms: Infrastructure, Human Resource
and Instructional Practices, Curriculum and Curricular Adaptations for Diverse Learners
b) Assistive and Adaptive Technology for Diverse learners: Product (Aids and Appliances) and Process (Individualized Education Plan (IEP), Remedial Teaching),
c) Parent -Professional Partnership: Role of Parents, Peers, Professionals, Teachers School
Unit 6: Research Trends and Issues in Inclusive Education in India
a) Barriers and Facilitators in Inclusive Education: Attitude, Social and Educational
b) Current Status and Ethical Issues of inclusive education in India
c) Research Trends of Inclusive Edu cation in India
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MODULE III: INTERNAL ASSESSMENT (CREDITS 2 )
Sr.No Particulars Marks Marks
1 Subject specific Term Work Module/assessment modes –
at least two - as decided by the department/college in the
beginning of the semester (like
Extension/field/experimental work, Short Quiz; Objective
test, lab practical, open book test etc and written
assignments, Case study, Projects, Posters and exhibits etc
for which the assessment is to be based on class presentations wherever applicable) to be selflessly assessed
by the teacher/s concerned 20 Marks
2 One periodical class test held in the given semester 10 Marks
3 Active participation in routine class instructional deliveries
(and in practical work, tutorial, field work etc as the case
may be ) 05 Marks
4 Overall conduct as a responsible learner, mannerism and
articulation and exhibit of leadership qualities in
organizing related academic activities 05 Marks
REFERENCES
1. Baquer, A. and Sharma, A. (1997). Disability: Challenges vs. Responses . CAN Pub.
2. Bartlett, L. D. and Weisentein, G. R. (2003). Successful Inclusion for Educational Leaders . New
Jersey: Prentice Hall.
3. Chaote, J. S. (1991). Successful Mainstreamin g, Allyn and Bacon
4. Choate, J. S. (1997).Successful Inclusive Teaching . Allyn and Bacon
5. Daird, P. (1980). Curriculum Design and Development. New York: Harcott Brace.
6. Daniels, H. (1999) . Inclusive Education. London: Kogan.
7. Deiner, P. L. (1993). Resource for Teaching Children with Diverse Abilities , Florida: Harcourt
Brace and Company
8. Dessent, T. (1987). Making Ordinary School Special . Jessica Kingsley Pub.
9. Gargiulo, R. M. Special Education in Contemporary Society: An Introduction to Ex ceptionality .
Belmont: Wadsworth.
10. Gartner, A. &Lipsky, D. D. (1997) Inclusion and School Reform Transferring America’s
Classrooms, Baltimore: P. H. Brookes Publishers.
11. Gathoo, V. (2004) Curriculum Strategies and Adaptations for Children with Hearing
Impairment.RCI, New Delhi: Kanishka Publishers.
12. Giuliani, G. A. &Pierangelo, R. (2007) Understanding, Developing and Writing IEPs . Corwin press: Sage Publishers.
13. Gore, M. C. (2004) .Successful Inclusion Strategies for Secondary and Middle Sc hool Teachers ,
Crowin Press, Sage Publications.
14. Hegarthy, S. &Alur, M. (2002) Education of Children with Special Needs: from Segregation to
Inclusion, Corwin Press. Sage Publishers
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15. Hollahan and kauffman (1978). Exceptional Children: An Introducti on to Special Education.
Prentice Hall.
16. Jha, M. M. (2002). School without Walls: Inclusive Education for All, Oxford: Heinemann
Education.
17. Karant, P. &Rozario, J. ((2003 ). Learning Disabilities in India. Sage Publications.
18. Karten, T. J. (200 7). More Inclusion Strategies that Work . Corwin Press, Sage Publications.
19. King- Sears, M. (1994) Curriculum -Based Assessment in Special Edcuation. California, Singular
Publications.
20. Lewis, R. B. &Doorlag, D. (1995) Teaching Special Students in the Mainstream . 4th Ed. New
Jersey, Pearson
21. Mathew, S. (2004) Education of Children with Hearing Impairment. RCI, New Delhi: Kanishka
Publications.
22. McCormick, Sandra.(1999)Instructing Students who Have Literacy Problems. 3 rd Ed. New
Jersey, Pearson
23. Panda, K. C. (1997). Education of Exceptional Children. New Delhi: Vikas Publications.
24. Rangasayee, R.&Gathoo, V. (2007). Towards Inclusive Education of Children with Hearing
Impairment, A Hand Book For Regular School Teachers . AYJNIHH Publishers.
25. Rayner, S. (2007). Managing Special and Inclusive Education, Sage Publications.
26. Ryandak, D. L. &Alper, S. (1996) Curriculum content for Students with Moderate and Severe
Disabilities in Inclusive Setting. Boston, Allyn and Bacon
27. Sedlak, R. A. & Schloss, P. C. (1986). Instructional Methods for Students with Learning and
Behaviour Problems . Allyn and Bacon
28. Stow L. &Selfe, L. (1989) Understanding Children with Special Needs . London Unwin Hyman.
29. Turnbull, A., Turnbull, R. Turnbull, M. Shank, D. L. (1995). Exceptional Lives: Special
Education in Today’s Schools . 2nd Ed. New Jersey Prentice-Hall. Inc.
30. Vlachou D. A. (1997) Struggles for Inclusive Education: An ethnographic study . Philadelphia,
Open University Press
31. Westwood P. (2006) Commonsense Methods for Children with Special Educational Needs -
Strategies for the Regular Classroom. 4th Edition, London RoutledgeFalmer- Taylor & Francis
Group.
INTERNSHIP :The Semester 4 internship will be for a period of Three weeks in An
organization engaged in the development of innovative curriculum and pedagogic practices, or
International/national/state institution involved in curriculum design; textbook development,
education policy planning, formation and implementation; educational administration and
management
DISSERTATION: students should submit their Dissertation work in this Semester only.
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