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item No 423_1 Syllabus Mumbai University by munotes
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UNIVERSITY OF MUMBAI
DEPARTMENT OF EDUCATION
REVISED SYLLABUS OF M.Ed. PROGRAMME
CREDIT BASED SEMESTER AND GRADING SYSTEM
UNIVERSITY OF MUMBAI
TO BE INTRODUCED FROM THE ACADEMIC YEAR 2016 – 2017 onwards
FOR SEMESTER I & II
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Components Courses Credits
Core Courses 1. Philosophy of Education
2. History, Politics and Economics of
Education 48
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M.Ed. Curriculum Framework 2016‐17
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
Research Methodology 06 60 40 100
Curriculum Design and
Development 06 60 40 100
Higher Education Studies 06 60 40 100
Total 24 240 160 400
3. Psychology of Learning and
Development
4. Teacher Education
5. Sociology of Education
6. Research Methodology
7. Curriculum Studies
8. Higher Education Studies
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Syllabus in Detail
Scheme of Examination: Semester End Exam (2hrs) = 60 Marks
Internal Assessment= 40 Marks
Pattern of the Exam Paper: 4 Questions of 15 Marks each with Internal Choice
SEMESTER I
CORE COURSE 1
PHILOSOPHY OF EDUCATION
Total Credit= 6
Marks 60
Course Objectives
• To develop an appreciation for the role of philosophy in guiding the
teaching learning process of education.
• To understand the basic concepts 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 developments and issues in philosophy of
education.
• To help the student to develop a philosophical outlook towards educational
problems.
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MODULE I: HISTORY AND PHILOSOPHY 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 Education: Vidya, Dnyanand Darshan.
c) Ancient Greek Perspective on Education: Wisdom (Socrates and Plato, Plato’s
Republic and C.D. Reeves )
Unit 2: Western perspective
a) Modern Western perspectives of Education: Information and Knowledge in
institutional Contexts.
b) Decolonizing Philosophy of Education: Asian, African and Latin American contexts
Unit 3: Philosophical Issues of Value Education
The varieties of values: epistemic, moral, spiritual, aesthetic.
a. Epistemic: ‐ Science
Education(C.D.Hardie)
b. Moral Education (Gandhi)
c. Spiritual Education (Aurobindo)
d. Aesthetic Education (Tagore)
e. Humanities Education (Nussbaum)
MODULE II: CONTEMPORARY APPROACHES TO EDUCATION (CREDIT 2)
Unit4: Schools and Approaches
a)Humanism:EducationalImplicationsofHumanism ‐AimsandIdeals,Curriculum,Methods
,Teacher,Discipline,andCriticalEvaluation
b)Existentialism: The chief characteristics of Existentialism, Critique of system, the
student as a free participant, self‐creation
(c) Marxism: Critique of the market model of education, dialectical 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
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Unit 5:
Towards inclusive and just education in a democracy
a) Educating the citizen: Rousseau and Dewey
b) Educating Women: Wollstonecraft, SavitribaiPhule, PanditaRamabai and Nel
Noddings
c) Educating Transgender
Unit 6:
Towards social transformative 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 activities and
preparation of a reflective diary and interaction in a group.
2. Readings of original texts of Rabindranath Tagore/M.K. Gandhi/Sri Aurobindo/John
Dewey/J. Krishnamurthy etc. and presentation on linkage of various theoretical
concepts with pedagogy and practices followed by group discussion.
3. Seminar reading presentation on selected themes individually and collectively
leading to discussion
4. Examine critically the concerns arises from vision of school education and teacher
education and also the vision of great educators. Reflect on the multiple contexts
in which the school and teacher education institutions are working.
MODULE III : INTERNAL ASSESSMENT (CREDITS 2
Sr.No Particulars Marks Marks
1 Subject specific Term Work Module/assessment modes –
at least two‐ as decided by the department/college in the
beginning of the semester (like
Extension/field/experimental work, Short Quiz; Objective
test, lab practical, open book test etc and written
assignments, Case study, Projects, Posters and exhibits etc
for which the assessment is to be based on class
presentations wherever applicable) to be selflessly
assessed by the teacher/s concerned 20 Marks
2 One periodical class test held in the given semester 10 Marks
3 Active participation in routine class instructional deliveries
(and in practical work, tutorial, field work etc as the case 05 Marks
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may be )
4 Overall conduct as a responsible learner, mannerism and
articulation and exhibit of leadership qualities in
organizing related academic activities 05 Marks
REFERENCES:
1. Agrawal, S. (2007). Philosophical Foundations of Education. Delhi: Authors Press.
2. Brambeck, C. S. (1966) Social Foundation of Education ‐ A Cross Cultural Approach. New
York :John Willey.
3. Brubacher, J. S. ( 1962) Eclectic Philosophy of Education. Prentice Hall, New Jercy:
Engelwood Cliffs.
4. Brubacher, J. S. (1962). Modern Philosophies of Education . New York: McGraw‐Hill Book
Company Inc.
5. Randall Curren Philosophy of Education: An Anthology Paperback Wiley‐Blackwell; 1
edition (December 15, 2006)
6. Brubacher, J. S.(1978). Philosophy of Higher Education . San Francisco: Jossey – Bass.
7. Chau M., Kerry T.,(2008). International Perspectives on Education. New York:
Continuum8. Curren, R. (2003). A Companion to Philosophy of Education . Malden Mass:
Blackwell
Publishing.
8. Dhavan , M. L (2005). : Philosophy of Education, Delhi: Isha Books.
9. Kilpatrick, W.H . Source Book in the Philosophy of Education, New York: :McMillan and
Company.
10. Mookherjee, K.K. (1972), Some Great Educators of the World . Calcutta: Das Gupta & Co
Pvt. Ltd.
11. Mukharji, S. (2007).Contempory Issues in Modern Indian Education, Authors Press.
12. Mukherjee, S.N. (1966), History of Education in India . Baroda: Acharya Book Depot.
13. Naqi, M.(2005) Modern Philosophy of Education, New Delhi: Amol Publication Pvt..Ltd.
14. Nussbaum, M. (2010) Not for Profit, Why Democracy Needs the Humanities. Princeton:
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Princeton University Press
15. Singh, M.S.( 2007). Value Education. Delhi :Adhyayan, Publication
16. Wynne, J. (1963) Theories of Education.. New York: Harper and Row
17. Abdi, Ali (ed) (2012)Decolonizing Philosophies of Education Rotterdam, Taipei: Sense
Publishers
18.Aloni, Nimrod. (2007) Enhancing Humanity: The Philosophical Foundations of Humanities
EducationDordrecht: Springer
19.Curren, Randall (2003) A Companion to the Philosophy of Education Malden Mass:
Blackwell
20.Giroux, H.A., Penna, A.N., & Pinar, W.F. (1981) Curriculum and Instruction. Berkeley, CA:
McCutchan.
21.Dewey, J. (1944) Democracy and Education. New York: The Free Press
22. Nussbaum, Martha (2010) Not for Profit: Why Democracy Needs the Humanities
Princeton, Princeton University PressPlato Republic
23. Pringe, Richard (2004) Philosophy of Education: Aims, Theory, Common Sense and
ResearchLondon: Continuum
24. Nigel Blake, Paul Smeyers,Richard Smith, and Paul Standish (Ed) 2003 The Blackwell
Companion to the Philosophy of Education Malden Mass: Blackwell
25. NoddingsNel (2006) Philosophy of EducationBoulder Co: Westviewss
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CORE COURSE 2
HISTORY POLITICS AND ECONOMICS OF EDUCATION
Total Credit= 6
Marks 60
Course Objectives:
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To develop understanding of the historical pe rspective of education in pre and post-
independent India.
To critically analyse the policies and commissions and its implication on the
educational system.
To develop understanding of the implications of various contribution through
education for an equitable society.
To develop understanding of the polit ical perspective of education.
To develop understanding of the economics of education
To develop understanding of the perspectives on political economy of education
MODULE I : HISTORICAL PERSPECTIVES OF EDUCATION (CREDITS: 2)
Unit 1: Education in Pre‐Independent India
a) Ancient India: Vedic, Buddhist, Jain
b) Medieval India: Sultanateand Mughal period.
c) Colonial Period: Oriental V/sAnglic ist Education, Macaulay’s Minutes,
Wood’s Despatch, Indian Education (Hunter) Commission, Hartog Committee.
d) Impact of English Education
Unit 2: Progress of Education in Independent India
a) Analysis of Commissions and its contributions to education: Secondary
Education Commission (1953) Education Commission (1964-66), National
Commission on Teachers (1999)
b) Analysis of Policies: NPE (1986), Program of Action (POA) (1992)
c) Critical review of NCF 2005
Unit 3: Education for an equitable society in a Global era
a) Education for the marginalized groups, Women’s education and Inclusive
education.
b) Right to Education, Implication of GATT, WTO for Education.
c) Education for all: Dakar Framework for action, Autonomy of Higher
Education
MODULE II: POLITICAL PERSPECTIVE AND ECONOMICS OF EDUCATION
(CREDITS: 2)
Unit 4: Political Perspectives of Education
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a) Concept of Politics& Politics of Education. Interrelationship between
politics and education (political partic ipation, policy making and educational
planning).
b) Perspectives in the Politics of Education: 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
b) Cost Benefit Analysis in Educational Planning: Meaning andPurpose.Cost -
Benefit v/s Cost Effective Analysis, Unit Cost and Capital Cost; Social and Individual Cost; Recurring and Non-recurring Cost, Opportunity Cost.
c) Economic Returns to Higher Education: Signaling Theory v/s Human Capital
Theory
Unit 6: Perspectives on Political Economy of Education
a) Policy-makingin Educationand Educational PlanningProcess :(i) Analysis of
the existing situation. (ii) The generation of policy options. (iii) Evaluation of policy options. (iv)Making the policy decision. (v) Planning of policy
implementation. (vi) Policy impact assessment. (vii) Subsequent policy
cycles.
b) Tools for Education Policy Analysis : (a) Assessing Policy Options for
Teacher Training and Pay, (b)Analyzing Equity in Education and (c) Addressing Policy Issues in Girls’ Schooling.
c) Educational Schemes: (a)SarvaShikshanAbhyan and its Framework, (b)
Rashtriya Madhyamik Shiksha Abhiyan and Its Framework, (c) RUSA and Its Framework.
d) Other Schemes : (a) Mid-Day Meal Polic y, (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 report 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)
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Sr.No Particulars Marks Marks
1 Subject specific Term Work Module/assessment modes –
at least two‐ as decided by the department/college in the
beginning of the semester (like
Extension/field/experimental work, Short Quiz; Objective
test, lab practical, open book test etc and written
assignments, Case study, Projects, Posters and exhibits etc
for which the assessment is to be based on class
presentations wherever applicable) to be selflessly
assessed by the teacher/s concerned 20 Marks
2 One periodical class test held in the given semester 10 Marks
3 Active participation in routine class instructional deliveries
(and in practical work, tutorial, field work etc as the case
may be ) 05 Marks
4 Overall conduct as a responsible learner, mannerism and
articulation and exhibit of leadership qualities in
organizing related academic activities 05 Marks
References:
1. Agarwal J.C; Agrawal S.P, (1992), Educational Planning in India, Volume 1, Concept
publishing Company, New Delhi.
2. Agarwal, J.C (2007), Development of Educati on 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 &ShobhanaSosale (2003). Tools for Education Policy
Analysis, The International Bank for Rec onstruction 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 Economics 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 study of Inclusion
in Education. London: Routledge.
9. Chauhan, C.P.S, Modern indian Education, Policies, Progress and Problems,
Kanishka Publishers, Distributors, New Delhi.
10. Devi, S (2005), A History of Modern Educ ation, Omsons publications, New Delhi
11. Gramlich, E.M (1990), A guide to Benefit –Codt Analysis, Prospect Heights, IL:
Waveland Press.
12. Hardwick,P; Khan B. and Langmead J(1994), An Introduction to Modern Economics,
4th edition, New York.
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13. Kohli,V.K. Indian Education and its Problems, Vivek publishers
14. Mondal A, Mete,J (2013) Right to Educ ation, APH publishing corporation, New
Delhi.
15. Pandey V.C, (2005), Democracy and Education, Isha books, New Delhi
16. Plantilla J.R (2008), Educational Policies and Human Rights Awareness, Publisher
Rajkumar for Academic Excellence, Delhi
17. Pruthi, R.K (2005), Education in Medieval India, Sonali Publications, New Delhi.
18. Sharma B, History of Indian Education, Vohra Publishers and distributors, New
Delhi.
19. Singh S.S,(2007), Development of Education in emerging India and its current
problems, DhapatRai Publications Company.
20. Sinha N,(2001), Governmental strategies to wards Education of the disabled, NIPCD
and Planning Commission, New Delhi.
21. Sudarsana ,T (2008) Comparative secondary education (Google eBook) , Reddy
Mittal Publications, (Study conducted at C uddapahDistrict of Andhra Pradesh, India)
Webliography:
http://www.norrag.org/en/publications/ norrag-news/online-version/value-for-
money-in-international-education-a-new-world-of-results-impacts-and-
outcomes/detail/cost-effectiven ess-analysis-in-education.html
http://oyc.yale.edu/political-science/plsc-114/lecture-15
http://plato.stanford.edu/entries/locke-political/
http://ocw.mit.edu/courses/urban-studies-and-planning/11-002j-fundamentals-of-public-
policy-fall-2004/lecture-notes/4whatispubpolicy.pdf
http://www.uk.sagepub.com/northouseintro2e/study/chapter/handbook/handbook1.1
.pdf (theoreis of leadership)
http://www.jstor.org/discover/10.2307/20023808?uid=3738256&uid=2&uid=4&sid
=2110659398662
http://publications.iiep.unesco.org/Cost-be nefit-analysis-educational-planning-
(second-edition)
http://www.britannica.com/E Bchecked/topic/467721/political-
science/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
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Total Credit= 6
Marks 60
Course Objectives
Enable the learners to understand the cognitive development and learning
Enable the learners to understand the process of social cognition
To develop the ability among learners to apply the learning theories and teaching
models in classroom
Enable the learners to understand the skills and knowledge require to handle the
diverse learners
MODULE I: Cognitive Development Perspectives and Social Cognition (CREDIT 2)
Unit 1: Cognitive Development
a) Meaning of Cognitive development, The nature/nurture questions and its
significance for teaching
b) Language development in children: Skinner’s Language Acquisition theory VS Noam Chomsky Nativist theory, Effect of monoligualismVs bilingualism on cognitive
development
c) Critical comparative study of cognitiv e development theories-Piaget, Gagne and
Vygotsky
Unit 2: Cognitive Learning
a) Differences between the cognitive and behavioral approaches to learning
b) Gestalt: Festinger Cognitive Dissonance theory, Construtivism- Roger schank
Script theory, Transformational learning- Jack MazirowPsycho critical approach
c) Effect of knowledge on learning, types of expert knowledge ( Bruner;s, Shulman,
Glaser & 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
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c) Understanding social relations and sociali zation goals and development of self and
identity , Carol Dweck Self-Theory and Daryl Bem Self-perception Theory
MODULE II: APPLICATIONS OF LEARNING THEORIES AND UNDERSTANDING
DIVERSE LEARNERS (CREDIT 2)
Unit 4:Content of Good Thinking
a)Meaning of Metacognition, development of Metacognition and teaching for
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
Unit 5 : Models of Good Teaching
a) Inductive Thinking by Hilda Taba
b) Role-Playing by Shaffer & Shaffer
c) Synectics by William Gordan
Unit 6 : Learning Difference and Lea rning Needs of Diverse Learners
a) Understanding social construction of di sability, Gender and Marginalized Learners
and their Educational needs
b) Concept & Strategies of Differentiated Instructions
c) Research Implication: studies in the area of gender and disability with reference to learning style and cognitive style and implication to teaching
MODULEIII:INTERNAL ASSESSMENT(CREDITS 2)
Sr.No Particulars Marks Marks
1 Subject specific Term Work Module/assessment modes –
at least two‐ as decided by the department/college in the
beginning of the semester (like
Extension/field/experimental work, Short Quiz; Objective
test, lab practical, open book test etc and written
assignments, Case study, Projects, Posters and exhibits etc
for which the assessment is to be based on class
presentations wherever applicable) to be selflessly
assessed by the teacher/s concerned 20 Marks
2 One periodical class test held in the given semester 10 Marks
3 Active participation in routine class instructional deliveries
(and in practical work, tutorial, field work etc as the case 05 Marks
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may be )
4 Overall conduct as a responsible learner, mannerism and
articulation and exhibit of leadership qualities in
organizing related academic activities 05 Marks
REFERENCES:
1. Bandura, A. (1977). Social Learning Theory . New York: General Learning Press.
2. Baron, R.A (2002) Psychology , Fifth Edition. Singapore, Pearson Education Asia.
3. Batson, C.D. (2011). Altruism in Humans . New York: Oxford University Press.
4. Benjamin B. Lahey ( 2002): Essentials Of Psychology , International Edition, McGraw
Hill
5. Berk L. E. (2010): Child Development , Eighth Edition, PHI Learning Private Limited,
New Delhi
6. Crabtree, E. (1999). Noam Chomsky
7. Carol S. Dweck (2000) Self-theories: Their Role in Motivation, Personality, and
Development ( Essays in Social psychologyy) Psychology Press
8. Carol S. Dweck Self-theories http://www.learning-theories.com/self-theories-
dweck.html
9. Dash Muralidhar (2009) : Educational Psychology , Reprinted Deep & Deep Publications
Pvt Ltd
10. Daryl. J. Bem Self-Perception Theories Stanford University California
11. Daryl. J. Bem Self-Perception Theories http://www.goodtherapy.org/famous-
psychologists/daryl-
bem.html#
12. Davies, Kevin. (2001). Nature vs. Nurture Revisited.
NOVA. http://www.pbs.org/wgbh/nova/body/nature ‐versus‐nurture‐revisited.html
13. Douglas J. Hacker,JohnDunlosky, Arthur C. Graesser .(editors) (1998) Metacognition in
Educational Theory and Practice, Lawrence Erlbaum Associates. Mahwah, New
Jersey.
14. Douglas J. Hacker,JohnDunlosky, Arthur C. Graesser .(editors) (2009) Handbook of
Metacognition in Education (Educational Psychology). Routledge, Taylor and
Francis, New York.
15. Festinger, L. (1957). A Theory of Cognitive Dissonance. Stanford, CA: Stanford
University Press.
16. Gordon, William J.J. , (1961) Synectics: The Development of Creative Capacity . New
York: Harper and row, Publishers
17. Homans, George C. (1958). Social Behavi or as Exchange. American Journal of
Sociology, 63, 597-606
18. Homans, George (1971) Bringing Men Back In. Pp. 109-127 in Institutions And Social
Exchange. Turk Herman and Richard Simp son (Eds.). Indianapolis: Bobbs-Merril.
19. Harry Morgan (1997): Cognitive Styles and Classroom Learning . Westport, CT, Praeger
Publisher.
20. John Dunlosky ,Janet Metcalfe (2008) : Met acognition( 1st ed). Sage Publications, Inc
21. Joyce, B., & Weil, M. (2000). Models of teaching (6th ed.). Boston: Allyn and Bacon.
22. Mezirow, J. (1991). Transformative Dimensions of Adult Learning. San Francisco , CA:
Jossey-Bass.
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23. Mezirow, J. (2000). Learning as Transformation : Critical Perspectives on a Theory in
Progress. San
Francisco: Jossey Bass.
24. Lawler, Edward (2001). An Affect Theory of Social Exchange. American Journal of
Sociology 107:
321-352.
25. Language Development, Theories of Language Development Retrieved from
http/www.enchantedlearning.com/language/asl/abc/index.shtml
26. Learning Theories-Script Theory
http://teorije-ucenja.zesoi.fer.hr/doku. php?id=learning_theories:script_theory
27. McLeod, S. A. (2007). Nature Nurture in Psychology. Retrieved from
http://www.simplypsychology.org/naturevsnurture.html
28. Ormrod, J.E. (2012). Essentials of Educational Psychology: Big Ideas to Guide Effective
Teaching.
Boston, MA: Pearson Education Inc.
29. Parmeshwaran, E.G and Beena, C (2002) An Invitation to Psychology, Hyderabad, India,
Neel Kamal Publications Private Limited.
30. PinaTarricone (2011) The Taxonomy of Metacognition . Britain, Psychology Press
31. R.Riding (1998): Cognitive Styles and Learning Strategies: Understanding Style
Differences in Learning and Behavior . London, David Fulton Publishers
32. Robert J. Sternberg (2001): Perspectives on thinking, learning, and cognitive styles
The educational psychology series Routledge publication.
33. Sabahat, A. (2012). Crucial differences betwee n a behaviourist and a nativist view of
first language
acquisition.
34. Scank Roger, Script Theory http://www.rogerschank.com
35. SchmeckRonald.R ( 1988): Learning Strategies and Learning Styles (Perspectives on
Individual Differences), Springer Publication
36. Schunk, D. H. (2007). Learning Theories: An Educational Perspective (5th Edition).
New York: Prentice Hall.
37. Skinner C. E, (2003): Educational Psychology , Fourth Edition, Prentice Hall of India
Private Limited, New Delhi.
38. Skinner C. E, (2003): Educational Psychology , Fourth Edition, Prentice Hall of India
Private Limited, New Delhi.
39. Smith, E.E., Hoeksema, S.N., Fredrickson, B.L., Loftus, G. R., Bem D.J Maren, S
Atkinson &Hilgard (2003) Introduction To Psychology United States of America,
Thomson & Wadsworth.
40. "Social Exchange Theory (2008) " International Encyclopedia of the Social Sciences .
Ed. William A. Darity, Jr. 2nd ed. Vol. 7. Detroit: Macmillan Reference USA, 585-
586.
41. Susan Capel, Marilyn Leask and Tony Turner (2005) : Learning To Teach in the
Secondary School- A companion to School Experience 4th Edition, Routledge Taylor
And Francis Group
42. Tauber R, T. (1999): Classroom Management –Sound Theory and Effective Practice,
Third Edition Greenwood Publishing Group, Inc .
43. Taba, H., Durkin, M. C., Fraenkel, J. R., &NcNaughton, A. H. (1971). A teacher's
handbook to elementary social studies: An inductive approach (2nd ed.). Reading,
MA: Addison-Wesley.
44. Thomas O Nelson ( 1992 ): Metacognition : core readings , Allyn& Bacon
Page 18
45. Waters and Schneider(2009): Metacognition, Strategy Use, and Instruction . New York:
The Guilford Press
46. Weiten W & Lloyd M. A. (2007): Psychology Applied to Modern Life – Adjustment in
the 21st Century , Eighth Edition, Akash Press Delhi, Indian Reprint
47. Woolfolk, A (2009) Educational Psychology, 12th Edition Singapore, Pearson Education
Inc.
CORE COURSE 4
TEACHER EDUCATION
Total Credit= 6
Marks 60
Course Objectives
• Understand the concept of pre-service teacher education
• Understand the teacher education curriculum
• Get acquainted with knowledge base, reflective teaching and models of teacher education
Understand managing practicum in teacher education
Understand the concept, methods and agencies of in-service teacher education
• Plan, organize and evaluate in-service teacher education
• Understand need for professional development of teachers
MODULE I: PRE-SERVICE TEACHER EDUCATION
(CREDIT
S 2)
Unit 1: Concept of Pre-Service Teacher Education
a) Meaning, Nature and Scope of Pre-Service Teacher Education
b) Need, Objectives of Pre-Service Teacher Education at Elementary, Secondary and Higher Secondary
Levels
c) Understanding Student-Teacher as the Adult Learner (Concept of Andragogy)
Unit 2: Teacher Education Curriculum
a) . The structure of teacher education curriculum and its vision in curriculum documents of NCERT and
NCTE at Elementary, Secondary and Higher Secondary Levels
b) Organization of components of Pre-Service Teacher Education (Transactional Approaches (for
foundation courses) Expository, Collaborative and Experiential learning
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c) Managing Practicum Observation, Supervision and Assessment of Practicum
Principles and Organization of Internship for Integration of Theory and Practice
Unit 3: Knowledge base, Reflective Tea ching and Models of Teacher Education
a) Understanding Knowledge base of Teacher Education from the view point of Schulman, Deng and
Luke, and Habermas
b) Meaning of Reflective Teaching and Strategies for Promoting Reflective Teaching
c) Models of Teacher Education - Behaviouristic, Competency-based and Inquiry Oriented Teacher
Education Models
MODULE II: IN-SERVICE TEACHER EDUCATION
(CREDIT
S 2)
Unit 4: Concept, Methods and Agencies of In-Service Teacher Education
a) Concept, Need, Purpose and Areas of In-Service Teacher Education
b) Meaning, Objectives, Organization and Modes of Methods of In-Service Teacher Education
c) Agencies and Institutions of In-Service Teacher Education at District, State and National Levels ( SSA,
RMSA, SCERT, NCERT, NCTE and UGC)
Unit 5: Planning, Organizing and E valuating In-Service Teacher Education
a) Preliminary Consideration in Planning in-service Programme (Purpose, Duration, Resources and
Budget)
b) Designing an In-Service Teacher Education Programme using ADDIE model
c) Problems and Challenges of In-Service Teacher Education
Unit 6: Professional Development of Teachers
a) Concept of Profession and Professionalism, Teaching as a Profession, Professional Ethics of Teachers
b) Personal and Contextual Factors affecting Teacher Development
c) ICT Integration, and Quality Enhancement for Professionalization of Teacher Education
REFERENCES
1. Arora, G.L. (2002) Teachers and Their Teaching Delhi, Ravi Books.
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 Education in India New Delhi, APH Publishing Corporation.
Page 20
6. McNergney, Robert F. and Herbert, Joanne M. ( 2001) Foundations of Education: The Challenge of
Professional Practice Boston Allyn and Bacon.
7. MohantyJagannath (2000) Teacher Education in India
8. Murray, Frank B. (Ed.) (1996) Teacher Educators' Handbook; Building A Base for Preparation of
Teachers, San Francisco, Jossey-Bass Publishers.
9. National Council for Teacher Education (NCTE) (1998) NCTE Document New Delhi, Published by
Member Secretary, NCTE.
10. NCTE Website www.ncte.org
11. Rao, DigmurtiBhaskar (1998) Teacher Education in India New Delhi, Discovery Publishing House.
Sharma, ShashiPrabha ((2003) Teacher Education: Principles, Theories and Practices New Delhi,
Kanishka Publishers.
12. Singh, L.C., Sharma, P.C. (1995) Teacher Education and the Teacher, New Delhi, Vikas Publishing
House Pvt. Ltd.
13. Singh, R.P. (Ed.) (2002) Teacher Education in Tu rmoil: Quest for a Solution, New Delhi, Sterling
Publishers Privatization. Ltd.
14. Singh, R.P. (2006) Training Teachers: Problems and Issues New Delhi, Gyan Publishing House.
15. Singh, U.K. and Sudarshan, K.N. (1996) Teacher Education New Delhi, Discovery Publishing House.
16. Vashisht, S.R. (1997) Professional Education of Teachers, Jaipur, Mangal Deep Publishers.
17. Kurhade ,M.S.(2013) Reflections of A Wakeful Mind , Sanskar Sarjan Education Society Mumbai
MODULE III : INTERNAL ASSESSMENT (CREDITS 2)
Sr.No Particulars Marks Marks
1 Subject specific Term Work Module/assessment modes –
at least two‐ as decided by the department/college in the
beginning of the semester (like
Extension/field/experimental work, Short Quiz; Objective
test, lab practical, open book test etc and written
assignments, Case study, Projects, Posters and exhibits etc
for which the assessment is to be based on class
presentations wherever applicable) to be selflessly
assessed by the teacher/s concerned 20 Marks
2 One periodical class test held in the given semester 10 Marks
3 Active participation in routine class instructional deliveries
(and in practical work, tutorial, field work etc as the case
may be ) 05 Marks
4 Overall conduct as a responsible learner, mannerism and
articulation and exhibit of leadership qualities in
organizing related academic activities 05 Marks
Page 21
***********
SEMESTER II
CORE COURSE 5
SOCIOLOGY OF EDUCATION
Total Credit= 6
Marks 60
Course Objectives
To enable students to analyze education from different Sociological Perspectives and
Theoretical Frameworks.
To enable students to analyze the relationship of Social Movements and Education.
To enable students to understand Educational Institution as an Agency of
Socialization.
To enable students to understand concept of Equality of Opportunity and
Distributive Justice.
To enable students to understand the views of Indian Social Thinkers.
To enable the students to understand the necessity of Peace Education.
MODULE I: ADVANCES IN SOCIOLOGY OF EDUCATION (CREDIT 2)
Page 22
Unit l: Theoretical Approaches to Sociology of Education
a) Symbolic Interactionism Theory –George Mead
b) Structural Functionalism –Talcott Parsons
c) Conflict Theory- Karl Marks
Unit 2: Social Movements and Education
a) Concept, Characteristics and Theories of Social Movements
1. Relative Deprivation Theory
2. Resource Mobilization Theory 3. Political Process Theory
4. New Social Movement Theory
b) Stages in Social Movements-Emergence, Coalescence, Bureaucratization
and
Decline
c) Types of social movements by Daniel Aberle –Alternative, Redemptive,
Revolutionary and Reformative Social Movement.Role of education in
Social Movement
Unit 3: Institutionalization and Education
a) Concept and Types of Social Institutions and their Functions
b) Dimensions of Education as a Social Institution : Structure, Function and
Culture
c) Education in the Post-modern age
MODULE II: EDUCATION IN 21
ST CENTURY (CREDIT 2)
Unit 4: Equality and Distributive Justice
a) Concept of Equality of Access, O pportunity and Outcomes, Concept of
Justice and Distributive Justice and Affirmative Justice
b) Theories of Distributive Justice (Utilitarian, Justice as Fairness and
Entitlement Theories, Aristotle’s Theory, Marxist Theory)
c) Principles of Justice (Acquisition, Transfer and Rectification of Injustice)
Unit 5: Peace Education
a) Concept and Philosophy of Peace Education, Aims, Need of Peace
Education: Peace for self, others and environment
b) Types of Peace Education (Internati onal Peace Education, Developmental
Peace Education, Human Rights Peac e Education, Conflict Resolution,
Imposed versus consensual peace)
c) Education for peace: Knowledge, skills, values and attitudes
Unit 6: Indian Social Thinker
Page 23
a) Dr B.R. Ambedker :
1. Views on Varna, Untouchability and Eradication of Caste
2. Views on Education and Social Reconstruction
b) Mahatma Gandhi :
1. Views on Varna ,Untouchability Dharma, Truth and Non-Violence
2. Views on Education and Social Reform
c) Shahu, Phule, Karve and Ambedkar’s Thoughts on Women’s Education
MODULE III : INTERNAL ASSESSMENT (CREDITS 2)
Sr.No Particulars Marks Marks
1 Subject specific Term Work Module/assessment modes –
at least two‐ as decided by the department/college in the
beginning of the semester (like
Extension/field/experimental work, Short Quiz; Objective
test, lab practical, open book test etc and written
assignments, Case study, Projects, Posters and exhibits etc
for which the assessment is to be based on class
presentations wherever applicable) to be selflessly
assessed by the teacher/s concerned 20 Marks
2 One periodical class test held in the given semester 10 Marks
3 Active participation in routine class instructional deliveries
(and in practical work, tutorial, field work etc as the case
may be ) 05 Marks
4 Overall conduct as a responsible learner, mannerism and
articulation and exhibit of leadership qualities in
organizing related academic activities 05 Marks
REFERENCES
1. llantine,J.H. (2011) The Sociology of Education a Systematic Analysis. New Jersey :
Prentice Hall Inc.
2. Banks, J. (2004). Approaches to multicultural curriculum reform. In J. Banks & C.
Banks (Eds.), Multicultural education: Issues and perspectives (pp. 242-264). San
Francisco, CA: Jossey-Bass.
3. Banks, J. (2004). Multicultural education: Characteristics and goals. In J. Banks & C.
Banks (Eds.), Multicultural education: Issues and perspectives (pp. 3-30). San
Francisco, CA: Jossey-Bass.
4. Blackledge, D. & Hunt, Barry Sociological Interpretations of Education, London,
Groom
5. Brocke-Utne, B. (1985) Educating for pe ace: A feminist perspective. New York:
Pergamon Press.
Page 24
6. Brookover,W.B, and Erickson.E.L. (1973) Sociology of Education Illinois: The Dorsey
Press.
7. Chandra, S.S.(1996) Sociology of Education , Guwahati, Eastern Book House.
8. Chesler, M.A and Cave , W.M. (1981) Sociology of Education New York : Macmillan
Publishing co,Inc.
9. Coffey, A. (2001) Education and Social Change, Buckingham: Open University Press.
10. Fountain, Susan (1999)Peace Education in UNICEFJuly 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 So cial and Cultural Perspectives. New
York: Halt,Rinehart and Winston..
15. Meighan,R.A (1986) Sociology of Education. 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 Sociology New Trends and Innovations. New
Delhi: Deep and Deep Publication Pvt. Ltd.
18. MujibulHasan Siddiqui (2009) Philosophical and Sociological Perspectives in
Education. New Delhi: A.P.H Publishing Corporation.
19. Parelius,A.P. and Parelius,T.J.(1978) The Sociology of Education . New Jersey :
Prentice Hall Inc.
20. Reardon, Betty （ 1988）, “Comprehensive Peace Educat ion: Educating for global
responsibility”, Teachers College Press, New York, p.16.
21. Seidman, S. (1994) Contested Knowledge: Social Theory in the Postmodern Era
Oxford: Blackwell
22. Singh, Y. K. (2009) Sociological Foundation of Education. New Delhi: A.P.H
Publishing Corporation.
23. Talesara, H. (2002) Sociological Foundations of Education , New Delhi, Kanishka
Publishers.
***********
CORE COURSE 6
INTRODUCTION TO RESEARCH METHODS
Total Credit= 6
Marks 60
Page 25
Course Objectives
To develop an understanding about the meaning of research and its application in the
field of education.
To enable students to prepare a research proposal.
To enable students to understand different types of variables, formulate hypothesis, use
appropriate sampling techniques and tools and techniques of educational research.
MODULE I: STRUCTURING EDUCATIONAL RESEARCH CREDIT 2
Unit 1.Educational Research
(a) Meaning and scope of educational research.
(b) Meaning and steps of scientific method. Characterisitics of Scientific Method
(Replicability, Precision, Falsifiability and Parsimony). Types of Scientifc Method
(Exploratory, Explanatory and Descriptive).
(c) Aims of research as a scientific activity:
Problem‐solving, Theory Building and
Prediction.
(d) Types of research: Fundamental, Applied and Action.
(e) Approaches to educational research: Quantitative and Qualitative
Unit 2.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:
Meaning of Concepts, Constructs and Variables
Page 26
Types of Variables (Independent, Dependent, Extraneous, Intervening and
Moderator)
(b) Hypotheses
Concept of Hypothesis
Sources of Hypothesis
Types of Hypothesis (Research, Directional, Non‐directional, Null)
Formulating Hypothesis
Characteristics of a good hypothesis.
MODULE II : FOUNDATIONS TO SCIENTIFIC DATA COLLECTION (CREDIT 2)
Unit 4. Sampling
(a) Concepts of Universe and Sample
(b) Characteristics of a good Sample
(c) Techniques of Sampling. Probability Sampling (Simple Random Sampling, Stratified
Sampling, Systematic Sampling, Clus ter Sampling,Matched Pair Sampling,
Multistage Sampling, Multiphase Samp ling) and Non- Probability Sampling
(Convenience Sampling, Quota Sampling, Expert Sampling,Snowball Sampling)
(d) Types of Sampling in Internet-based Research
(e) Determining Sample Size
Unit 5. Tools and Techniques of Research
(a) Steps of preparing a research tool.
Validity (Meaning, types, indices and factors affecting validity)
Reliability(Meaning, types, indices and factors affecting reliability)
Item Analysis ( Discrimination Index, Difficulty Index)
Standardisation of a tool.
(b) Tools of Research
Rating Scale
Attitude Scale
Questionnaire
Aptitude and Achievement Tests
Inventory
(c) Techniques of Research
Observation
Interview (Strucutured, Unstructured, Focus Group and Internet‐based)
Projective
Page 27
MODULE III : INTERNAL ASSESSMENT (CREDITS 2)
Sr.No Particulars Marks Marks
1 Subject specific Term Work Module/assessment modes –
at least two‐ as decided by the department/college in the
beginning of the semester (like
Extension/field/experimental work, Short Quiz; Objective
test, lab practical, open book test etc and written
assignments, Case study, Projects, Posters and exhibits etc
for which the assessment is to be based on class
presentations wherever applicable) to be selflessly
assessed by the teacher/s concerned 20 Marks
2 One periodical class test held in the given semester 10 Marks
3 Active participation in routine class instructional deliveries
(and in practical work, tutorial, field work etc as the case
may be ) 05 Marks
4 Overall conduct as a responsible learner, mannerism and
articulation and exhibit of leadership qualities in
organizing related academic activities 05 Marks
REFERENCES :
1. Best, J. W. and Kahn, J. (1997) Research in Education . (7thed.) New Delhi: Prentice ‐
Hall of India Ltd.
2. Borg, B.L.(2004) Qualitative Research Methods . Boston:Pearson.
3. Bogdan, R.C. and Biklen, S. K.(1998) Qualitative Research for Education : An
Introduction to Theory and Methods . Boston MA :Allyn and Bacon.
4. Bryman, A. (1988) Quantity and Quality in Social Science Research . London:
Routledge
5. Charles, C.M. and Merton, C.A.(2002) Introduction to Educational Research . Boston:
Allyn and Bacon.
6. Cohen, L and Manion, L.(1994) Research Methods in Education. London: Routledge.
7. Creswell, J.W. (2002) Educational Research . New Jersey: Upper Saddle River .
8. Creswell, J.W (1994) Research Design . London: Sage Publications.
9. Creswell, J.W. (2003). Research design: Qualitative, quantitative, and mixed
methods approaches. (2nd ed.) Thousand Oaks: Sage.
10. Creswell, J. W. (2007). Qualitative inquiry and research design . London: Sage
Publications.
Page 28
11. Kelly, A. &Lesh, R. (2000).“ Handbook of Research Design in Education ”. Erlbaum
Associates.
12. McMillan, J. H. and Schumacher, S. (2001). Research in Education . New York:
Longman.
13. O'Leary, Z. (2004). The essential guide to doing research. London: Sage.
14. Somekh, B. &Lewin, C. (2005). Research methods in the social sciences. Thousand
Oaks: Sage.
15. Denzin, N.K. and Lincoln, Y.S.(eds) (1994) Handbook of Qualitative Research London
: Sage Publications.
16. Diener, E. and Crandall, R. (1978) Ethics in Social and Behavioural Research. Chicago:
University of Chicago Press.
17. Dillon , W.R. and Goldstein, M. (1984) Multivariate Analysis Methods
andApplications. New York : John Wiley and Sons.
18. Gay, L.R. and Airasian, P. .(2003) Educational Research. New Jersey : Upper Saddle
River.
19. Husen, T. and Postlethwaite , T.N. (eds.) (1994) The International Encyclopaedia of
Education. New York : Elsevier Science Ltd.
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.
***********
CORE COURSE 7
CURRICULUM STUDIES
Total Credit= 6
Marks 60
Course Objectives
To develop an understanding of
Concept, Principles and Strategies of Curriculum Development
Foundations of Curriculum Planning
Designing of Curriculum and models of curriculum design
Page 29
Issues in Curriculum Development
Evaluation of Curriculum
MODULE I: CURRICULUM DEVELOPMENT AND DESIGN (CREDIT 2)
Unit 1: Concept, Principles and Strategies of Curriculum Development
a) Concept (Meaning and Characteristics) of Curriculum and Curriculum
development, Need and Guiding Principles for Curriculum development.
b) Stages in the Process of Curriculum development.
c) Strategies of Curriculum development.
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 for selection of content. (Selection, Scope,
Balance, Sequence, Continuity).
c) Criteria for selection and organi zation of learning activities.
d) Comprehensive evaluation of curriculum.
MODULE II: MODELS OF CURRICULUM DESIGN (CREDIT 2)
Unit 4: Traditional and Contemporary Models
a) Academic/ Discipline Based Model.
b)
Competency Based Model.
c) Social Functions/Activities Model (socio social reconstruction).
d) Individual Needs & Interests Model
e) Outcome Based Integrative Model.
f) Linear Objective – Based Model.
g) Intervention Model.
h) C I P P Model(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
Page 30
a) Approaches to Curriculum and Instruction (Academic and Competency
Based Approach)
b) Models of Curriculum Evaluation: Tyler’s Model, Stakes’ Model ,Scriven’s
Model ,Kirkpatrick’s Model
MODULE III: INTERNAL ASSESSMENT (CREDITS 2)
Sr.No Particulars Marks Marks
1 Subject specific Term Work Module/assessment modes –
at least two‐ as decided by the department/college in the
beginning of the semester (like
Extension/field/experimental work, Short Quiz; Objective
test, lab practical, open book test etc and written
assignments, Case study, Projects, Posters and exhibits etc
for which the assessment is to be based on class
presentations wherever applicable) to be selflessly
assessed by the teacher/s concerned 20 Marks
2 One periodical class test held in the given semester 10 Marks
3 Active participation in routine class instructional deliveries
(and in practical work, tutorial, field work etc as the case
may be ) 05 Marks
4 Overall conduct as a responsible learner, mannerism and
articulation and exhibit of leadership qualities in
organizing related academic activities 05 Marks
REFERENCES:
1. Association of Indian Universities, (1984) Monograph on Syllabus Analysis
and Restructuring, New Delhi: Association of Indian Universities.
2. Bean, James A.,Conrad F. Toepfer, Jr. and Samuel J. alessi, Jr. (1986) Curriculum
Planning and Development. Boston: Allyn and Bacon Inc.
3. Brady, Laurie (1992) Curriculum Development, New York, Prentice Hall
4. Dash, B. N. (2007) Curriculum planning and development. New Delhi, Dominant
Publ.
5. Diamond, Robert M. (1989) Designing and Improving Courses and Curricula in
Higher Education : A Systematic Approach, California : Jossey – Bass Inc.
6. Doll, Ronald C. ( 1986) Curriculum Improvement: Decision Making and Process
(Sixth Edition). London: Allyn and Bacon, Inc.
7. Goodson, I.F. (1994) Studying Curriculum. Buckingham Open University Press
8. Gunter, Mary Alice, Thomas H. Estes and Jan Hasbrouck Schwab, (1990)
Instruction: A Models Approach, Boston: Allyn and Bacon.
Page 31
9. Khan, M.I. & Nigam, B.K. (1993) Evaluation and Research in Curriculum
Construction. Delhi: Kanishka
10. Mamidi, Malla Reddy and S. Ravishankar (eds.), Curriculum Development
and Educational Technology, New Delhi: Sterling Publishing Pvt. Ltd.
11. National Council of Educational Research and Training (1999). Special Issue
on Curriculum Development. [Special issue]. Journal of Indian Education.
25(3).
12. NCTE (2009) National curriculum framework for teacher education. New
Delhi: NCTE.\
13. Oliva, Peter F. (1988) Developing the Curriculum (2nd edition). Scotland
Foresman and Company.
14. Pratt, David (1980) Curriculum Design and Development. New York,
Harcourt Brace Jovanovich Inc.
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/biblio/b-curric.htm
***********
Page 32
CORE COURSE 8
HIGHER EDUCATION
Total Credit= 6
Marks 60
Course Objectives
This course will enable the learner to :
understand the role of higher education in the landscape of Indian Higher education
To appreciate the various changes in the Higher education system in alignment to
national vision
to critically evaluate their role as professionals in the higher education system
to identify the various challenges facing higher education
to appreciate the role of ICT in Indian Higher Education landscape
to integrate the knowledge acquired from OER and repositoiries to day today
classroom practices
MODULE 1: EVOLVING HIGHER EDUATION LANSCAPE IN INDIA (CREDIT 2)
Unit 1: Higher Education in India: An Overview
a) The history of Higher Education in India (Various Commissions in Higher Education
in India from pre independence to the present)
b) An examination of various themes in the hi story of Indian higher education, including
secularism, the experience of women, professionalization, student life and academic
freedom
c) Theory in Higher education:
Perspectives in higher education literature : political economic, social psychological,
critical (neomarxist, feminist, anti- colonial) postmodern and post cultural
Unit 2:Education and the Professions
a) Debates on the nature of profes sions and professional education
b) Impact of globalization of the professi ons, diversity in the professions and
“entrepreneurial university” and the profession
Page 33
c) Contemporary critique of professional education as ivory tower, reductionist,
exclusionary and mono cultural to examining 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 Commercialization 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 Research in Highe r Education: Issues and challenges
b) Forms of Knowledge economy: learning 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 Admission in Higher Education
c) Quality assurance and Assessment in Higher Education
Unit 6: Electronic In roads in Higher Education
a) Integration of Technology in Education –
- Emerging Theories of Learning and the Role of Technology
- Constructivist and connectivism theories for technology integration
- Situated cognition, distributed cognition, socially shared cognition
b)Technology Integration for Equity, Access and Quality –
-Use of e- learning by adopting FOSS – free open source softwares, open
education.
-Open Educational Resources and Repositories -ODL – Open Distance Learning for masses and life long learning.
c) Role of National & International Agencies for Technology Eenabled Education
International agencies ‐ UNESCO, ICDE, AAOU, COL, GO‐GN
National agencies‐ SWAYAM, NMEICT, UGC, MHRD, CIET (NCERT), NPTEL,
NROER
.
References:
Towards a Knowledge Society: New Identities in Emerging India(2014) Debal K.
SinghaRoy, Cambridge Press, New Delhi
Page 34
Irshad Ahmad Kumar and ShahidaParveen, Teacher Education in the Age of Globalization,
Research Journal of Educational Sciences, Vol. 1(1), 8‐12, April (2013).
Altbach, Philip G. (2005a). Higher Education in India, The Hindu, April 12, 2005
Altbach, Philip G. (2006b). The Private Higher Education Revolution: An Introduction.
University News. January 2‐8, 2006. Vol. 44 No.01.
Anandakrishnan, M. (2004). Higher Education in Regional Development: Some Key Pointers.
Indo‐UK Collaboration on Higher Education – Policy Forum Workshop. 12‐13 February, 2004
Anandakrishnan, M. (2006). Privatization of higher education: Opportunities and anomalies.
“Privatization and commercialization of higher education’ organized by NIEPA , Mau 2,
2006., New Delhi
Béteille, André. (2005). Universities as Public Institutions, Economic and Political weekly, July
30, 2005
CABE Committee. (2005a). Report of the Central Advisory Board of Education, Committee
on Autonomy of Higher Education Institutions. Government of India. June 2005.
Report of the Central Advisory Board of Education (CABE) Committee on Financing of Higher
and Technical Education. Government of India. June 2005.
Delors, Jacques. (1996). Learning the treasure within. Report to UNESCO of the
International Commission on Education for the Twenty‐first Century. UNSECO Publishing,
Paris.
Jayaram, N. (2002). The fall of the Guru: the Decline of the Academic Profession in India. In
Philip G. Altbach (Ed.), The decline of the Guru: the Academic Profession in Developing and
middle income countries. (pp. 207‐239), Centre for International Higher Education., Boston
College
Kapur, Devesh and Mehta, PratapBhanu. (2004). Indian Higher Education Reform: From
Half‐Baked Socialism to Half‐Baked Capitalism. CID Working Paper No. 108. Harvard
University. Center for International Development.
Mehta, PratapBhanu. (2005). Regulating higher education. Indian Express, New Delhi. July,
14. MHRD. (2006). Annual Report. Ministry of Human Resource Development,
Department of Secondary and Higher education. Government of India. New Delhi.
NASSCOM ‐Mckinsey Report 2005. Nayyar, Deepak. (2005). Indian Express. New Delhi.
May 25, 2005
Pinto, M. (1984). Federalism and higher education: The India experience. Bombay, India:
Orient longman
Page 35
Pawan Agarwal, Higher Education in India, The Need for a Change , ICRIER,
WORKING PAPER NO. 179 , MAY 2006,
Berry, A., Clemans, A., &Kostogriz, A. (Eds.). (2007). Dimensions of professional
learning: Identities, professionalism and practice . Dordrecht: Sense Publishers.
Schön, D. A. (1983). The reflective practitioner: Ho w professionals think in action . New
York: Basic Books.
Wei, R. C., Darling-Hammond, L., Andr ee, A., Richardson, N., &Orphanos, S.
(2009). Professional learning in the learning profession: A status report on teacher
develompent in the U.S. and abroad . Dallas, TX: National Staff Development Council.
Reis Monteiro , A. (2015) The Teaching Profession Present and Future, springerbriefs
in education Springer International Publishing, ISBN 978-3-319-12-12130-7-1
Kurhade ,M.S.(2007) In Search of A Touchstone Sanskar Sarjan Education Society
Mumbai
***********