MEd 2 Years Degree Program Sem I to IV_1 Syllabus Mumbai University

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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 th e M.Ed. 2 Years programme should have
obtained at least 50% marks or/and equivale nt 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 an other 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 ca ndidates from the reserved category will be as
per the state government and university rules.
O.________ The M. Ed. Degree shall be take n 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 Depart ment or an institution recognized by the NCTE
for the purpose. The duration of the full time 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 pe r the state government and university rules.
Fees
The institution shall charge only such fees as pr escribed by the affiliating body/ state government
concerned in accordance with provisions of Na tional council for Teacher Education (NCTE).
O___________Curriculum, Programme Im plementation and Assessment
Curriculum:
The M.Ed. programme is designed to provide opportunities for stude nts to extend as well as
deepen their knowledge and understanding of Educa tion, specialize in select areas and also
develop research capacities, leading to specializat ion in either elementary education or secondary

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education. The curriculum of 2 years M.Ed. programme shall compri se 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) wher e 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 COURSES
(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 an d 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. Communication Skill an d 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 understand ing of students on an educationa l topic having 12 credits and
200 marks. Dissertation work will start in the be ginning of Semester III and will be completed in
Semester IV.
Internship Work - Internship in organizations and in stitutions working in education at
elementary/secondary levels of education as well as in teacher education institutions will be
organized during the programme according to thei r specialization chosen under close mentorship
by faculty.
Internship will be in Semester 3 and Semester 4. In Semester 3 internship will be for four weeks
and in Semester 4 for a period of three weeks.
After the internship, the students will be exp ected 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 t eacher education institution
ii. An organization engaged in the developm ent of innovative curriculumand pedagogic
practices.
iii. International/national/stat e institution involved in curriculum design, textbook
development, education policy planning, fo rmation and implementation; educational
administration and management.
iv. In-service training inst itutions for teachers.

The field based practical work (internship) is mandatory for the completion of the M. Ed.
Programme. The field work is to be complete d and certified by the Principal/Head of the
Institution. The field based internship programme w ill 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 1700 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 Course 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 Report
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 seme ster based on performan ce 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, Projec ts, 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 respons ible learner, mannerism and
articulation and exhibit of leadership qualities in organizing related academic activities 05 Marks

Grading System: Conversion of Percen tage of Marks to Grade Points:
The marks obtained by a student in a course sha ll 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 th e 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 which the candidate has appeared
and fulfilled the credit criteria.
Ifastudent is absent from the internal or seme ster 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 examinati on of a core or elective 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 grad e card for that semester, even when the student passes the course
subsequently in another semester.
If the student obtains minimum 40 % marks in the internal assessment and fails to obtain
minimum 40 % marks in the semester end examinat ion of any course in any of the semester, the
marks of the internal examina tion shall be carried forward.
In any semester the students GPA and CGPA w ill be calculated as per the resolution of the
Academic Council dated 23rd May 2016, Item No 4.17
The semester wise GPA and CGPA shall be prin ted on the grade card of the student along with
the table of the 10 Point Grading 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 semest er to each student shall contain the following:
a) The credits earned for each c ourse registered that year
b) The performance in each course indicated by the letter grade
c) The Grade Point Average (GPA), of all th e courses registered for the semester
d) The Cumulative Grade Point Average (CGPA)
e) Overall Weighted Percentage of Marks (O WPM), and cumulative grade point average
after completing the programme will appear on ly on the grade card for the final year).
R. _________ A candidate who passes in the internal ex amination but fails in the semester end
theory examination shall reappear for the said paper/papers only. Howeve r 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 sh all 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 irre spective of number of
heads of failure in the semester. Student sh all 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 semester of the course.
R. _______ The dissertation shall be on an educa tional 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 havi ng guided at least 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 sh all work under guidance of a recognized post
graduate teacher for hi s/ her dissertation.
R. _______ Dissertation submi ssion should be on or before 15th 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 dissert ations to the examinat ion section will be 22nd
March of the fourth semester.
R________ The dissertation shall be of 12 credits a nd shall carry 200 marks. The dissertation
when submitted shall be accompanied by a certificat e signed by the guiding teacher referred 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 recommendati ons 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 basis of the di ssertation and viva-v oce performance.
R._________ Each student shall work under the guidan ce 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 Head 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 pr acticum and 90% for field attachment
b) For the theory courses (Core /Elective and Op tional) 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 examination (out of total 1500), and in
Dissertation (out of total 200) class will be accordingly awarded to the candidates.
The courses along with thei r 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 an d 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

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ELIGIBILITY NORMS TO APPEAR FOR THE ADDITIONAL CLASS TEST OR
ASSIGNMENT OR PROJECT FOR LE ARNERS WHO REMAINED ABSENT
1. The candidate must apply to the Head 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 Head of the Institution, the Head of th e Institution shall generally
grant permission to the candidate to complete the activities.
3. The Head of the Institution, on scrutiny of th e documents and testimonials, may grant the
permission to the candidate to appear for th e additional examination or the activities.
4. A candidate who is absent fo r all class tests and also ab sent 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 gui ding the
teaching learning process of education.
• To understand the basic c oncepts of education
• To develop a critical understanding of modern educational philosophies.
• To develop abilities to make comparisons between different philosophies and their
educational implications.
• To understand the contemporary developm ents and issues in philosophy of
education.
• To help the student to develop a philosophical outlook towards educational
problems.

MODULE I: HISTORY AND PHILOSOP HY OF EDUCATION (INDIAN AND
WESTWERN PEARSPECTIVES) (CREDIT 2)
Unit 1: Historical Overview
a) Brief introduction to the historical contexts of philosophy of education
b) Ancient Indian perspectives of Ed ucation: Vidya, Dnyanand Darshan.
c) Ancient Greek Perspective on Education: Wi sdom (Socrates and Plato, Plato’s
Republic and C.D. Reeves )

Unit 2: Western perspective
a) Modern Western perspectives of Education: Information and Knowledge in institutional
Contexts.
b) Decolonizing Philosophy of Education: As ian, 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 Educa tion (Aurobindo)
d. Aesthetic Education (Tagore)
e. Humanities Education (Nussbaum)

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MODULE II: CONTEMPORARY APPROACH ES TO EDUCATION (CREDIT 2)
Unit4: Schools and Approaches
a) Humanism:EducationalI mplicationsofHumanism ‐AimsandIdeals,Curriculum,Methods,
Teacher, Discipline andCriticalEvaluation
b) Existentialism: The chief characteristics of Existentialism, Critique of system, the
student as a free partic ipant, self-creation
c) Marxism: Critique of the Market Model of education, Dialectic al Materialism,
Collective Goals of Education
d) Postmodernism: Critique of humanism and institutions; in defense of localism and
pluralism
e) Multiculturalism , Culture and Pluralism as a Norm
Unit 5: Towards Inclusive and Just Education in a Democracy
a) Educating the Citizen: Rousseau and Dewey
b) Educating Women: Wollstonecraft, Sa vitribaiPhule, PanditaRamabai and
NelNoddings
c) Educating Transgender

Unit 6:Towards Social Tr ansformative Education
a) Self-development and Education: J Krishnamurti
b) Secular Education
c) Education and Social Change ( JyotibaPhule, Paulo Freire and Bell Hooks)
d) Globalization and its Impact on Education

Suggested Activities
1. Visit to a school based on different Ideology: - observation of activ ities and preparation
of a reflective diary and interaction in a group.
2. Readings of original texts of Rabindr anath 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 fr om vision of school education and teacher
education and also the vision of great edu cators. Reflect on the multiple contexts in
which the school and teacher educ ation institutions are working.

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MODULE III: INTERNAL A SSESSMENT (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, Projec ts, 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 respons ible learner, mannerism and
articulation and exhibit of leadership qualities in
organizing related academic activities 05 Marks


REFERENCES:
1. Agrawal, S. (2007). Philosophical Foundatio ns 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 Pers pectives on Education. New York: Continuum8.
Curren, R. (2003). A Companion to Philosophy of Education . Malden Mass: Blackwell
Publishing.
8. Dhavan , M. L (2005). : Philosoph y of Education, Delhi: Isha Books.
9. Kilpatrick, W.H . Source Book in the Philoso phy of Education, New York: :McMillan and
Company.
10. Mookherjee, K.K. (1972), Some Great Educators of the World . Calcutta: Das Gupta & Co
Pvt. Ltd.

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11. Mukharji, S. (2007).Contempory Issues in Modern Indian Educa tion, Authors Press.
12. Mukherjee, S.N. (1966), History of Education in India . Baroda: Acharya Book Depot.
13. Naqi, M.(2005) Modern Philosophy of Educa tion, 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 Educati on. Delhi :Adhyayan, Publication
16. Wynne, J. (1963) Theories of Education.. New York: Harper and Row
17. Abdi, Ali (ed) (2012)Decol onizing Philosophies of Educa tion Rotterdam, Taipei: Sense
Publishers
18.Aloni, Nimrod. (2007) Enhancing Humanity: The Philosophical Foundations of Humanities
EducationDordrecht: Springer
19.Curren, Randall (2003) A Companion to th e 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 E ducation. New York: The Free Press
22. Nussbaum, Martha (2010) Not for Profit: Why Democracy Needs the Humanities Princeton,
Princeton University PressPlato Republic
23. Pringe, Richard (2004) Philosophy of Edu cation: Aims, Theory, Common Sense and
ResearchLondon: Continuum
24. Nigel Blake, Paul Smeyers,Richard Smith, and Paul Standish (E d) 2003 The Blackwell
Companion to the Philosophy of Ed ucation Malden Mass: Blackwell
25. NoddingsNel (2006) Philosophy of EducationBoulder Co: Westviewss

***********
CORE COURSE 2
HISTORY POLITICS AND EC ONOMICS 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 commi ssions and its implication on the educational
system.
• To develop understanding of the implications of various contribu tion through education
for an equitable society.
• To develop understanding of the pol itical perspective of education.
• To develop understanding of the economics of education

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• To develop understanding of the perspectiv es on political economy of education
MODULE I :HISTORICAL PERSPECTIVES OF EDUCATIO N (CREDITS 2)
Unit 1: Education in Pre-Independent India

a) Ancient India: Vedic, Buddhist, Jain
b) Medieval India: Sultanateand Mughal period.
c) Colonial Period: Orie ntal V/sAnglicist Education, Macaulay’s Minutes,
Wood’s Despatch, Indian Education (Hunter) Commission, Hartog Committee.
d) Impact of English Education

Unit 2: Progress of Educ ation in Independent India

a) Analysis of Commissions and its cont ributions to education: Secondary
Education Commission (1953) Educati on 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 e quitable society in a Global Era

a) Education for the marginalized grou ps, Women’s education and Inclusive
education.
b) Right to Education, Implicati on of GATT, WTO for Education.
c) Education for all: Dakar Framework fo r action, Autonomy of Higher Education

MODULE II: POLITICAL PERSPECT IVE AND ECONOMICS OF EDUCATION
(CREDITS 2)
Unit 4: Political Perspectives of Education

a) Concept of Politics and Po litics of Education. Interre lationship between Politics
and Education (Political Participation, Policy Making And Educational
Planning)
b) Perspectives in the Politics of Educati on: Liberal, Conservative and Critical
c) Approaches to Understanding Politics: Behaviouralism, Theory of Systems
Analysis and Theory of Rational Choice.
d) Politics ofPublic-Private Partners hip in Education, Education for Political
Development and Political Socialisation

Unit 5: Economics of Education

a) Concept, Need and Principles of Economics of Education

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b) Cost Benefit Analysis in Educationa l 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 Po litical Economy of Education

a) Policy-makinginEducationand Educational Pl anningProcess :(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)SarvaShik shanAbhyan and its Framework, (b)
RashtriyaMadhyamikShikshaAbhiyan and Its Framework, (c) RUSA and Its
Framework.
d) Other Schemes : (a) Mid-Day Meal Po licy, (b) National Literacy Mission
(NLM), (c) Kasturba Gandhi BalikaVidyalayas Scheme
Sessional Work
1. Trace the historical hallmarks of Indian Education till 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 repor t with reference to any educational
institute.
4. Carry out an impact 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, Projec ts, 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 cl ass instructional deliveries 05 Marks

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Sr.No Particulars Marks Marks
(and in practical work, tutorial, field work etc as the case
may be )
4 Overall conduct as a respons ible 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), Educatio nal Planning in India, Volume 1, Concept
publishing Company, New Delhi.
2. Agarwal, J.C (2007), Development of Educatio n System in India, Shipra Publications,
Delhi
3. Agarwal .J.C(2007), History of Modern Indian Education, 6th Edition, Vikas Publishing
House Pvt ltd, New Delhi.
4. Alain Mingat,Jee-Peng, Tan &ShobhanaSosa le (2003). Tools for Education Policy
Analysis, The International Bank for Recons truction and Development / The World Bank
5. Amala,P.A, Anupama,P and Rao, D.B, ( 2004). History of Education, Discovery
Publishing House, New Delhi.
6. Babalola, J B.(2003), Fundamentals of Economi cs of Education, University of Ibadan
7. Bhatnagar S (2004) Kothari Commission Reco mmendations and evaluation with atext on
NPE, International Publishing House, Meerut.
8. Booth, T.&Ainscow, M (1998), From them to Us : An International st udy 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 E ducation, Omsons publications, New Delhi
11. Gramlich, E.M (1990), A guide to Benefit –C odt Analysis, Prospect Heights, IL:
Waveland Press.
12. Hardwick,P; Khan B. and Langmead J(1994), An Introduction to Modern Economics, 4th
edition, New York.
13. Kohli,V.K. Indian Education a nd its Problems, Vivek publishers
14. Mondal A, Mete,J (2013) Right to Educa tion, APH publishing corporation, New Delhi.
15. Pandey V.C, (2005), Democracy and Education, Isha books, New Delhi
16. Plantilla J.R (2008), Educational Policie s 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, Vohr a Publishers and distributors, New Delhi.
19. Singh S.S,(2007), Development of Education in emerging India and its current problems,
DhapatRai Publications Company.

Page 20

19
20. Sinha N,(2001), Governmental st rategies towards Education of the disabled, NIPCD and
Planning Commission, New Delhi.
21. Sudarsana ,T (2008) Comparative seconda ry education (Google eBook) , Reddy Mittal
Publications, (Study conducted at Cudda pahDistrict of Andhra Pradesh, India)

Webliography:
• http://www.norrag.org/en/publications/norra g-news/online-version/value-for-money-
in-international-education-a- new-world-of-results-impact s-and-outcomes/detail/cost-
effectiveness-analys is-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-fundament als-of-public-
policy-fall-2004/lecture-notes/4whatispubpolicy.pdf
• http://www.uk.sagepub.com/northousei ntro2e/study/chapter/handbook/handbook1.1.pd
f (theoreis of leadership)
• http://www.jstor.org/discover/10.230 7/20023808?uid=3738256&uid= 2&uid=4&sid=21
10659398662
http://publications.iie p.unesco.org/Cost-benefit-analysi s-educational-planning-
(second-edition)
• http://www.britannica.com/EBchecked/topi c/467721/political-sci ence/247913/Theory-
of-rational-choice
• http://www.worldbank.org/en/topic/edu cation/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 de velopment and learning
• Enable the learners to understand the process of social cognition
• To develop the ability among learners to appl y the learning theories and teaching models
in classroom

Page 21

20
• Enable the learners to unde rstand the skills and knowledge require to handle the diverse
learners

MODULE I: Co gnitive Development Perspectives and Social Co gnition (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 cognitive development
c) Critical comparative study of cognitive de velopment 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 Schank Script Theory, Transformational learning - Jack MazirowPsycho Critical Approach
d) Effect of knowledge on learning, types 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 Socializ ation Goals and Development of Self and
Identity, Carol Dweck Self-Theor y and Daryl Bem Self-perception Theory

MODULE II: APPLICATIONS OF LEARN ING THEORIES AND UNDERSTANDING
DIVERSE LEARNERS (CREDIT 2)
Unit 4:Content of Good Thinking

a)Meaning of Metacognition, development of Metacognition and teaching for
Metacognition
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

Page 22

21

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 Lear ning Needs of Diverse Learners

a) Understanding social constr uction of disability, Gender a nd Marginalized Learners and
their Educational needs
b) Concept & Strate gies of Differenti ated Instructions
c) Research Implication: studies in the area of gender and disabili ty with reference to
learning style and cognitive styl e 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 Edi tion, McGraw Hill
5. Berk L. E. (2010): Child Development , Eighth Edition, PHI L earning 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 asse ssment 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 leader ship qualities in organizing
related academic activities 05 Marks

Page 23

22
7. Carol S. Dweck (2000) Self-theories: Thei r Role in Motivation, Personality, and
Development ( Essays in Social psychologyy) Psychology Press
8. Carol S. Dweck Self-theorie s http://www.learning-theories.c om/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/famous-
psychologists/daryl-
bem.html#Davies, Kevin. (2001). Nature vs. Nurture Revisited.
NOVA. http://www.pbs.org/wgbh/nova/body/natu re-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). Soci al Behavior as Exchange. Am erican Journal of Sociology,
63, 597-606
17. Homans, George (1971) Bri nging Men Back In. Pp. 109-127 in Institutions And Social
Exchange. Turk Herman and Richard Simp son (Eds.). Indiana polis: Bobbs-Merril.
18. Harry Morgan (1997): Cognitive Styles and Classroom Learning . Westport, CT, Praeger
Publisher.
19. John Dunlosky ,Janet Metcalfe (2008) : Met acognition( 1st ed). Sage Publications, Inc
20. Joyce, B., & Weil, M. (2000). Models of t eaching (6th ed.). Boston: Allyn and Bacon.
21. Mezirow, J. (1991). Transformative Dimensi ons of Adult Learning. San Francisco , CA:
Jossey-Bass.
22. Mezirow, J. (2000). Learning as Transformati on: Critical Perspectives 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 La nguage 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_theorie s:script_theory
26. McLeod, S. A. (2007). Nature Nurtur e in Psychology. Retrieved from
http://www.simplypsychology.org/naturevsnurture.html
27. Ormrod, J.E. (2012). Essentials of Educationa l Psychology: Big Ideas to Guide Effective
Teaching.
Boston, MA: Pearson Education Inc.

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28. Parm
N
29. Pina
30. R.Ri
i
31. Rob
T
32. Saba
lang
ac
33. Scan
34. Schm
I
35. Schu
Y
36. Skin
P
37. Skin
P
38. Smit
&
W
39. "Soc
W
40. Susa
S
G
41. Taub
E
42. Taba
t
W
43. Thom
44. Wat
G
45. Wei
2
46. Woo
Imeshwaran,
Neel Kamal
aTarricone ( 2
iding (1998 )
in Learning
ert J. Ster n
The educati o
ahat, A. (20
guage
cquisition.
nk Roger, S c
meckRonal d
Individual D
unk, D. H. (
York: Prent i
nner C. E,
Private Lim i
nner C. E,
Private Lim i
th, E.E., Ho
&Hilgard (
Wadsworth.
cial Exchan g
William A. D
an Capel, M
Schoo l- A c o
Group
ber R, T. (1 9
Edition Gre e
a, H., Durki n
to elementa r
Wesley.
mas O Nels o
ters and Sch n
Guilford Pr e
tenW & L l
21st Century
olfolk, A ( 2
Inc. E.G and B e
Publication s
2011) The Ta
): Cognitive
and Behavi o
nberg (200 1
onal psycho l
12). Crucia l
cript Theory
d.R( 1988):
Differences),
(2007). Lear
ice Hall.
(2003): Edu
ited, New D e
(2003): Edu
ited, New D e
eksema, S. N
2003) Introd
ge Theory (
Darity, Jr. 2 n
Marilyn Leas k
ompanion t o
999): Class r
enwood Pub l
n, M. C., Fr a
ry social st u
on ( 1992 ): M
neider(2009 )
ess
loyd M. A. (
, Eighth E d
2009) Educ aeena, C (20 0
s Private Li m
Taxonomy o f
Styles and L
or. London,
1): Perspec t
logy series R
l difference s
http://www
Learning
Springer P u
rning Theo r
ucational Ps
elhi.
ucational Ps
elhi.
N., Fredrick s
duction To
2008) " Inte
nd ed. Vol. 7
k and Tony
o School Ex p
room Mana g
lishing Gro u
aenkel, J. R.
udies: An in d
Metacogniti o
): Metacog n
(2007): Psyc
ition, Akas h
ational Psy c
**02) An Invi t
mited.
Metacognit i
Learning Str a
David Fult o
tives on t h
Routledge pu b
s between a
.rogerschan k
Strategies a
ublication
ries: An Ed u
Psychology ,
Psychology ,
on, B.L., L o
Psychology
ernationa l E
7. Detroit: M
Turner (20 0
perience 4th
gement –So u
up, Inc .
, &NcNaug h
ductive app r
on : core re a
nition, Strat e
chology Ap p
h Press Delh i
chology, 12th
*********

tation to P sy
ion. Britain,
ategies: Un d
on Publisher s
hinking, lea r
blication.
behaviou ris
k.com
and Learni
ucational P e
Fourth Edi t
Fourth Edi t
oftus, G. R.,
United Sta t
Encyclopedi a
Macmillan R e
05) :Learnin g
h Edition, R o
und Theory a
hton, A. H. (
roach (2nd e
adings , Ally
egy Use, an d
plied to Mo d
i, Indian Re p
h Edition S isychology, H
Psycholog y
derstanding
s
rning, and
st and a nat i
ing Styles (
erspective (5t
tion, Prenti c
tion, Prenti c
Bem D.J M
tes of Ame r
a of the So c
eference US
g To Teach
outledge Ta y
and Effecti v
(1971). A te
ed.). Readin g
yn& Bacon
d Instructio n
dern Life – A
print
ingapore, P eHyderabad, I
y Press
Style Differ e
cognitive s
ivist view o f
(Perspectiv e
th Edition).
ce Hall of
ce Hall of
Maren, S Atk
rica, Thoms
cial Science s
A, 585-586.
in the Seco n
ylor And F r
ve Practice, T
acher's han d
g, MA: Ad d
n. New Yor k
Adjustment i
earson Edu c
23 India,
ences
styles
f first
es on
New
India India
inson
on &
s. Ed.
.
ndary
rancis
Third
dbook
dison-
k: The
in the
cation

Page 25

24
CORE COURSE 4
TEACHER EDUCATION
Total Credit= 6
Marks 60
Course Objectives
• Understand the concept of pr e-service teacher education
• Understand the teacher education curriculum
• Get acquainted with knowledge base, reflectiv e teaching and models of teacher education
• Understand managing practicum in teacher education
• Understand the concept, methods and agen cies of in-service teacher education
• Plan, organize and evaluate in-service teacher education
• Understand need for professional development of teachers

MODULE I: PRE-SERVI CE TEACHER EDUCAT ION (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 E ducation at Elementary, Secondary and Higher
Secondary Levels
c) Understanding Student-Teacher as the A dult Learner (Concep t of Andragogy)

Unit 2: Teacher Education Curriculum

a) The Structure of Teacher Education Curriculu m and its Vision in Curriculum Documents
of NCERT and NCTE at Elementary, S econdary and Higher Secondary Levels
b) Organization of Components of Pre-Se rvice Teacher Education (Transactional
Approaches (for foundation courses) Expos itory, Collaborative a nd Experiential
learning
c) Managing Practicum Observation, Supe rvision and Assessment of Practicum
Principles and Organization of Internship for Integration of Theory and Practice

Unit 3: Knowledge Base, Reflective Teac hing and Models of Teacher Education
a) Understanding Knowledge base of Teacher E ducation from the view point of Schulman,
Deng and Luke, and Habermas
b) Meaning of Reflective Teaching and Strate gies for Promoting Reflective Teaching
c) Models of Teacher Education - Behaviouristi c, Competency-based and Inquiry Oriented
Teacher Education Models

MODULE II: IN-SERVICE TEACHE R EDUCATION (CREDITS 2)

Page 26

25
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 Mode s 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 Eval uating In-Service Teacher Education

a) Preliminary Consideration in Planning in -service Programme (Purpose, Duration,
Resources andBudget)
b) Designing an In-Service Teacher Ed ucation Programme using ADDIE model
c) Problems and Challenges of In -Service Teacher Education

Unit 6: Professional De velopment 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 Th eir 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, Projec ts, 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 respons ible learner, mannerism and
articulation and exhibit of leadership qualities in
organizing related academic activities 05 Marks

Page 27

26
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 Press.
4. Dunkin, Michael, J. (1987) The International Encyclopaedia of Teaching and Teacher
Education Oxford, Pergamon Press.
5. Elahi, Nizam (1997) Teacher's Educati on in India New Delhi, APH Publishing
Corporation.
6. McNergney, Robert F. and Herbert, Joanne M. (2001) Foundations of Education: The
Challenge of Professional Pr actice 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 Francisco, Jossey-Bass Publishers.
9. National Council for Teacher Education (N CTE) (1998) NCTE Document New Delhi,
Published by Member Secretary, NCTE.
10. NCTE Website www.ncte.org
11. Rao, DigmurtiBhaskar (1998) Teacher Education in India New Delhi, Discovery
Publishing House. Sharma, ShashiPrabha ((2003) Teacher Education: Principles,
Theories and Practices New De lhi, Kanishka Publishers.
12. Singh, L.C., Sharma, P.C. (1995) Teacher Educ ation and the Teacher, New Delhi, Vikas
Publishing 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) T eacher Education New Delhi, Discovery
Publishing House.
16. Vashisht, S.R. (1997) Professional Educa tion of Teachers, Ja ipur, Mangal Deep
Publishers.
17. Kurhade ,M.S.(2013) Reflections of A Wakeful Mind , Sanska rSarjan Education Society
Mumbai

***********

Page 28

27
SEMESTER II 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 relations hip of Social Movements and Education.
• To enable students to understand Educational Institution as an Agency of Socialization.
• To enable students to unders tand 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 EDUC ATION (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 Move ments and Education

a) Concept, Characteristics and Th eories 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, Co alescence, 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 In stitutions and their Functions
b) Dimensions of Education as a Social Inst itution : Structure, Function and Culture
c) Education in the Post-modern age

Page 29

28
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 Justic e (Utilitarian, Justice as Fairness and Entitlement Theories,
Aristotle’s Theory, Marxist Theory)
c) Principles of Justice (Acquisition, Tran sfer and Rectificat ion of Injustice)

Unit 5: Peace Education

a) Concept and Philosophy of Peace Education, Ai ms, Need of Peace Education: Peace for
self, others and environment
b) Types of Peace Education (Internationa l Peace Education, Developmental Peace
Education, Human Rights Peace Education, Conflict Resolution, Imposed Versus
Consensual Peace)
c) Education for Peace: Knowledge, Skills, Values and Attitudes

Unit 6: Indian Social Thinker

a) Dr B.R. Ambedker :
1. Views on Varna, Untouchabil ity 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 A SSESSMENT (CREDITS 2)
Sr.No Particulars Marks Marks
1 Subject specific Term Work M odule/assessment modes – at least
two- as decided by the departmen t/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 self lessly 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, fiel d work etc as the case may be ) 05
4 Overall conduct as a responsib le learner, mannerism and
articulation and exhibit of lead ership qualities in organizing
related academic activities 05

Page 30

29

REFERENCES:
1. llantine,J.H. (2011) The Soci ology of Education a Systema tic 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: Ch aracteristics 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 Sociological 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) Sociol ogy 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) So ciology of Education New York : Macmillan
Publishing co,Inc.
9. Coffey, A. (2001) Education and Social Cha nge, Buckingham: Open University Press.
10. Fountain, Susan (1999)Peace Education in UNI CEFJuly 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 Soci al and Cultural Perspectives. New York:
Halt,Rinehart and Winston..
15. Meighan,R.A (1986) Sociology of Edu cation. London: Cassell Education Ltd.
16. Mishra, Loknath (2009) Peace Education Fr amework for Teachers . New Delhi: A.P.H
Publishing Corporation.
17. Mohanty, Jagannath (2005Teaching of Soci ology New Trends and Innovations. New
Delhi: Deep and Deep Publication Pvt. Ltd.
18. MujibulHasan Siddiqui (2009) Ph ilosophical and Sociological Perspectives in Education.
New Delhi: A.P.H Publishing Corporation.
19. Parelius,A.P. and Parelius,T.J.(1978) The Soci ology of Education . New Jersey : Prentice
Hall Inc.
20. Reardon, Betty （ 1988）, “Comprehensive Peace Education: Educating for global
responsibility”, Teachers College Press, New York, p.16.
21. Seidman, S. (1994) Contested Knowledge: Social Th eory 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) Sociologi cal Foundations of Education , New Delhi, Kanishka
Publishers.

***********

Page 31

30
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 ty pes of variables, formulate hypothesis, use
appropriate sampling technique s and tools and techniques of educational research.

MODULE I: STRUCTURING ED UCATIONAL RESEARCH CREDIT 2
Unit 1.Educational Research
(a) Meaning and scope of educational research.
(b) Meaning and steps of scientific method. Characterisitics of Scientific Method
(Replicability, Precision, Fals ifiability and Parsimony). Types of Scientifc Method
(Exploratory, Explanat ory and Descriptive).
(c) Aims of research as a scientific ac tivity: Problem-solving, Theory Building and
Prediction.
(d) Types of research: Fundame ntal, Applied and Action.
(e) Approaches to educational res earch: Quantitative and Qualitative
Unit 2.WritingResearch 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:

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• Meaning of Concepts, Constructs and Variables
• Types of Variables (Independent, Depe ndent, Extraneous, Intervening and
Moderator)

(b) Hypotheses
• Concept of Hypothesis
• Sources of Hypothesis
• Types of Hypothesis (Research, Dire ctional, 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 Samp ling (Simple Random Sampling, Stratified
Sampling, Systematic 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 an d factors affecting validity)
• Reliability(Meaning, types, indices a nd factors affecting reliability)
• Item Analysis ( Discriminati on 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, Unstructur ed, Focus Group and Internet-based)
• Projective

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MODULE III : INTERNAL A SSESSMENT (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, Projec ts, 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 respons ible 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
thed.) 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 E ducational 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.

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33
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 : Elsevi er 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 York :
Longman.
22. Pandya, S. (2010) Educational Research. Ne w Delhi :APH Publishing Corporation.

***********
CORE COURSE 7
CURRICULUM STUDIES
Total Credit= 6
Marks 60
Course Objectives
To develop an understanding of
• Concept, Principles and Strategi es of Curriculum Development
• Foundations of Curriculum Planning
• Designing of Curriculum and m odels of curriculum design
• Issues in Curriculum Development
• Evaluation of Curriculum

MODULE I: CURRICULUM DEVELOPMENT AND DESIGN (CREDIT 2)
Unit 1: Concept, Principles and St rategies of Curriculum Development
a) Concept (Meaning and Characteristic s) of Curriculum and Curriculum
development, Need and Guiding Prin ciples for Curriculum development.
b) Stages in the Process of Curriculum development.
c) Strategies of Curriculum development

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Unit 2: Foundations 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 fo r selection of content. (Selection, Scope,
Balance, Sequence, Continuity).
c) Criteria for selection and orga nization of learning activities.
d) Comprehensive evaluation of curriculum.

MODULE II: MODELS OF CURRICULUM DE SIGN (CREDIT 2)
Unit 4: Traditional and Contemporary Models
a) Academic/ Discipline Based Model.
b) Competency Based Model.
c) Social Functions/Activities Model (s ocio 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 teachers 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 Inst ruction (Academic and Competency
Based Approach)
b) Models of Curriculum Evaluation: Tyler’s Model, Stakes’ Model,
Scriven’s Model ,Kirkpatrick’s Model

MODULE III: INTERNAL ASSESSM ENT (CREDITS 2)

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35
Sr.No Particulars Marks Marks
1 Subject specific Term Work Module/assessment modes –
at least two- as decided by th e department/college in the
beginning of the semester (like
Extension/field/experimental work, Short Quiz; Objective
test, lab practical, open b ook test etc and written
assignments, Case study, Projec ts, 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 respons ible 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: Associat ion of Indian Universities.
2.Bean, James A.,Conrad F. Toepfer, Jr. and Sa muel J. alessi, Jr. ( 1986) Curriculum Planning
and Development. Boston: Allyn and Bacon Inc.
3.Brady, Laurie (1992) Curriculum Deve lopment, 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 Systematic Approach , California : Jossey – Bass Inc.
6.Doll, Ronald C. ( 1986) Curriculum Improve ment: 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. Ravishanka r (eds.), Curriculum Development and
Educational Technology, New Delh i: 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) De veloping the Curriculum (2nd edition). Scotland Foresman and
Company.
14. Pratt, David (1980) Curriculum Design a nd Development. New York, Harcourt Brace
Jovanovich Inc.

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36
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 Useful Links:
http://www.paisley ac.uk/schoolsdepts/CAPD/signposts/curriculum-signpost.asp
http://www.ssdd.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.org/bi blio/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 prof essionals in the highe r education system
• to identify the various challe nges facing higher education
• to appreciate the role of ICT in Indian Higher Education landscape
• to integrate the knowledge acquired from OER and repositoiries to day today classroom
practices
MODULE 1: EVOLVING HIGHER EDUATION LANS CAPE IN INDIA (CREDIT 2)

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Unit 1: Higher Education in India: An Overview
a) The history of Higher Education in India (V arious Commissions in Higher Education in
India from pre independence to the present)
b) An examination of various themes in the hi story of Indian highe r education, including
secularism, the experience of women, prof essionalization, student life and academic
freedom
c) Theory in Higher education:
Perspectives in higher edu cation literature: political ec onomic, social psychological,
critical (neomarxist, feminist, anti- colonial) postmodern and post cultural
Unit 2:Education and the Professions
a) Debates on the Nature of Profe ssions and Professional Education
b) Impact of Globalization of the Professi ons, Diversity in the Professions and
“Entrepreneurial Univers ity” and the Profession
c) Contemporary Critique of Professional E ducation as Ivory Tower, Reductionist,
Exclusionary and Mono Cultural to Exam ining Proposals for More Practice Based,
Holistic,Inclusionary and 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 Privatiz ation and Commercia lization of Higher
Education
MODULE II: REGULATING HIGHER EDUCATION IN INDIA(CREDIT 2)
Unit 4: Issues and Challenges in Curriculum and Evaluation
a) Critical Pedagogies and Res earch in Higher Education: Issues and challenges
b) Forms of Knowledge Economy: Lear ning Creativity and Openness
c) Institutional Evaluation: Role of Main Stake Holders in Higher Education

Unit 5: Issues and Challenges at Institutional and National Level

a) Accountability, Market Structure and Rationale for Regulations
b) Regulation of Fees and Ad mission in Higher Education
c) Quality Assurance and Assessment in Higher Education

Unit 6: Electronic InRoads in Higher Education

a) Integration of Technology in Education –

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• Emerging Theories of Learning and the Role of Technology
• Constructivist and connectivism th eories for technology integration
• Situated cognition, distributed cognition, socially shared cognition
b)Technology Integration for E quity, 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 Ag encies for Technology Enabled Education
• International agencies - UNESCO, ICDE, AAOU, COL, GO-GN
• National agencies- SWAYAM, NMEI CT, UGC, MHRD, CIET (NCERT),
NPTEL, NROER.

MODULE III: INTERNAL ASSESSM ENT (CREDITS 2)

Sr.No Particulars Marks Marks
1 Subject specific Term Work Module/assessment modes –
at least two- as decided by th e department/college in the
beginning of the semester (like
Extension/field/experimental work, Short Quiz; Objective
test, lab practical, open b ook test etc and written
assignments, Case study, Projec ts, 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 respons ible learner, mannerism and
articulation and exhibit of leadership qualities in
organizing related academic activities 05 Marks

REFERENCES:
1. Towards a Knowledge Society: New Iden tities in Emerging India(2014) Debal K.
SinghaRoy, Cambridge Press, New Delhi

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39
2. Irshad Ahmad Kumar and ShahidaParveen , Teacher Education in the Age of
Globalization, Research Journal of Educationa l Sciences, Vol. 1(1), 8-12, April (2013).
3. Altbach, Philip G. (2005a). Higher Edu cation in India, The Hindu, April 12, 2005
4. Altbach, Philip G. (2006b). The Private Hi gher Education Revolution: An Introduction.
University News. January 2-8, 2006. Vol. 44 No.01.
5. Anandakrishnan, M. (2004). Higher Education in Regional Development: Some Key
Pointers. Indo-UK Collaboration on Higher E ducation – Policy Forum Workshop. 12-13
February, 2004
6. Anandakrishnan, M. (2006). Privatization of higher education: Opportunities and
anomalies. “Privatization and commercializat ion of higher educat ion’ 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 Ce ntral Advisory Board of Education,
Committee on Autonomy of Higher Education In stitutions. 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 tr easure 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: th e Decline of the Academic Profession in
India. In Philip G. Altbach (Ed.), The declin e of the Guru: the Academic Profession in
Developing and middle income c ountries. (pp. 207-239), Cent re for International Higher
Education., Boston College
12. Kapur, Devesh and Mehta, PratapBhanu. (2004 ). Indian Higher Education Reform: From
Half-Baked Socialism to Half-Baked Cap italism. CID Working Paper No. 108. Harvard
University. Center for Inte rnational Development.
13. Mehta, PratapBhanu. (2005). Regulating higher education. Indian Express, New Delhi.
July, 14. MHRD. (2006). Annual Report. Minist ry of Human Resource Development,
Department of Secondary and Higher educa tion. 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 educatio n: The India experien ce. Bombay, India:
Orient longman
16. Pawan Agarwal, Higher Education in Indi a, The Need for a Change , ICRIER,
WORKING PAPER NO. 179 , MAY 2006,
17. Berry, A., Clemans, A., &Kos togriz, A. (Eds.). (2007). Dimensions of professional
learning: Identities, pr ofessionalism and practice . Dordrecht: Sense Publishers.
18. Schön, D. A. (1983). The reflective practi tioner: How professi onals think in action . New
York: Basic Books.

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40
19. Wei, R. C., Darling-Hammond, L., Andr ee, A., Richardson, N., &Orphanos, S.
(2009). Professional learning in the learning pr ofession: 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 curr iculum design and development in elementary
education
• To enable the students to unde rstand the policies and challeng es in elementary education
• To enable the students to understand classr oom planning and evalua tion for elementary
education
• To develop the knowledge and skills require for resource management in schools at
elementary level
• To enable the students to unde rstand the need of professional development of elementary
school teachers
MODULE1: PERSPECTIVES OF ELEMENTARY EDUCATIO N (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

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41
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 Fr ame 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 Natio nal Policy on Education-1986, National Plan
of Action-1992, DistrictPrimary Education Program (DPEP), National Campaign for
Education for All (SarvaSikshaAbhiyan), Ri ght 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, Or ganizing, Administration, Student
Enrollment and Quality Instruction.

MODULE 2: PLANNING AND RESOURCE MANAGEMENT IN ELEMENTARY
EDUCATION (CREDIT 2)
Unit 4 Classroom Planni ng and Evaluation ·
a) Teaching Readiness: Planning of Teachi ng Language, Year Plan, Unit plan and
Period Plan
b) Assessment and Evaluation – Definition, Need and Importance ·
c) Continuous and Comprehensive Evaluati on (CCE) – Assessment for Llearning,
Assessment of Learning, Formative Assessm ent and Tools, Summative Assessments,
Weightage Tables, Feedback and Reporti ng Procedures, Records and Registers
Unit 5 :Resource Management in Schools at Elementary Level
a) Local specific community resources – huma n and material & their integration to
curricular activities; pr eparation & 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 elementaryeducation

Unit 6: Professional Development of Elementary School Teachers

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a) Teaching as a Profession: Different Appr oaches, Teacher Professionalism, Developing
Professionalism, Professional Ethics and Prof essional Code of Ethics for Teachers at
elementary level.
b) Commitment and competencies of teachers: Issues of Social status, service conditions,
promotions, transfers, pre-se rvice and in-service training, administra tive 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 ASSESSM ENT (CREDITS 2)
Sr.No Particulars Marks Marks
1 Subject specific Term Work Module/assessment modes –
at least two- as decided by th e department/college in the
beginning of the semester (like
Extension/field/experimental work, Short Quiz; Objective
test, lab practical, open b ook test etc and written
assignments, Case study, Projec ts, 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 respons ible learner, mannerism and
articulation and exhibit of leadership qualities in
organizing related academic activities 05 Marks

SUGGESTED EXTENSION ACTIVITIES
• Critical Study of excising teacher edu cation 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 ev aluation of specific skills
• Evaluation of any one of the in service t eacher training programmed organized by any
one of the resour ce institutions
• Critical review of any one of the commission /policies
• Critical Appraisal of Current status of UEE

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43
• Curriculum Design and Evaluation at different boards of Sch ool 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 Resource Book. Vol. I.
2. Erickson, H.L. (2002): Concept-based Curricu lum 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: MHRD.
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 Developmen t. McGraw Hill Book Company, USA
8. Joseph, P.B. et al; (2000): Cultures of Curri culum (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 Be haviour. 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 Edu cation Commission, New Delhi.
14. MHRD (2001): Convention on the Right o the child. New Delhi.
15. Mohanty, J. N. (2002): Primary and Elementa ry Education. Deep & Deep Publications,
New Delhi
16. National Curriculum for Elementary and S econdary Education (1998) - A Framework,
NCERT, New Delhi.
17. National Curriculum Framework (N CF)-2005 NCERT, New Delhi.
18. National Curriculum Framework on school education, 2005.
19. National Curriculum Frameworks for Teacher education, 2009
20. National Policy of Education 1986/1992.
21. NCERT (1987): In-service Teacher Educati on Package for Primary School Teachers,
New Delhi.
22. NCERT (1991): Elementary Teacher Education Curriculum, Guidelines and Syllabi, New
Delhi.
23. NCERT (1997) Code of Profe ssional 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).

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44
25. NCERT (2005). National Curriculum Fram ework-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 Framewor k for Teacher Education, New Delhi.
28. NCTE, New Delhi 22 Policy perspectives in Teacher education – Critique &
documentation
29. Oliva, Peter F. (1988) Deve loping the Curriculum. Scott, and Foresman and Co.
30. Rao, V.K. (2007): Universalization of Elemen tary Education. Indi an 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 complex in India, New Delhi.
34. Tilak, J.B. (1992) Educational Planni ng at gross roots, New Delhi.
35. UNESCO (2005): EFA Global Monitoring Report on Quality of Education Finance.
36. UNESCO (2006): Teachers and Educational Qu ality: Monitoring Global Needs for 2015.
UNESCO Publication. Montreal

ELECTIVE COURSE I
SECONDARY ANDHIGHER SECONDARY EDUCATION

Total Credit= 6
(60 Marks)
Course Objectives
• To Enable the learners to understand th e 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 th e 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 secondar y and higher secondary education
• To develop the skills and know ledge require for resource management in schools at
secondary and higher secondary level

MODULE I: PERSPECTIVES, SY STEM AND STRUCTURE OF
SECONDARY & HIGHER SECONDARY EDUCATION
(CREDIT 2)

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45
Unit 1: Secondary and Higher SecondaryEducation in India

a) Concept, Need and Significance of Seconda ry and Higher Secondary Education
b) Status of Secondary and Hi her Secondary Education
c) Socio-Cultural, Economic Political and Statutory Influences on Secondary and 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, Indi an Certificate of
Secondary Education Delhi Board (I.C.S.E) and Other Types of Schools: International
Baccalaureate (IB), National Open School s , 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 S econdary and Higher Secondary Education level
c) Policies and Programmes: Role ofN.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 (R MSA) -"National Mission for Secondary
Education", Inclusive Education for Disabl ed at Secondary Stage, The Adolescence
Education Programme (AEP)

Unit 3: Curriculum Planning and Evaluation

a) Curriculum Design and Evaluation at Different Boards of Sc hool 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 and Summative Eval uation; Non- Referenc ed and Criterion
Reference Evaluation,
c) Assessment: Multiple purposes of Assessment, Assessment of Group work and
Assessment and regulation of Learning, relationship between assessment and
organization and Practice of Teaching


MODULE II:CHALLENGES OF SE CONDARY & HIGHER SECONDARY
EDUCATION
(CREDIT 2)
Unit 4:Problems and Challenges of Secondary and Higher Secondary Education
a) Problems and Challenges Related to Univ ersalization of Secondary Education
b) Alternative Schooling- Pr oblems and Strategies
c) Strategies Adopted in Solving the Problems- Girls, Disadvantaged and Differently-Abled
Children and Show Learners and Inte rventions to Solve the Problem

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46
Unit 5: Resource Management in Schools at Secondaryand Higher SecondaryLevelLevel

a) Perspectives to School Leader ship and Management, Role of Principle in Restructuring
Schools
b) Local Specific Community Res ources – Human and Material andTheir Integration to
curricular Activities; Preparati on and Use of Learning and Pl ay Materials – Principles
and Characteristics; Community Involvement in Effective Implementation of Secondary
and Higher SecondaryLevel Programmes
c) Participation of NGOs in Achieving Go als of Secondary and Higher Secondary
Education

Unit 6: Curricular Approaches and Qua lity Concerns and Higher SecondaryLevel
a) General Principles to Curricular Appro aches – Activity Based/ Play-Way, Child-
Centered, Theme-Based, Holistic, Joyful, Inclusive Using Stor y-Telling, Puppetry,
Musical And Rhythmic Exercises, Dramati zation, Role-Play, Art Activities, Indoor and
Outdoor Play, Field Trips.
b) Issues of Quality in Secondary and Highe r 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 ASSE SSMENT (CREDITS 2)
Sr.No Particulars Marks Marks
1 Subject specific Term Work Module/assessment modes –
at least two- as decided by th e department/college in the
beginning of the semester (like
Extension/field/experimental work, Short Quiz; Objective
test, lab practical, open b ook test etc and written
assignments, Case study, Projec ts, 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 respons ible learner, mannerism and
articulation and exhibit of leadership qualities in organizing related academic activities 05 Marks

Page 48

47

SUGGESTED EXTENSION ACTIVITIES
• Visits to different types of secondary a nd higher secondary school s and preparea school
profiles
• Conduct interview with students, teachers pa rents of different schools and prepare a
report on problems of secondary and higher secondary schools
• Observation of in service teacher edu cation programmes at secondary and higher
secondary level and prepare a report.
• Visit to Alternative education centers at secondary or higher se condary level and
preparation of a report
• Survey of educational needs of di sadvantages and disabled students
• Curriculum Design and Evaluation at different boards of Sc hool 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, Deepak (2007): Curriculum devel opment: 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 H ouse, Book seller and Publisher.
3. Biswal . K (2011) Secondary Education in I ndia: Development Poli cies, 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/Pub lications/Create/PTA%202011/PTA63.pdf
4. Chopra, R.K. (1993) Status of Teachers in India, NCERT, New Delhi
5. Diamond Robert M. (1986) Designing and Im proving 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 Seconda ry Education Commission, New Delhi
8. Govt. of India (1996) Indian Education Commission (1964-66) Report. New Delhi
9. Govt. of India, MHRD (2005). Universilisati on of Secondary Education : Report of the
CABE Committee, New Delhi
10. Government of India (1953), Report of th e 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 th e Education Commission 1964-66: Education
and National Development. Ministry of Edu cation, Government of India, New Delhi.

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48
12. Government of India (ABEE) (various y ears), 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 St atistics. Department
of Higher Education, MHRD, New Delhi.
14. Government of India / MHRD (1986), Na tional Policy on Education, Ministry of
Education, Government of India, New Delhi.
15. Government of India, (2005), Report of the Counc il of Advisory Board on Education
(CABE) Committee on Univer salizing Secondary Education, Available at
www.education.nic.
16. Joseph, P.B.; (2000): Cultures of Curriculum (st udies 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 Polic y on Education, 1986.
Government of India, New Delhi.
19. Ministry of Human Resource Development (1992), National Polic y on Education, 1986
as Modified in 1992 with Programme of Ac tion. Government of India, New Delhi.
Available at http://www.educat ion.nic.in/policy/npe86-mod92.pdf
20. Mukhopadhyay, M. (1999), “School Education”, in Mukhopadhyay, M. a nd 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), Seco ndary Education: The Challenge Ahead,
New Delhi: NIEPA.
22. Mukhopadhyay, M. (2004), “Secondary Educa tion in India: Emerging Demands”,
(Unpublished m/s circulated to the member s of the CABE Committee on USE), NIEPA:
New Delhi. National Curriculum Fr amework on school education, 2005.
23. National Curriculum Frameworks for Teacher education, 2009
24. National Policy of Education 1986/1992.
25. NCERT (1997) Code of Profe ssional Ethics for Teachers
26. NCERT (2005). National Curriculum Fram ework-2005, NCERT, Sri Aurobindo Marg,
New Delhi.
27. NCERT (2005): National Curriculum Fr amework, NCERT, New Delhi.
28. NCERT (2005): Position paper on Teacher Education for Curricular Renewal, New
Delhi.
29. NCTE (2009) National Curriculum Framewor k for Teacher Education, New Delhi.
30. Oliva, Peter F. (1988) Deve loping 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 curr iculum planning and development
33. Report of the Delors Commission, UNESCO, 1996
34. Report of the Educati on Commission (1964-66).
35. Report of the National Comm ission on Teachers (1983-85).
36. Sudesh Mudhopadyay and Anil Kumar K (2001) Qu ality Profiles of secondary schools,
NIEPA, New Delhi

Page 50

49
37. The Reflective Teacher: Organization of In-service Training of the Teachers of
Elementary Schools under SSA, Guidelines, 2006 by NCERT.
38. UNESCO (2006): Teachers and Educational Qu ality: Monitoring Global Needs for 2015.
UNESCO Publication. Montreal.
39. Wiles, J.W. & Joseph Bondi (2006): Curric ulum Development: A Guide to Practice.
Pearson Publication.
40. World Bank (2003), Secondary Education in I ndia. Report No.2, Discussion Paper, South
Asia Human Development Sector, Delhi.
41. World Bank (2003), Secondary Education in In dia. 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 E ducation. 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 pedago gy and andragogy in education

MODULE I :PEDAGOGYOFEDUCATION (CREDITS 2)

Unit 1: Concept of Pedagogy of Education
a) Pedagogy: Meaning, Importance
b) Pedagogical Analysis: Concept and Stages
c) Critical Pedagogy: Meaning, Need and its implications in Teacher education
Unit 2: Approaches and Techniqu es in Pedagogy in Education
a) Reflective Enquiry, Metacognitive Strategies (Giving Space to Pupils to Think,
Organizetheir Knowledge and Express T eacher as a Reflective Practitioner)
b) Organizing Teaching: Memory Level (H erbartian Model), Understanding Level
(Morrison teaching Model), Reflective Le vel (Bigge and Hunt teaching Model)
c) ICT in Teaching-Learning: Development and Use of Blogs, U Tubes, Ted Talks.
Unit 3: Assessment in Pedagogy in Education

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50
a) Feedback Devices: Meaning, Types, Crite ria; Guidance as a Feedback Device
b) Assessment of Portfolios, Reflective Jour nal, Field Engagement Using Rubrics,
Competency Based Evaluation
c) Assessment of Teacher Prepared ICT Resources, Use of ICT for Evaluation.

MODULE II: ANDRAGOGY OF EDUCATION (CREDITS 2)

Unit 4: Concept of Andragogy of Education

a) Meaning, Principles of Andragogy, Comp etencies of Self-Directed Learning
b) Theory of Andragogy (Malcolm Knowles)
c) Learner Autonomy: The Dynamic Model of Learner Autonomy.

Unit 5: Approaches and Techni ques in Andragogy of Education

a) Learner Controlled Method: Critical anal ysis of Group Discussion, workshop, Self-study,
Web Learning, Collaborative Technique.
b) Learner Engagement: Observing, Exploring, Di scovering, Analysing, Critical thinking,
Reflection, Contextualiz ation, Collaboration
c) Experiential Learning: Field Interactions and Reflection, Teacher Experiences as the
Basis of Training 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, C onstruction and Interpre tation of Interaction
Matrix)
b) Criteria for teacher evaluation: Produ ct, Process and Presage criteria.
c) Rubrics for Self and Peer evaluatio n: Meaning, steps of construction

MODULE III: INTERNAL ASSE SSMENT (CREDITS 2)

Sr.No Particulars Marks Marks
1 Subject specific Term Work Module/assessment modes –
at least two- as decided by th e department/college in the
beginning of the semester (like
Extension/field/experimental work, Short Quiz; Objective
test, lab practical, open b ook test etc and written
assignments, Case study, Projec ts, 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

Page 52

51
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 respons ible 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 P eer-assessment with reference to M.Ed
curriculum
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 Sivakumar, 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 – Educat ion, Teaching and Learning in the Digital
Age (Google eBook)
5. M, Vanaja and Varanasi, Lalini (2005) Elements of Educa tional 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 ISBN-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.

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52
12. Sharan B. Merriam, Laura L. Bierema John W iley &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.inf o/learning/knowlesa.htm
• www.qotfc.edu.au/resource/?page=6 5375 (principles of Androgogy)
• www.diffen.com/difference/ Andragogy _vs_ Pedagogy
• http://www2.southeastern.edu/Academic s/Faculty/nadams/etec630&665/Knowles
.html
• http://aeq.sagepub.com/content/38/2/75.abstract
• http://ponce.inter.edu/ca i/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/s tudent/assessment_
current_per.pdfhttp://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 a nd 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 ap plication of E learning

MODULE I: E Learning: Concept, De sign and Resources (CREDIT 2)

Unit 1: Concept and Pedagogy of e learning
a) Concept of E-Learning - Definitions, Objectives and Need of ELearning
b) Essential Characteristics of E learne r - Cognitive, Affective and Psychomotor
c) E learning and Different Pedagogies – Social Constructivists by L Vy gotsky , Constructivists
Pedagogies by J Bruner, Behaviourist by Gagne and Cognitivist by Piaget

Page 54

53

Unit 2: E learning De sign and Practice

a) E learning Design - Principles of designing E Learning Program.
b) Analysis of Instructional designs - Mo rrison and Kemp, Dick and Carrey, Moore’s
Transactional Distance Model.
c)E Learning Practices - Factors influenci ng E Learning Practices, Gilly Salmon’s Five Stage
Model of E-Tutor Activities.
Unit 3 : Application of E learning Resources

a) Distance Learning- Concept of Distance Lear ning, Difference Distan ce and E learning,
Benefits of Using E learning Pl atform 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 Learning in Teacher Education

a) Manifestation of Teachers’ Roles in E-Teaching Context
b) Roles and Competencies of E Tutors in E learning
c) Significance of Curriculum Development in th e Area of E Learning at Teacher Education

Unit 5: Social, Quality and Et hical issues of E Learning

a) E Inclusion - Concept of E Inclusion , Application of Assi stive 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 Learning

a) Web 2.0 technology in E Learning 2.0- Con cept 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 Learning and its Application - Concept of M-Learning, Characteris tics of M-Learning,
Applications of M- Learning.

MODULE III: INTERNAL ASSESSM ENT (CREDITS 2)
Sr.No Particulars Marks Marks
1 Subject specific Term Work Module/assessment modes –
at least two- as decided by th e department/college in the
beginning of the semester (like 20 Marks

Page 55

54
Sr.No Particulars Marks Marks
Extension/field/experimental work, Short Quiz; Objective
test, lab practical, open b ook test etc and written
assignments, Case study, Projec ts, 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 respons ible 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_Dis tance_Education.pdf
2. Som Naidu and SanjayaMishra , Case Studies on OER-based e-Learning ,
http://cemca.org.in/ckfinder/userfile s/files/Case%20Studies%20on%20OER-
based%20eLearning_Low%20Res.pdf
3. Open Education Resources (OER): What, Why, How ?: Presented at OER Workshop in
Papua New Guinea (26 March 2015) by Prof essor 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/EDIT 489/modules/edpy489_7_Learn er.htm - top
Alexander, J.O. (1999). Collaborative de sign, constructivist learning, information
technology immersion, & electronic communities: a case study. Interp ersonal Computing
and Technology: An Electronic Jour nal for the 21st Century 7 (1–2).
7. Rothwell, W. J., &Kazanas, H. C. (1998). Mast ering the instructional design process: A
systematic approach. San Franci sco, CA: Jossey-Bass Publishers.
8. Alexander, R. J. (2004). Towards dialogic teaching: Rethinking cl assroom talk. York:
Dialogos.
9. Alspaugh, J. W. (1999). The relationship betw een the number of students per computer
and educational outcomes. Journal of Educational Research, 21(2), 141–150.

Page 56

55
10. J. Voogt and G. Knezek: International Handbook of Information Technology in Primary
and Secondary Education.
11. Kanaya, T., Light, D. &Mcmillan Culp, K. 200 5. Factors Influencing Outcomes from a
Technology-Focused Professional Developmen t 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. In structional-Design Theories and Models: An Overview of
Their Current Status. Hillsdale, N.J.: Lawrence Erlbaum Associates, 1983. 45
14. Wilson, Brent G., ed. Constructivist Le arning Environments: Case Studies in
Instructional Design. Foreword by David N. Pe rkins. Englewood Cliffs, N.J.: Educational
Technology Publications, 1996.
15. Anderson, John and McCormick, R obert. (2005). Ten Pedagogic Principals of E-learning,
Observatory for New Technologies and Education.
16. Sehra , Siddharth, Maghu , Sunakshi and Bh ardawaj, Avdesh. (2014). Comparative
Analysis of E-learning and Distance Learni ng Techniques. International Journal of
Information & Computation Technology. Re trieved from http://www.irphouse.com
17. Anderson, Jonathan. (2005). IT, e-learning a nd teacher development. International
Education Journal, ERC2004 Special Issue. Retrieved from ht tp://iej.cjb.net
18. Developing Accessible E-Learni ng, I. T. Accessibility Toolkit, Virginia Information
Technologies Agency.
19. Quality Assurance of E-learning Retrieve d from http://www.enqa.eu/pubs.lasso.
20. Friedman, L.W. and Friedm an, H.H (2008). High impact 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:
Applying 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 Education : 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 Ne w Trends in Educati on, 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

Page 57

56
32. Terry Anderson, “The Theory and Practice of Online Learning”, second edition,
Athabasca University Press, Ma y 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/e book/99Z_Dron_Anderson-Teaching_Crowds.pdf
34. Norman D Vaughan, Martha Cleveland-Innes, & D Randy Garrison, “Teaching in
Blended Learning Environments: , Decembe r 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 Deliv ery of Education and Trainingedited by
Mohamed Ally, March 2009, freedownloads from http://www.aupress.ca/books/ 120155/ebook/99Z_Mohamed_Ally_2009-
MobileLearning.pdf
36. Emerging Technologies in Distance_Education edited by George Veletsianos , Published
by AU Press, Athabasca Univer sity, free download pdf from
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/userfile s/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 Prof essor 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://edutechwiki.unige.ch/en/Educational_technology
41. http://www.quasar.ualberta.ca/EDIT 489/modules/edpy489_7_Learn er.htm - top
Alexander, J.O. (1999). Collaborative de sign, constructivist learning, information
technology immersion, & electronic communities: a case study. Interp ersonal Computing
and Technology: An Electronic Jour nal for the 21st Century 7 (1–2).
42. Rothwell, W. J., &Kazanas, H. C. (1998). Mast ering the instructional design process: A
systematic approach. San Franci sco, CA: Jossey-Bass Publishers.
43. Alexander, R. J. (2004). Towards dialogic teaching: Rethinking cl assroom talk. York:
Dialogos.
44. Alspaugh, J. W. (1999). The relationship betw een 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. 200 5. Factors Influencing Outcomes from a
Technology-Focused Professional Developmen t Program . Journal for Research in
Technology Education, 37, 313- 329.

Page 58

57
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. In structional-Design Theories and Models: An Overview of
Their Current Status. Hillsdale, N.J.: Lawrence Erlbaum Associates, 1983. 45
49. Wilson, Brent G., ed. Constructivist Le arning Environments: Case Studies in
Instructional Design. Foreword by David N. Pe rkins. Englewood Cliffs, N.J.: Educational
Technology Publications, 1996.
50. Anderson, John and McCormick, R obert. (2005). Ten Pedagogic Principals of E-learning,
Observatory for New Technologies and Education.
51. 2. Michael G. Moore (1991). Edito rial – 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 Bh ardawaj, Avdesh. (2014). Comparative
Analysis of E-learning and Distance Learni ng Techniques. International Journal of
Information & Computation Technology. Re trieved from http://www.irphouse.com
55. . Anderson, Jonathan. (2005). IT, e-learning and teacher development. International
Education Journal, ERC2004 Special Issue. Retrieved from ht tp://iej.cjb.net
56. 2. Ezhilrajan K. (2013), Implementing E-Lear ning in Teacher Education – Issues and
Problems, ICT in Education International Electronic Journal , 1 (1), 1-5.
57. 3. Bjekić, Dragana. Krneta, Radojk, Miloševi ć, 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-Learni ng, I. T. Accessibility Toolkit, Virginia Information
Technologies Agency.
59. Quality Assurance of E-learning Retrie ved 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 review, 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, an d Tinukwa C. Okojie-Boulder,”The Pedagogy of
Technology Integration”, from http://scholar. lib.vt.edu/ejournals/J OTS/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 Highe r 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

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5. Open Resources for English Language Teaching (ORELT) Portal
http://orelt.col.org/
6. http://www.ion.uillinois.edu/resources/tutor ials/pedagogy/instructi onalstrategies.asp
7. http://www.col.org/resources/oth erResources/Pages/edTech.aspx
8. http://www.iste.org/standards/ISTE- standards/standards-for-teachers
9. The Association for Educational Communi cations 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 th eoretical Foundations of Life Skills
• To create an awareness of the need of Life Skills in a Social 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 A pproach 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, Type s 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- Defin ition, Factors affecting Relationships

Unit 3: Thinking and Coping Skills

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a) Thinking- Nature, Elements of Thought, Type s of Thinking, Concept Formation,
reasoning.
b) Creative and Critical Thinking- Definition, Natu re, Stages, Problem Solving-Definition,
Steps in Problem Solving, Factors Influe ncing Problem Solving. Decision Making -
Definition, Process, Need, Consequences, Models of Decision Makingand Goal Setting
c) Coping with Emotions - Definition, Characteris tics, Types, Classification: Wheel Model,
Two Dimensional Approach , Coping Strategi es , Coping with Stress - Definition,
Stressors, Sources of Stress , The Genera l Adaptive Syndrome Model of Stress

MODULE II: LIFE SKILLS: THEORIES AND APPLICATION IN THE SOCIAL
CONTEXT

Unit 4: Theoretical Founda tions 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 Ideas of the Post Freudians - Jung, Klein and
Kohut. Self Through the Cultural Lens - Independe nt and Interdepende nt ‘Self ways’
b) Resilience and Risk: The Emergence of Preven tion Sciences: Masten, Luther, Becker and
Transactional Models of Stress and Copi ng: 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 Imp act- 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 Ed ucators, Peer Assisted Learning Strategies:
Peer Tutoring, Peer Education, Peer Modeli ng, Models of Peer E ducation: 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 Skil ls for Harmony
a) Social Harmony and National Unity - Indian Soci al Fabric: Secularism, Pluralism, Peace,
Tolerance, Challenges to Social Harmony and National Integration, Life Skills for Social
Harmony and National Integration
b) Differently-Abled - Issues and Concerns of Differently Abled, Life Skills for Differently
Abled
c) Vulnerable and Marginalized Group - Issues and Concerns of Vulnerable: Orphans,
Street children, Concerns of SC and ST, Life Skills for Vulnerable and Marginalized.

MODULE III: INTERNAL ASSESSM ENT (CREDITS 2)
Sr.No Particulars Marks Marks

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60
Sr.No Particulars Marks Marks
1 Subject specific Term Work Module/assessment modes –
at least two- as decided by th e department/college in the
beginning of the semester (like
Extension/field/experimental work, Short Quiz; Objective
test, lab practical, open b ook test etc and written
assignments, Case study, Projec ts, 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 respons ible 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 Psychol ogy, (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 Ed n.), 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). Soci al 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,

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61
New Delhi.
Smith R. Eliot et al, (2000). Social Psychology, Taylor and Francis, U.S.A.
Sanderson A. Catherine (2009). Social Psyc hology, John Wiley and Sons Inc. U.S.A.
Kuppuswamy (1990). “Elements of. So cial Psychology" 7th Edition. Vikas
Publications, New Delhi
Delors, Jacques (1997). Learning: Th e Treasure Within, UNESCO, Paris.
Nair .V. Rajasenan, (2010). Life Skills, Personality and Lead ership, Rajiv Gandhi
National Institute of Youth Development, Tamil Nadu.Page 8 of 62 UNESCO (2005). Quality Educa tion and Life Skills: Darkar Goals, UNESCO, Paris.
WHO (1999). Partners in Life Skills Educa tion: 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 Y outh Development, Tamil Nadu.
Dakar Framework for Action, (2000). Edu cation 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 Communication in India, JAICO Publication India Pvt. Ltd
Morgan and King, (1993). Introduction to Ps ychology, Tata McGraw-Hill Publishing
Company Ltd, New Delhi. Rao P.L. (2008). Enriching Human Capita l 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).

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62
Life Skills in Non-formal Education: A Review
YUVA School Life Skills Programme: Ha ndbook 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 EDUCAT IONAL 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 hi storical research, Uses of history, Steps of
doing historical research (Defining the research problem and types of historical inquiry,
Searching for historical sources, Summariz ing and evaluating historical sources and
Presenting pertinent facts within an interpreti ve framework.) Types of historical sources,
External and internal critici sm of historical sources.
(c) Experimental Research:
• Pre-Experimental Design, Quas i- Experimental Design and Tr ue-Experimental Designs.
• Factorial Design.
• Single-subject Design.
• Internal and External Experimental Validity.

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63
• Controlling extraneous a nd intervening variables.


MODULE II : DATA ANALYSIS AND REPORTING CREDIT 1
Unit 7.Data Analysis
(a) Types of Measurement Scale (N ominal, Ordinal, Interval and Ratio)
(b) Quantitative Data Analysis
• Descriptive data analysis (M easures of central tendency, va riability, fiduciary limits
and graphical presentation of data)
• Testing of Hypothesis
• 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 fo r using parametric techniques
• Inferential data analysis
• Use of Excel in Data 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 Repor t Writing with Reference to (i) Dissertation and
Thesis and (ii) Research Paper.
(b) References and Bibliography (c) Evaluation of Research Report.

MODULE III: INTERNAL ASSESSM ENT (CREDITS 2)
Sr.No Particulars Marks Marks
1 Subject specific Term Work Module/assessment modes –
at least two- as decided by th e department/college in the
beginning of the semester (like
Extension/field/experimental work, Short Quiz; Objective
test, lab practical, open b ook test etc and written
assignments, Case study, Projec ts, 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

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64
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 respons ible 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 E ducational 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 : Elsevi er Science Ltd.

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65
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 :
Longman.
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 E ducational 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 : Elsevi er 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 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 t eacher education institution.
Dissertation : Title of the dissertation should be submitted to the University for approval at
the beginning of the thir d semester of the course .

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66
*********
SEMESTER IV
OPTIONAL COURSE 1

COMMUNICATION SKILL AND ACADEMIC WRITING

Total Credit= 6
Marks 60
Course Objectives
• To develop an understanding into si gnificance of communication skill
• To explore the role of technology in communication
• To understand the concept of expository writing
• To create an awareness on a ppropriate ways of writing a bibliography 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 COMM UNICATION AND EXPOSITORY WRITING
(CREDITS 2)
Unit 1:Understanding Communication Skills
a) Concept andSignificance of Communication Skills
b) Formats and Core Skills in Group Communi cation – 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, creati ng blogs for co mmunication.

Unit 3Self Developments Through Service
a) Concept of Service Learning ( Mean ing Definition and Objectives)
b) Relevance , Benefits and Outcom es of of Service Learning,
c) Conceptualizing Service Learning as a Pedagogy for Self Development

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67

MODULE II : FUNDAMENTALS OF ACADEMIC WRITING
Unit 4: Concept of Academic Writing :
a) Definitions , Characteristics, Principles and Key terms of Academic Writing: Discourse
Community, Inter Textuality, Academic Fram e, Facts and Opinion of Academic Writing
b) Types of Academic Writing - Book Writing, Chapter Writing, Journal Articles,
Dissertation and Research Paper
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 Refe rence and Citation, Me thods of Citations
(In Text, Quotations, Direct Ci tation), When to Cite, Citation Elements, Types of Citation
(Book Citation, Journal Ar ticle Citation, Internet Source Citation etc.)
b) Style Manuals- Meaning and Definition, Different Style Manuals According to
Discipline, Examples of Select Style Manu als- American Psychological Association
(APA), MLA Style Manual, Chicago Style Manual
c) Citation Management – Meaning, Citati on Management Softwa re, Free Citation
Management Software: Mendeley, Zotero, Co mmercial Citation Management Software:
End Note, Microsoft Word
d) Plagiarism – Meaning and Definition, Types of Plagiarism, Plagiarism and Internet,
Copyright and Fair Use, Avoiding Plagiarism

Unit 6: Ethics of Academic Writing
a) Reliability of Resources
b) Guide’s Role and Ethical Considerations for Online and offline Academic Writing
c) Avenues of Presenting 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, Projec ts, 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 cl ass instructional deliveries 05 Marks

Page 69

68
Sr.No Particulars Marks Marks
(and in practical work, tutorial, field work etc as the case
may be )
4 Overall conduct as a respons ible learner, mannerism and
articulation and exhibit of leadership qualities in
organizing related academic activities 05 Marks

REFERENCES
1. Cooper, P.,Simonds, C. “Communication fo r Classroom teacher” Allyn& Bacon 1999.
2. Evans, D. “People, Communication &O rganisations”, Pitman Publishing, 1986.
3. Cragan F. J., Wright D. W., “Communicati on in Small Groups”, Wadsworth Publishing
Company,1999.

4. http://dspace.iimk.ac.in/b itstream/2259/674/1/Task_based_Oral_Communication_Teachi
ng_Deepa.pdf
5. PublicSpeaking-
http://www.pta.org/files/Advocacy%20Tra ining/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-positive-communication-pedagogy-
NCA-08.pdf
10. Critical Communication Pedagogy
11. http://www.differencematters.info/uplo ads/pdf/allen-crit-pedag-mumby-rdr.pdf
12. Persuasive Communication
13. http://ctb.ku.edu/en/table-of-contents/parti cipation/promoting-inte rest/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_thinking
16. http://www.novell.com/docrep/2008/06/10_W ays_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

Page 70

69
Total Credit= 6
Marks 60
Course Objectives:
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 th eEnvironmental Issues and Concerns
4. To develop an understanding about the con cept 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 pr actices 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 Assessment
9. To develop skills in Environmental Aud it and Environmental Impact Assessment
10. To develop an understanding of E nvironmental policy and leadership

MODULE 1 (CREDITS 2)
ENVIRONMENT AND ENVI RONMENTAL 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 depleti on (causes, effect and Remedies)
b) Loss of Biodiversity, Land mis-manageme nt (causes, effect and Remedies)
c) Energy Crisis (causes, effect ,precau tions and alternate energy sources)

UNIT 3: Foundation to Environmental Education
a) Meaning, Objectives and Principles of Envi ronmental Education based on Tbilisi (1977)
b) Environmental Ethics (Development, Industry, Individual and Global)
c) Approaches to teaching environmental educ ation: Interdisciplinary approach and
Multidisciplinary approach.

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70

MODULE 2 (CREDITS 2)
SUSTAINABLE PRACTICES AND ENVIRONMENTAL MANAGEMENT
Unit 4: Practices for su stainable Environment
a) Family Farming: Meaning, Significance and process
b) Ecological foot print, actions to reduce carbon footprint, si gnificance of Carbon credits
c) Forestry : meaning, types and significance of forest cover
Unit 5: Environmental Management
a) Economics and environmental Quality:( Environmental and Economic indicators,
Internal and External cost s, 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 Individua l’s influence on Envi ronmental Policy.
MODULE 3: INTERNAL ASSE SSMENT (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 asse ssment is to be based on class
presentations wherever applicab le) 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 routin e class instructional deliveries
(and in practical wor k, tutorial, field work etc as the case may
be ) 05 Marks
4 Overall conduct as a respons ible learner, mannerism and
articulation and exhibit of lead ership qualities in organizing 05 Marks

Page 72

71
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/ i ndustrial 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 Biol ogy Bikaner, Nidi Publications Ltd.
2. Agarwal, K.M, Sikdar P.K, Deb, S.C A Textbook of EnvironmentKolkotta, 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 Educati on 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 Educati on Delhi, Discovery Publication House.
12. Gupta N.L and Gurjar R.K (Eds.) Sustainabl e Development (2 Vols) :) New Delhi Rawat
Publications.
13. Krishnamacharyulu V, Reddy Environmen tal Education Hyderabad Neelkamal
Publications.
14. Marilee G, Jeri M, Chakraborty C Environmental StudiesMannanPrakashan
15. Murray B (1996) the Philosophy of Social Ec ology: Essays on Dialectical Naturalism
New Delhi, Rawat Publications.
16. Nanda, V. K, Environmental Educati on New Delhi Anmol Publication.
17. OdumE.P Fundamentals of Ecol ogy 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 Educati on, New Delhi.Mohit Publication.

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21. Reddy P, Reddy N Environmental Educati on, Hyderabad Neelkamal Publication.
22. Saxena, A. B Education for the Environmenta l Concern New Delhi Radha Publication.
23. Sharma R A Environmental Educ ation Meerut R Lal Book Depot.
24. Singh M S Environmental Educatio n Delhi Adhyayan Publishers.
25. Singh P; Sharma S Environmental and Pollu tion Education, New Delhi Deep and Deep
Publications.
26. Singh Y.K, Teaching of Environmental Scie nce, APH Publishing House, New Delhi
27. Suneetha G; Rao D B Environmental Awarene ss 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 Manageme nt. 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/im ages/0015/001540/154093e.pdf

**********


OPTIONAL COURSE 3
EDUCATIONAL MANAGEMENT
Total Credit= 6
Marks 60
Course Objectives

• To learn fundamental skills in th e 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 A ND APPROACHES OF EDUCATIONAL
MANAGEMENT

Unit 1 :Management of Education

(a) Concept, Need and Objectives of Manageme nt of Education, Meaning of Administration
vs Management, Scientific Management , Fayol’sPrinciples of Management

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(b) Educational Manager: Functions, Mintzberg’ s Managerial Roles, Competencies and
Skills, Managerial Creativity, Managerial Ethics
(c) Management of Education in the contex t of Globalisation and Privatisation

Unit 2 : Leadership in Education

(a) Concept of Leadership: Character istics, 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, Fi edler’s Contingency
Model, Tri-dimensional Model, Hersey 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 of Crisis on the basis of Crisis Responsibility, Stages of
Crisis, Steps of Crisis Manageme nt, Role of Crisis Manager.
(c) Performance Management: Principles, Proce ss 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 Educati on : Indian and International perspective
b) Evolution of Quality: Inspection, Quality C ontrol, 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 Standardiza tion (ISO), Integrated Management System
b) Related Concepts: Quality Audit: Types, Procedures, Quality Circles: Structure,
Implementation, Operations and Benefits
c) Tools and Techniques:Fishbone diagram (cause and effect diagram), Pareto diagram,
Benchmarking, Root Cause Analysis techni que –5 Why, Failure mode and effect
analysis (FMEA)

Unit 6: Planning for Continuo us 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

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c) Quality Assurance Agencies in India and Abroad: Objectives, Functions, Roles and
Initiatives
• National Assessment Accreditation Counc il (NAAC): Performance Indicators,
• Quality Council of India (QCI)
• International Network for Quality Assu rance Agencies in Higher Education
(INQAAHE)


MODULE II :INTERNAL ASSE SSMENT (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, Projec ts, 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 respons ible 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 Kriege r 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 Quality 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): Total 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.

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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 Indi an Univesities.
15. Rob Paton, G. P. (2005). Handbook of Corporate University Development. (E. by, Ed.)
Wngland: Gower Publishing.
16. Rolf Lynton, U. P. (2000). Training for Organizational Transformation Part 2. New
Delhi: Sage Publisher.
17. Scheerens,J. et.al (2003): Educational Evaluation, Asse ssment 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 I ndian 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 Or ganizational Change. New Delhi: Response
Books.
26. Hell reiegel, D., Jackson, S.E. and Sloc um, 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 C oupling Organisations of Higher education,
Administrative Scie nce 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 Behavi our. New York: McGraw – Hills Inc.
32. Nair, S.R. (2004) Organisa tional 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) Organisati onal Behaviour in Education. Boston: Allyn and Bacon.
35. Prasad, A. (2007). University Education Administration and the Law. New Delhi: Deep
& Deep Publications.
36. Rita, S. (2004). Assessment and Accreditation in Higher Education. New Delh:
Association of Indi an Univesities.

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37. Sayeed, O. B. and Pareek, U. (2000) Actu alising 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 andOrganis ational Behaviour. New Delhi: Deep and
Deep Publications.
40. Singh, N. (2001) Organisational Behaviour. New De lhi: Deep and Deep Publications Pvt.
Ltd.
41. Sutherland, J. and Cornwell, D. (2004) Key C oncepts 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

********


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 th e nature and types of diverse learners.
• To acquaint students about various policie s and programmes faci litating inclusive
education.
• To enable students to understand various iden tification of need of diverse learnersand
approaches to evaluation.
• To enable students to understand planning and management of inclusive classroom.
• To enable students to use assistive /adaptive technology in inclus ive 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: UNDERSTANDING INCL USION AND DIVERSE LEARNERS
(CREDIT 2)
Unit 1:Introduction to Inclusion

(a) Meaning of Access, Equity, Diversit y, 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: Sp ecial, Integrated, Inclusive
Education

Unit 2 : An Overview of Diverse Learners

(a) Concept of Impairment, Disability and Handicap
(b) Classification of Disabilities based on IC F Model, Readiness of School and Models of
Inclusion (c) Prevalence, Types, Characteristics and Educational Needs of Diverse learners
Intellectual, Physical and Multiple Disabiliti es, Causes and prevention of disabilities

Unit 3 :Policy and Programmesof Inclusive Education

a) Legal Provisions: Policies and Legislations (National Policy of Education (1986),
Programme of Action of Action (1992) Pers ons with Disabilities Act (1995), National
Policy of Disabilities (2006), National Curr iculum 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 (Un ited Nations Convention on the Rights of Persons with
Disabilities) and its Implication

MODULE 2: IDENTIFICATION OF DI VERSE LEARNERS, PLANNING AND
MANAGEMENT OF INCLUSIVE EDUCATION (CREDIT 2)
Unit 4 Identification of Diverse Lear ners and Approaches to Evaluation

a) Identification of Divers e Learners for Inclusion
b) Educational Evaluation Me thods, Techniques and Tools
c) Interpretation of Eval uation Reports and their E ducational Implications

Unit 5: Planning and Manageme nt of Inclusive Education

a) Planning and Management of Inclusive Cl assrooms: Infrastructure, Human Resource
and Instructional Practices, Curriculum and Cu rricular Adaptations for Diverse Learners
b) Assistive and Adaptive Technology fo r Diverse learners : Product (Aids and
Appliances) and Process (Individualized Edu cation 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 edu cation in India
c) Research Trends of In clusive Education in India

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MODULE III: INTERNAL ASSESSM ENT (CREDITS 2)
Sr.No Particulars Marks Marks
1 Subject specific Term Work Module/assessment modes –
at least two- as decided by th e department/college in the
beginning of the semester (like
Extension/field/experimental work, Short Quiz; Objective
test, lab practical, open b ook test etc and written
assignments, Case study, Projec ts, 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 respons ible 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 Mainstreaming , 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 Exceptionality .
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 School 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 Introduction 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. (2007). 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 in novative curriculum and pedagogic practices, or
International/national/state in stitution involved in curriculum design; textbook development,
education policy planning, formation and impl ementation; educational administration and
management
DISSERTATION: students should submit their Dissertati on work in this Semester only.