Master of Education

RANI CHANNAMMA UNIVERSITY, BELagavi
SCHOOL OF EDUCATION
P. G. DEPARTMENT OF STUDIES & RESEARCH IN EDUCATION (M.Ed.)
REGULATIONS FOR COURSE OF STUDY AND SCHEME OF EXAMINATION FOR TWO YEARS
MASTER OF EDUCATION (M.Ed.) PROGRAMME
PROGRAMME OF RANI CHANNAMMA UNIVERSITY BELAGAVI

UNDER CHOICE BASED CREDIT SYSTEM (CBCS)
Rectified Syllabus Effect from 2015-16 Onwards
REGULATIONS FOR TWO YEAR MASTER OF EDUCATION
(M.Ed.) PROGRAMME AS PER NCTE REGULATIONS, 2014
UNDER CHOICE BASED CREDIT SYSTEM (CBCS)
REGULATIONS
(I TO IV SEMESTERS)
Part – A
1. Preamble
The Master of Education (M.Ed.) Programme is a two year professional programme
in the field of Teacher Education which aims at preparing teacher educators and other
education professionals including curriculum developers, educational policy analysts,
planners, administrators, supervisors, school principals and researchers. The completion of
programme shall lead to M.Ed. degree with specialization either in elementary education
(up to class VIII) or in Secondary education (classes VI-XII). Two year M.Ed. programme
aims to provide opportunities for students to extend as well as deepen their knowledge and
understanding of education, specialize in selected areas and also develop research capacities,
leading to specialization in either elementary education or secondary and higher secondary
education.
To develop in prospective teacher educators skills related to independent study of
literature, research, academic writing, professional communication and team work. It should
also endeavor to develop in the future practitioners a deep and critical awareness of
professional ethics and an ability to critically engage in and reflect on practice.
Based on the Regulations of National Council for Teacher Education (NCTE) 2014
which is the apex body of recognizing M.Ed. programme, it necessitated to frame the
following additional regulations for the course of study and scheme of examination of
Master of Education (M.Ed.) programme.
2. Title
These Regulations shall be called "Regulations Governing the Post-Graduate
Programme in Education under the Choice Based Credit System" in Rani Channamma
University, Belagavi.
3. Commencement
These Regulations shall come into force with effect from the academic year 2015- 16.
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4. Definitions of Key Words:
In these regulations unless otherwise provided;
"Academic Council” means Academic Council of the University constituted
according to the Karnataka State Universities Act, 2000.
"Board of Studies" means P.G. Board of Studies in Education, Rani Channamma
University, Belagavi
Course: Usually referred to as „papers‟ is a component of a programme. All courses
need not carry the same weight. The courses should define learning objectives and
learning outcomes. A course may be designed to comprise of lectures / discussions /
tutorials / laboratory work/field work / outreach activities / project work /
vocational training / viva / seminars / term papers / assignments / presentations /
self-study, etc., or a combination of some of these.
"Compulsory Course" means fundamental paper, which the student admitted to a
particular Post-Graduate Programme, should successfully complete to receive the
Post Graduate Degree in the concerned subject.
Choice Based Credit System (CBCS): The CBCS provides choice for students to
select from the prescribed courses (core, elective or minor or soft skill courses).
Credit Based Semester System (CBSS): Under the CBSS, the requirement for
awarding a degree or diploma or certificate is prescribed in terms of number of
credits to be completed by the students.
"Course Weightage" means number of credits assigned to a particular course.
"Credit" means the unit by which the course work is measured. One Credit means
one hour of teaching work or two hours of practical work per week. As regards the
marks for the courses, 1 Credit is equal to 25 marks, 2 credits are equal to 50 marks,
3 credits are equal to 75 marks and 4 credits are equal to 100 marks.
"Cumulative Grade Point Average (CGPA)” refers to the cumulative Grade
Point Averages weighted across all the semesters and is carried forward from first
semester to subsequent semesters.
"Degree" means Post-Graduate Degree.
"Grade" is an index to indicate the performance of a student in the selected course.
These Grades are arrived at by converting marks scored in each course by the
candidate in both Internal Assessment and Semester-end Examinations.
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Grade Point Average (GPA)” refers to an indication of the performance of the
student in a given semester. GPA is the weighted average of all Grades a student
gets in a given semester.
"Open Elective Course" means a paper offered by a Department to the students of
other Departments
"Post Graduate Programme" means semesterised Master's Degree Programme in
Education.
"Specialization Course" means advanced paper offered by a Department of
Education that a student can opt as a special course.
"Student" means the student admitted to programme.
"University" means Rani Channamma University, Belagavi.
Credit Point: It is the product of grade point and number of credits for a course.
Credit: A unit by which the course work is measured. It determines the number of
hours of instructions required per week. One credit is equivalent to one hour of
teaching (lecture or tutorial) or two hours of practical work/field work per week.
Cumulative Grade Point Average (CGPA): It is a measure of overall cumulative
performance of a student over all semesters. The CGPA is the ratio of total credit
points secured by a student in various courses in all semesters and the sum of the
total credits of all courses in all the semesters. It is expressed up to two decimal
points.
Grade Point: It is a numerical weight allotted to each letter grade on a 10-point
scale.
Letter Grade: It is an index of the performance of students in a said course. Grades
are denoted by letters A, B, C, D and F.
Programme: An educational programme leading to an award of a Degree, diploma
or certificate.
Semester Grade Point Average (SGPA): It is a measure of performance of work
done in a semester. It is a ratio of total credit points secured by a student in various
courses registered in a semester and the total course credits taken during that
semester. It will be expressed up to two decimal places.
Semester: Each semester will consist of 15-18 weeks of academic work equivalent to
90 actual teaching days. The odd semester may be scheduled from July to December
and even semester from January to June.
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5. Aims of the Programme
The main thrust of M.Ed. Programme is visualized as a professional programme to
prepare teacher educators; however in the current developing scenario in education it
should also cater adequately to academic pursuits like curriculum and text book
development, research, policy analysis and educational administration. An effective teacher
education curriculum calls for systematic task analysis of teachers at various levels and
inclusion of relevant contents, which alone can infuse confidence among the prospective
teachers to negotiate the school curriculum in classroom.
The present teacher education programme is inadequate to meet the challenges of
diverse Indian socio-cultural contexts and the paradigm shift envisaged in the NCF 2005.
The pedagogic reform from this perspective need to invest on building on teachers capacity
to act as autonomous reflective groups of professionals who are sensitive to their social
mandate and to the professional ethics and to the needs of heterogeneous groups of learners.
6. Eligibility to Apply for Admission
a) Candidates seeking admission to the M.Ed. Programme should have obtained at least
50% marks or an equivalent grade in the following programmes:
i. B.Ed.
ii. B.A, B.Ed. /B.Sc. B.Ed. /B.A.Ed. /B.Sc. Ed.
iii. B. El. Ed.
iv. D. El. Ed./D.Ed. with an undergraduate degree (with 50% marks in each)
b) Reservation and relaxation for SC/ST/OBC/PWD and other applicable categories
shall be as per the rules of the Central Government/State Government/Rani
Channamma University, whichever is applicable.
7. Admission Procedure
Admission shall be made on merit on the basis of marks obtained in the qualifying
examination or any other selection process as per the policies and regulations of the State
Government/University/NCTE norms.
8. Duration of Programme
The M.Ed. programme shall be for duration of four semesters (two academic years)
including field attachment for a minimum of 8 weeks and research dissertation. Students
shall be permitted to complete the programme requirements of the two year programme
within a maximum period of three years from the date of admission to the programme. The
inter semester breaks should be used for field attachment/practicum/other activities.
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9. Working Days
The working days shall be as per UGC/NCTE guidelines, exclusive of the period of
admission and inclusive of classroom transaction, practicum, field study and conduct of
examination. The department shall work as per the stipulated periods by NCTE in a week
(five or six days) during which faculty and students concerned with the conduct of the
programme shall be available for interaction, dialogue, consultation and mentoring
students.
9 a. Attendance for Students: The minimum attendance of students shall be 75% for
theory courses and practicum and 90% for field attachment.
10. Medium of Instruction
The medium of instruction shall be English. However, the students may write the
answers in the internal test and semester end examinations in Kannada if so provided by the
concerned Board of Studies.
Programme Structure
The students of Post-Graduate Programme shall study the courses as may be approved
by the concerned Board of Studies, Faculty and the Academic Council of from time to
time subject to minimum and maximum credits as outlined in these regulations.
There shall be three categories of courses namely, Compulsory Courses. Specialization
Courses and Open Elective Courses.
Each programme shall have a set of Compulsory Courses, as stipulated in the
regulations governing the concerned programme that a student must complete to get
the concerned degree.
In those programmes that offer specialization courses, the students shall choose the
prescribed number of Specialization Courses offered within the Department.
The Department of Education offers Open Elective courses for Students of other
Departments. The Students of the Department of Education shall choose Open Electives
courses prescribed by the University.
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11. Programme Structure
The curriculum of two-year M.Ed. programme as suggested in the NCTE Regulations,
2014 is as follows:
Major
Components Areas Covered Description
Common Perspective 1. Perspective Courses in the areas of Philosophy of Education,
Core Courses, Sociology History-Political Economy of Education,
(Theory and Tool Courses, Psychology of Education, Education Studies, and Curriculum
Practicum and Teacher Studies.
included) Education 2. Tool Courses comprising of basic and advanced level
Courses education research, academic writing and communication
skills; educational technology and ICT; self-development
(with focus on gender and society, inclusive education and
mental and physical well-being through modalities such as
yoga)
3. Teacher Education Courses (which are also linked with the
field internship/ immersion/attachment in a teacher education
Courses in any institution) will also be included in the core.

Specialization one of the The Specialization branches in one of the school stages:
Branches Elementary Level (up to VIII), or, Secondary and Senior
(Theory and school Secondary Level (VI to XII), each with:
Practicum levels/areas 1. Core courses, within Elementary/Secondary specialization,
included) (such as focusing on mapping the area
Elementary, or 2. Specialization/elective clusters in thematic areas pertinent to
Secondary and that stage, such as:
Senior - Curriculum ;
Secondary) - Pedagogy and Assessment;
and further - Policy, Economics and Planning;
thematic - Educational Management and Administration; Education
specializations. for Differently Abled;
- Education Technology, etc.
Field Teacher Field Attachments/ Internship/Immersions in:
Attachments Education 1. A Teacher Education Institution (TEI), and
Institution
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/Internships (TEI) 2. The Area of Specialization (Elementary Level or Secondary
/Immersions /Senior Secondary Level)
Related to
specialization
(Elementary or
Secondary/
Senior
Secondary
Research Related to Students (in close mentorship of a faculty member) learn to plan
leading to specialization/ and conduct a research, and write a thesis.
Dissertation foundations
The above structure has been adopted by the NCTE taking into consideration the
prevailing regulations.
The modified course structure for the two-year M.Ed. Programme is as follows:
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Structure for Two-Year M.Ed. Programme
Semester-wise Distribution of the Courses
Semester – I
Theory/ External Internal Total Total
Course Subject Name
Practical Marks Marks Marks Credits
Course – 1 Philosophy of Education Theory 75 25 100 4
Psychology of Learning and
Course – 2 Theory 75 25 100 4
Development
Course – 3 Educational Technology Theory 75 25 100 4
Introduction to Educational
Theory 75 25 100
Course – 4 Research And Statistics 4
ISB
Activity–I Communication Skills &
Practical 50 50 2
(a) Expository Writing
Activity–I Self Development-Yoga
Practical 50 50 2
(b) Education
Total 300 200 500 20
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Semester – II
Course Subject Name
Course – 5 Sociology of Education Theory 75 25 100 4
Historical, Political and

Course – 6 Economic Foundations Theory 75 25 100 4
of Education
Educational Studies Theory 75 25 100 4

Course – 7
Advanced Educational 75
25 100 4
Course – 8 Research and Statistics Theory
Course Theory
80 20 100 4
(OEC) Strategies of Teaching
ISB
Activity – II
Dissertation Practical 50 50 2
(a)
Activity – II Internship in a Teacher
Practical 100 100 4
(b) Education Institutions
Total 380 270 650 26
10
Semester-III
Specialization in any ONE level: Elementary/Secondary and Senior Secondary

Course Subject Name
Guidance and Counselling
Course-9  Guidance and Counselling
at Elementary Level Theory 75 25 100 4
(d):
 Guidance and Counselling
at Secondary Level
 Administration,
Management and
Leadership of Elementary
Course- Education
10 (d):  Administration, Theory 75 25 100 4
Management and
Leadership of
Secondary/Senior
Secondary Level
Course-  Professional Ethics and
Human Values of Teacher Theory 75 25 100 4
11 (a):
Educators
Course-  Perspectives of Teacher Theory 75 25 100 4
12 (c): Education
 Internship in
Specialization
Course-
(Elementary or Practical 100 100 4
11 :
Secondary/Senior
Secondary)
Course  Personality Development 20 100 4
(OEC): 80
and Communication Skills Theory
ISB
Activity Dissertation Practical 50 50 2
III (a)
Activity
Academic Writing Practical 50 50 2
III (b)
Total 380 320 700 28
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Semester-IV
Specialization in any ONE level: Elementary/Secondary and Senior Secondary

Course Subject Name
 Educational
Technology at
Elementary Level
Course-  Educational Theory 75 25 100 4
12 (d): Technology at
Secondary/Senior
Secondary Level
 Inclusive Education
at Elementary Level
Course-  Inclusive Education Theory 75 25 100 4
13 (d) : at Secondary/Senior
Secondary Level
 Curriculum Studies
Course- at Elementary Level Theory 75 25 100 4
15 :  Curriculum Studies
at Secondary Level
Course-
Dissertation Practical 100 100 4
16 :
Total 225 175 400 16
1285 965 2250 90
GRAND TOTAL
List of Open Elective Courses offered by the Department
1. Strategies of Teaching (Second Semester)

2. Personality Development and Communication Skills (Third Semester)
Scheme of Examination
(Semester end Theory Examination Question Paper Pattern) Hard core, Soft core
(Specialization) papers for M.Ed Students and Open Elective Papers for Students
from other departments Duration: 03 Hours
Section Type of Questions Marks Total

A Four essay type questions in Section A 3 X 15 45
with internal choice out of 5
B There will be short answer questions in 5X6 30
Section B with internal choice out of 8
Total 75
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Scheme of Evaluation (Internal Assessment)
Sl. No. Continuous Assessment Programme Maximum Marks
1 Two Session tests in each course
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(5 marks first test and 10 marks second test)
2 Seminar/Group Discussion/Assignment
(to be assessed on the basis of writing, comprehension, 07
communication, articulation and presentation skills)
4 Regularity and Attendance 03
Total 25
Three marks in each course are marked for regularity in attending the classes shall be
awarded as follows:
Percentage of Marks to be awarded
Class Attended Hard core, Soft core and Open Elective Courses
< 75 00
75 < 80 01
80 < 90 02
90 03
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12. Examination
12.1 There shall be an examination at the end of each semester.
12.2 There shall be semester-end examination of 3 hours duration for 75 marks for
compulsory and specialization courses. For open elective, there will be 80 marks and
examination duration of 3 hours.
12.3 Every student shall register for each semester-end examination as per the University
Notification by submitting duly completed application form through the Chairman of
Department of Education and shall also pay the fees prescribed.
12.4 The Office of the Registrar (Evaluation) shall allot the Register Number to the
candidate at the 1st semester-end examination. That will be the Register Number of
the candidate for all subsequent appearances and semester-end examinations. The
Answer scripts shall be in the safe custody of the University for a maximum period of
six months from the date of announcement of results. These shall be disposed off after
six months.
12.5 The M.Ed programme under CBCS is a fully carry-over system. A candidate
reappearing for either the odd or even semester examinations shall be permitted to
take examinations as and when they are conducted (even semester examination in
even semester and odd semester examination in odd semester).
12.6 Candidates who have failed, remained absent or opted for improvement in any course/
courses shall appear for such course/ courses in the two immediate successive
examinations that are conducted. However, in the case of the candidates appearing for
improvement of their marks, the marks secured in the previous examination shall be
retained, if the same is higher.
12.7 Candidates who desire to challenge the marks awarded to them, in the semester - end
examination may do so by submitting the application along with the prescribed fee to
the Registrar (Evaluation), within 15 days from the announcement of results.
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13.1 M.Ed. programme shall have two evaluation components - Internal Assessment (IA)
and the Semester End Exams.
13.2 The IA component in a course shall carry 25 marks (including 03 marks for
attendance) and the Semester End Examination shall carry 75 marks However,
dissertation will carry 200 marks, in which 50 marks is allotted to the presentation of
the research proposal and 50 marks for research progress.
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13.3 The IA marks list shall be notified on the Department Notice Board as Marks and
when the individual IA components are completed and the consolidated list shall be
submitted to the Office of the Registrar Evaluation before the commencement of
semester-end examination, or as directed by the University.
13.4 There is no provision for seeking improvement of Internal Assessment marks.
13.5 The IA records of each semester end examination should be submitted to the
department of education in duplicate, at least 8 days prior to the commencement each
semester end examination and the dissertation thesis should also be submitted to the
department of education in duplicate before the end of IV semester end examination.
13.6 Maximum duration for completion of the Programme

13.7 A candidate admitted to a post graduate programme shall complete it within a period,
which is double the duration of the programme from the date of admission.
13.8 Whenever the syllabus is revised, the candidate reappearing shall be allowed for the
examinations only according to the new syllabus.
14.0 Declaration of Results:
14.1 Minimum for a pass in each paper shall be 40% of the total marks including the IA / viva and
the semester end examinations marks. However, candidate shall obtain at least 40% of the
marks in the Semester End Examination (ex. 30/75). There is no minimum in the IA / viva
marks.
14.2 Candidates shall secure a minimum of 50% in aggregate in all semesters to complete
the programme successfully. A candidate who passes individually with 40% score but fails to
secure 50% in aggregate shall be declared to have failed. Such candidate shall at his option
appear for any one or all papers for improvement.
14.3 Candidates shall earn the prescribed number of credits for the programme to qualify for the
PG Degree in Education.
14.4 For the purpose of announcing the results, the aggregate of the marks secured by a candidate
in all the semester examinations shall be taken into account. However, Ranks shall not be
awarded in case the candidate has not successfully completed each of the semesters in first
attempt.
14.5 The candidates, seeking improvement of their results shall submit an application along with a
prescribed fee to the Registrar (evaluation) and surrender the degree certificate / provisional
pass certificate/original marks cards of that semester before15 days from the date of exam
application submission as per the prevailing rules of University from time to time.
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First class with Distinction 70% and above (A)
First Class 60% and above but less than 70% (B)
Second Class 50% and above but less than 60% (C)
Fail Less than 50% (F)
15.0 Marks, Credit Points, Grade Points, Grade and Grade Point Average:
15.1 The grade points and the grade letters to candidates in each course shall be awarded as
follows:
Percentage of marks Grade Points Grade Letter
75 and above, up to 100.00% 7.50 to 10.00 A
60 and above but less than 75% 6.00 and above but less than 07.5 B
50 and above but less than 60% 5.00 and above but less than 6.0 C
40 and above but less than 50% 4.00 and above but less than 05.00 D
Less than 40.00% Less than 4.00 F
15.2 Credit Point (CP): The Credit Point for each course shall be calculated by multiplying
the grade point obtained by the credit the course.
15.3 The award of Grade Point Average (GPA) for any student is based on the performance
in the whole semester. The student is awarded Grade Point Average for each semester
based on the Total Credit Points obtained and the total number of credits opted for. The
GPA is calculated by dividing the total credit points earned by the student in all the
courses by the total number of credits of those courses of the semester.
15.4 The Cumulative Grade Point Average (CGPA) shall be calculated by dividing the total
number of credit points in all the semesters by the total number of credits in all the
semester. The CGPA to date shall be calculated by dividing the total number of credit
points in all the semesters to date by the total number of credits in all the semesters to
date.
CGPA for the Sum of the CP of the I semester
I semester = Sum of the credits of the I semester
CGPA for the Sum of the CP of the I sem + Sum of the CP of the I sem
II semester = Sum of the credits of I sem + Sum of the credits of II sem
CGPA for the III and IV Semester shall be computed accordingly.
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15.5 The Grade Card at each semester examination shall indicate the courses opted by the
student, the credit for the course chosen by the student, the credit points obtained in
each course, the grade letter and grade points obtained in each course, the grade letter
and the grade point average. No class shall be awarded for each semester and the same
would only be awarded at the end of all the semesters based on Cumulative Grade Point
Average.
15.6 Class shall be awarded to the successful candidates based on the Cumulative Grade
Point Average (CGPA) as specified below:
Cumulative Grade Point
Average(CGPA) Class to be awarded
7.5 to 10.0 First class with Distinction
6.0 and above but below 7.5 First Class
5.0 and above but below 6.0 Second Class
Evaluation Rules & Regulations

The. Degree will be awarded to a student who completes a total of 90 Credits in a
minimum of two years taking four courses per Semester.
Each paper (expect ECP) will be of 4 credits, the evaluation of which will be decided by
the teacher educator. Each 4 credit course will have 100 marks.
Credit: 6 means {Lecturer per week: 3 (one hour each) = 3 credits
Tutorial per week: 2 (one hour each) = 1 credit
Field work/practicum per week: 4 (one hour each) = 2 credits
While marks will be awarded for all examinations, they will be converted into grades.
The semester end grade sheets will have only grades and final grade sheets and
transcripts will have grade points average and total percentage of marks (up to two
decimal points).
A student obtaining Grade F will be considered as failed and is required to reappear in
the examination.
The formula for conversion of Grade Point Average (GPA) into the Final Grade:
Following procedure to compute the Semester Grade Point Average (SGPA) and
Cumulative Grade Point Average (CGPA).
The SGPA is the ratio of sum of the product of the number of credits with the grade
points scored by a student in all the courses taken by a student and the sum of the
number of credits of all the courses undergone by a student, i.e., SGPA (Si) = ∑(Ci x Gi)
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/ ∑Ci Where Ci is the number of credits of the ith course and Gi is the grade point
scored by the student in the ith course.
The CGPA is also calculated in the same manner taking into account all the courses
undergone by a student over all the semesters of a programme, i.e., SGPA (Si) = ∑(Ci x
Gi) / ∑Ci
The formula for GPA will be based on Weighted Average. The final GPA will not be
printed unless a student passes courses equivalent to minimum 50 % of the total credits.
There will be only final compilation and moderation at GPA (Final) level done at the
Department, while declaring the result the existing relevant ordinances are applicable.
There is also a provision for verification and revaluation in case of verification. The
existing rules will be applicable. The revaluation result will be adopted if there is a
change of at least 10 % marks and in the grade of the course.
For grade improvement a student must reappear for semester-end examination for a
minimum 50% of the total credits. These courses will be from the parent department.
Grade Improvement Programme will be implemented at the end of the academic year. A
student can opt for the grade improvement programme only after the declaration of final
semester examination.
Special Instructions
There will be a university examination at the end of each semester as per details of
the scheme of examination.‟
Candidates, who represent their institute/university/state/nation in recognized
sports/games/cultural/literary activities, will get credit of attendance for that
period; this will be allowed on production of a certificate from the concerned
organizing authority and on the basis of the recommendations of the head of the
institute.
The minimum pass marks in each year or semester examination will be 40% for each
theory paper and practicum and 50% for internship in teaching separately. The
candidate will have to pass each theory paper and practicum separately.
A candidate who fails only in one subject in first year or semester of the course will be
eligible to take the examination in that part of the subject (theory paper/practicum) as
the case may be, in which they fail along with the next semester.
A candidate who fails only in one subject in second year of the course will be allowed to
appear as an ex-student in that part of the subject in which he/she fails at the
subsequent examination.
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In case a candidate fails in pre-internship/internship in teaching, he/she will have to
undergo the full year of the course of study as a regular student in the subsequent year.
A candidate will be given a maximum of two chances to pass the examination in any
year/semester of the course. If he/she does not pass the examination even after two
chances he/she will not be eligible for M.Ed. degree.
Candidates can apply for re-evaluation in any of the theory papers as per rules stipulated
by the University for M.Ed. degree.
Changes in statutes/ordinances/rules/regulations/syllabi and books may from time to
time be made by amendment or remaking and a candidate will, except in so far as the
university determines otherwise, comply with any change that applies to years he/she
has not completed at the time of change.
In matter governing the above programme, the decision of the honourable Vice
Chancellor is final.
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RANI CHANNAMMA UNIVERSITY, BELAGAVI
SYLLABUS FOR TWO YEAR M.Ed. PROGRAMME
CHOICE BASED CREDIT SYSTEM (CBCS)
SEMESTER – I
COURSE – 1: PHILOSOPHY OF EDUCATION

Objectives : After completion of the course the students will be able to:
Understand the need and significance of philosophical framework of education.
Know the fields of philosophy and their relevance to education.
Understand the perspectives of Indian and Western schools of philosophy
concerning education.
Acquire the knowledge of the concepts and principles of philosophy.
Understand the relationship between philosophy and education and the importance
of philosophy on education.
Understand the philosophical origins of education.
Develop a philosophical outlook towards educational problems.
Appreciate the contributions of Western philosophy and Indian philosophy to
education.
Unit- 1: Introduction to Educational Philosophy
1.1 Concept and Functions of Philosophy
1.2 Need and Importance of Philosophical Framework
1.3 Inter-relationship between Philosophy and Education
1.4 Nature and Scope of Educational Philosophy.
1.5 Philosophical Analysis of Educational Aspects.
1.5.1 Aims and Objectives
1.5.2 Methods of Teaching
1.5.3 Curriculum
1.5.4 Text Book
1.5.5 Teacher and- Pupil Relationship
1.5.6 Discipline
Unit – 2: Fields of Philosophical Inquiry and Education.
2.1 Metaphysics – Origin and Meaning & Theories.
2.2 Epistemology - Origin and Meaning & Theories.
2.2.1 Epistemological Analysis of Sources of Knowledge
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-Ways of knowing -Indian and Western
2.3 Axiology – Origin and Meaning & Theories.
2.4 Ethical Values of Science and Technology.
2.4.1 Intellectual Honesty.
2.4.2 Application of Technology for Human Welfare.
2.4.3 Scientific Temper.
Unit- 3: Indian Schools Thinkers of philosophy and Education.

3.1 Indian Schools of Philosophy
3.1.1 Sad Darsanas (Six Systems of Thought)-
3.1.2 Sankhya-Yoga,
3.1.3 Nyaya-Vaisesika,
3.1.4 Mimasa-Vedanta.
3.1.5 Charvaka Darsana
3.1.6 Buddhism and Jainism
3.1.7 Dwaita, Adwaita and Shaktivishistadwaita
3.2 Indian Thinkers
3.2.1 Sri Aurobindo Ghosh
3.2.2 Mahatma Gandhiji
3.2.3 Rabindranath Tagore.
3.2.4 Swami Vivekananda
3.2.5 J. Krishnamurthy
Unit- 4: Western Schools Thinkers of philosophy and Education.

4.1 Western Schools of Philosophy
4.1.1 Idealism
4.1.2 Naturalism
4.1.3 Pragmatism
4.1.4 Realism
4.2 Western Thinkers
4.2.1 John Dewey
4.2.2 Maria Montessori
4.2.3 Aristotle
4.2.4 Rousseau
21
Mode of Transaction: Lecture-cum-discussion, workshop sessions, assignments,
presentations by students
Practicum :
The students may undertake anyone of the following activities :
Reading of original texts of Swami Vivekananda/M.K.Gandhi/Rabindranath
Tagore/Jonh Dewey/Froebel etc and presentation on linkage of various
theoretical concepts with pedagogy and practices followed by group discussion.
Visit to a rural/urban school, observation of activities and preparation of a
reflective diary and interaction in a group.
Identifying the constitutional values prevailing in the school textbooks and report.
References
Broudy, S. H. (1962) , Building a Philosophy of Education, New York: Prentice Hall.
Brubacher, J. S. (1995) The challenge to philosophic about Education Modern
Philosophic and Education Chicago: University of Chicago Press.
Brubacher, John S. (1947) History of the Problems of Education. New York : Mc Graw -
Hill.
Christopher, (1969) What is Philosophy of Education, London : Collier Mc.Millan Ltd.
Company Conze, E. (1969) Buddhism. London : Faber and Faber time.
Curtis, S. J. (1966) An introduction to Philosophy of Education. London :Turoria press.
Dewey, J. (1916) Democracy and Education. New York: Mc. Millan.
Haviland W.A. (1978) Cultural Anthropology. New York : Holt, Rinehart and Winston.
Kneller, G.F. (1971) Foundations of Education. New York: John Wiley.
Moore, C.B. and Cole, E.W. Society in Education Practice. New York : Haughton
Mifflin Moore, W.(1970).
Pragmatism and its Cristics. Chicago: University of Chicago Press.
Morril, F. E. (1961) Society and Culture. An Introduction to Sociology. New Jersey:
Englewood Cliffs
O‟Connor, (1957). An Introduction to the Philosophy of Education. New York
:Philosophical Library
Perry, R.B. (1926). General theory of Value. New York: Longmans: Green Publication,
Publishing Company.
Seetharamu, A.S. (1989). Philosophies of Education. New Delhi: Ashish Publication
House
22
Shailaja H M and Gundale R P (2004) Bharateeya Tatwika Parampare Mattu Shikshana,
Gadag;Vidyanidhi Prakashan
Singh, Y. (1986). Modernization of Indian Tradition . Jaipur: Rawat Publication.
Sodhi, Sandhu and Singh (1988). Philosophies of Education. Ambala Cantt: The Indian
Spencer, H. (1988). Education, Intellectual Moral and Physical. New York: Appleton
Srinivas, M.N. (1985). Caste in modern India. Bombay: Media Promoters and Publishers
Pvt. Ltd
23
SEMESTER – I
COURSE -2: PSYCHOLOGY OF LEARNING AND DEVELOPMENT
Essence of the Course

This course covers presentation on different School of Psychology and its
implications for education, Detailed Coverage has been made on Learning and
motivation theories and their educational implications. The course highlights the nature
of individual differences, adjustments, personality and group dynamics.
Objectives:
1. The students will understand the general concepts in psychology and educational
psychology in particular.
2. The students will understand the concepts of the theories of psychology and
psychology of learning in particular.
3. The students will understand the role of motivation as is involved in learning,
4. The students will understand the concepts of adjustment and personality and
how they are both interrelated
Unit 1. Psychology of Learning.

a) Basic, Nature, scope and methods of educational psychology – Schools of
Psychology: Structuralism functionalism, behaviorism, Hormic psychology,
Gestalt, Cognitivist, Psycho analytic – Methods of studying psychology:
Introspection, Observation, Case Study and Experimental Method.
b) Learning: its meaning, types and nature, theories of learning and instruction
with reference to classroom practice
Various theoretical perspectives on human learning with educational
implications: Behavourist (Pavlov and Skinner), Humanist (Rogers),
Cognitivgist (Gagne, Ausubel, Burner, Piaget), Constructivist (Piaget,
Vygotsky)- Information processing theories- Evolutionary view of Psychology
of learning – Neuroscience Perspective of Learning & development.
Unit 2 : Motivation
Meaning and importance –theories of Motivation – Maslow‟s hierarchy of needs,
Atkinson‟s Achievement motivation, McCleland theory of Motivation –
Implications of theories of motivation in the context of learning and instruction-Factors
related to motivation such as : Information, Social Factors, Emotional Factors, Family
Influence and Classroom Ethos- Strategies for motivating learner – Intrinsic and
extrinsic motivation.
Un it 3: Individual Differences,
Individual differences : Kinds & causes – Intelligence Theories : Two Factor
theory, Multifactor theory, Group factor, Structure of Intellect (SOI) by Gluilford,
Vernon‟s Hierarchy Theory, Multiple Intelligences, Emotional Intelligence –
Measurement of Intelligence – Creativity :Nature, Process, Identification, fostering and
guiding creative children and its importance, Measurement of creativity – concept and
measurement of Aptitude, Attitude, Interests and Values – Exceptional children :
Gifted, Slow learner, disabled – underachiever- strategies to deal with diversity among
the learners.
Unit : 4 : Adjustment and personality

(a) Adjustment : Psychological Process – Maladjustment, factors responsible
for maladjustment – conflicts and their resolution – Defence mechanisms –
Juvenile Delinquency – Remedial programme at school and community –
Mental Health – Understanding and management of learners with emotional
and behavioural disorders – role of guidance services.
(b) Personality: Theories of Personality : Psycho analytic theory, Socio
Psychological theory- Determinants of Personality – Concept of developing the
whole person – Measurement of Personality in Educational settings : Tools and Techniques.
Mode of Transaction :
Lecture, Discussion, Case Study, seminar presentation, Experiments, Problem
solving, Film show
Practicum :
1. Book review of any latest text book or reference book related to the course
(covering the main content, focus, relevance in relation to the existing field
of knowledge and its usefulness)
2. Study of group dynamics of secondary school students and B.Ed. students
using different techniques and tools
3. Administration of personality test, intelligence test, creativity test, sociometric
technique, its interpretation and report writing.
3. Visits to juvenile home, Special education centres and reporting on its structure
and functioning.
5. Each student shall be required to critically appraise any two theories mentioned
in the syllabus, This should be done on the basis of their observation of subjects
selected from their surroundings.
Mode of assessment :
Assignments, Class test, Observing practical and assessment of reports
References :
1. Bany, M and Johnson, L. (1964). Classroom Group Behaviour : Group
Dynamics in Education, New York : The Macmillan Company.
2. Berry, J.W. and Dasen, P.R. 1974 ;Culture and Cognition : Reading in
Cross-cultural Psychology, London : Methuen and company limited, ISBN
416 751806
3. Bhatia, H.R. (S1973). Elements of Educational Psychology, 5th edition,
Orient Longman.
4. Bigge, M.L. (1982). Learning Theories for Teachers, (4th edition). New
York, Harper ;and Row Publishers, P.P. 89-90.
5. Bollers, R.C. (1975) : Learning Theory. New York, Holt, Ranehart and
Winston, P.P. 18-19
6. Buskist, W and Davis, S.F. 2006 Handbook of the teaching of Psychology,
Australia, Victoria : Blackwell publishing, ISBN No. 101-4051-3801-7.
7. Chauhan, S.S. (1978) : Advanced Educational Psychology, Vikas Publishing
house Pvt Ltd, New Delhi.
SYLLABUS FOR TWO YEAR M.Ed PROGRAMME
SEMESTER I
COURSE – 3: EDUCATIONAL TECHNOLOGY
Objectives: After completion of the course, the student will be able to;
Understand the meaning, scope and concept of Educational Technology
Compare the software approach with hardware approach to Educational Technology
Develop necessary skills in the use of media utilization and applications in the
teaching-learning process
Develop awareness towards education and system analysis
Develop skills regarding Cybernetics namely use of Internet and related services.
Unit 1- Nature and Scope

1.1 Educational technology-concept, product Vs process;
1.2 Forms of educational technology: teaching technology, instructional technology and
behaviour technology;
1.3 Approaches of educational technology: Hardware and Software;
1.4 Transactional usage of educational technology: integrated, complementary,
supplementary standalone (independent);
1.5 Historical development – programmed learning stage; media application stage and
computer application stage;
1.6 Major institutions of educational technology in India – CIET, EMMRC (AVRC,
EMRC and MCRC), IGNOU, SIET, Consortium for Educational Communication
(CEC), UGC, their role in education.
Unit 2- Systems Approach to Education and Communication

2.1 Systems Approach to Education and its Components: Goal Setting, Task Analysis,
Content Analysis, Context Analysis and Evaluation Strategies;
2.2 Instructional Strategies and Media for Instruction.
2.3 Effectiveness of Communication in instructional system; Communication- Modes,
Barriers and Process of Communication.
2.4 Types of communication: Face-to-face, Distance and other alternative modes.
28
Unit 3- Audio Visual Media in Education
3.1 Audio-visual media – meaning, importance and various forms.
3.2 Audio/Radio: Broadcast and audio recordings - strengths and Limitations, criteria
for selection of instructional units, script writing, pre-production, post-production
process and practices, use of RCCP in teaching, Role of AIR/Gyanvani, Audio
Conferencing and Interactive Radio Conference.
3.3 Video/Educational Television: Telecast and Video recordings - Strengths and
limitations, Use of Television and CCTV in instruction and Training.
3.4 Teleconferencing, Video Conferencing, SITE experiment, countrywide classroom
project and Satellite based instructions, Gyandarshan and SIET programmes.
3.5 Use of animation films for the development of children‟s imagination.
3.6 Use of Audio-Visual Media in Education by CIET, IGNOU, SIET, UGC-CEC,
EDUSAT and other institutions.
Unit 4- New Horizons of Educational Technology

4.1 Recent innovations in the area of ET interactive video – Hypertext, video-texts,
optical fiber technology – laser disc, computer conferencing, etc.
4.2 Procedure and organization of Teleconferencing/ Interactive video-experiences of
institutions, open schools and open universities.
4.3 Recent experiments in the third world countries and pointers for India with
reference to education.
4.4 Recent trends of Research in Educational Technology and its future with reference
to education.
Transaction Mode:
Lecture cum demonstration and hands on experiences on the production of audio-
visual material; observation of various modes of training programmes by the different
organizations / institutions. Analysisng the different instructional designs based on the
various instructional design models. Preparation of a trend report on researches on
instructional design. Visit to local educational technology institute (EMMRC/AVRC/any
other institution) to explore the various stages on media production.
Practicum: The students may undertake any one of the following activities:
• Identifying appropriate media and material for effective use in the transaction of a lesson.
• Writing a simple script for media production.
• Critical analysis of an instructional system based on components of systems approach
29
• Critical analysis of the different instructional designs based on the various instructional
design models.
Preparation of a trend report on researches on instructional design
• Visit to local educational technology institute (EMMRC/AVRC/any other institution) to
explore the various stages on media production.
• Visit to local TV / Radio Station and analyzing the educational radio broadcast or TV
telecast for quality and content.
• Interventions of educational technology in the current practices of teacher training
programmes in India.
References
Anand Rao B. and Ravishankar: Readings in Educational Technology, Himalay
Publishing House, Ramdoot Dr.Bhalerao Marg, Bombay – 04.
Chauhan S S: A Text Book of Programmed Instruction. (2Ed). Sterling Publishers Pvt
Ltd., New Delhi / Bangalore.
Dharma, OP and Bhatnagar O.O: Educational and Communication for Development,
Oxford and IBG, New Delhi.
Goldberg, Alvin and Carl E.;Larson: Group Communication, Prentice Hall, Inc. New
Jersey.
Harun Arrasjid and Dorine Arrasjid: Media – A pocket Guide, MSS Information
Corporation, New York.
Keith Hudson: Introducing CAL – Practical guide to writing CAL Programmes,
Chapman and Hall, London.
Khanna S.D et.al: Technology of Teaching and Teacher Behavior, Doaba House, New
Delhi, 1984. Four Author: Technology of Teaching.
Patel I.J and other: A Hand Book of Programmed Learning, CASE, Baroda.
Ronald H Anderson: Selecting and Developing Media for Instruction, Van Nostrand
Reinhold, New York.
Ruhela S P (2001): Some Aspects of Educational Technology.
Sharma R A: Programmed Instruction – An Instructional Technology, Loyal Bank
Depot, Meerut (UP).
Walter A Written and Charles F Schuller: Instructional Technology - its nature and use
th
of A.V. Materials (5 Ed), Harper and Row Publishers, New York.
30
SEMESTER - I
COURSE – 4 a: INTRODUCTION TO EDUCATIONAL RESEARCH
AND STATISTICS
Objectives: After completion of the course the students will be able to:
Explains the different Sources of Knowledge, types, paradigms of Research.
Elucidates meaning, purpose & characteristics of Educational Research.
Illustrates different types of research.
Discusses different paradigms of research.
Organizes the related literatures
Formulates the research problems
Explains variables, hypotheses and sampling.
Prepares a research proposal
Illustrates different types of measurement scales
Calculates, measures of central tendency.
Computes measures of variability.
Explains the Characteristics and applications of Normal probability curve.
Explains different application of computes in research.
Unit 1 – Basics of Educational research

1.1 Different Source of Generating Knowledge. Concept of Scientific Inquiry and
Theory development, Scientific method –Concept, Definition Assumption and Steps.
1.2 Research in Education – Meaning, Purpose, Characteristics and Scope of
Educational Research. areas of Educational Research
1.3 Types of Educational Research – Classification based on purpose Fundamental or
Basic, Applied and Action Research. Classification based on Method – Historical,
Descriptive, Experiment. Paradigms of Research: Qualitative, Quantitative & Mixed
research.
31
Unit 2 -Review of Related Literature & Formulation of Research Problem
2.1 Purpose of Review at Different Stages of Research
2.2 Identifying the Related Literature - Sources & Types, Online & Off line
References. Organizing the related literature – recording of various references,
notes taking.
2.3 Formulation of a Research Problem – Sources, characteristics of a good research
problem, Evaluation of Research Problem, Criteria for selecting the Research
Problem. Defining & Stating the Research Problem, objectives & Research
question in quantitative & qualitative research.
Unit 3 - Variables, Hypotheses, Sampling and Preparation of a Research Proposal
3.1 Steps of Educational research, Research Blueprint – Concept and Component.
3.2 Variables – Meaning and Characteristics, Types and Interrelationship among
different Types of Variables.
3.3 Hypotheses – Meaning and Importance, Characteristics, Types and forms of
hypothesis.
3.4 Sampling - Concept of Population & Sample – Sampling unit, sample size,
sampling frame, concept of representative & based sample. Types of sampling –
Probability sampling & Non probability sampling. Probability sampling –
Random sampling, stratified sampling, stratified random sampling, systematic
sampling, cluster & multistage sampling. Non probability sampling - Judgment
or purposive sampling, quota sampling, Incidental sampling (Convenient).
3.5 Format of a research proposal
Unit 4 - Educational Statistics and Computer Applications

4.1 Nature of Data
4.2 Meaning and Nature, Measurement Scales, Classification and tabulation of data,
Graphical representation of data.
4.3 Descriptive Statistics
4.4 Measures of Central Tendency and Variability
4.5 Relative position- quartiles, deciles, percentiles and percentile ranks
4.6 Normal probability curve –Its properties and applications, skewness and
kurtosis- their computation and uses.
4.7 Standard scores, T scores and Stanine- computation and uses.
4.8 Criteria for selecting statistical softwares- in research.
4.9 Criteria for selecting software- SPSS, EXCEL and SYSTAT for data analysis in
educational research work. Packages on statistics (meaning and applications)
32
presentations by students.
Practicum
Application of Scientific Method to solve classroom related problem
Identification of ten Educational Research problems from current educational
programmes and enumerate the research questions and objectives
List ten Educational Problems related to Educational Management/ Educational
Administration/ Educational Technology
Collect 30 Educational Research studies and classify them based on method
used.(Historical/Descriptive/Experimental)
Collect 10 Qualitative, Quantitative and Mixed Research studies from survey reports
classify and justify the method used.
Make a Critical Analyses of review of related literature with respect to organization
and note taking from dissertations/projects.
Identify the criteria used for the selection of the problem and evaluate the selection
from the given 10 Research Reports.
Identify and classify the different types of variables from the given 10 research
studies.
Identify any 10 Research Problems and formulate the related Hypothesis
Given 10 research studies, identify and justify the sampling method used by the
researchers.
Critically evaluate the given two research proposals.
Collect 5 graphical representations (5 for each type) from Newspaper/ Journal/
magazines etc.
Collect the Academic Achievement scores of any 2 sections of any/ class and
calculate the Measures of central tendency and Interpret the results.
Collect Mathematics achievement scores of any one class and plot the frequency
polygon and interpret the nature of distribution.
Collect 10 research studies from websites and identify the tool used and scale of
measurement.
Collect KSEB and PU Board data and use MS-EXCEL to classify and organize the
data.
Identify 10 research problems from any area of research from different websites and
quota the source.
33
From the given 10 studies suggest the statistical software (SPSS/ SYSTAT and
EXCEL) and justify.
Selection of a problem and developing a research synopsis.
Identify five qualitative research problem and prepare at least five research questions
for each with clear research title.
Make a research strategy. Decide the types of questions you will be asking. You
might add your own, based on another source. Also ,you might use more than one in
order to cover your topic.
Make a chart or diagram of the different threads to your research considering the
different perspectives you will be using to study them.(use three perspectives i.e.
Strategies, data collection/analysis, and approaches.)
A critical analysis of the scope, merits and limitations of various approaches of
research in Elementary Education /Secondary Education.
Plan & preparation of Qualitative Research proposal.
Review of research report with regard to - Title or statement of the problem -
Approach/Design - Research Hypothesis/Research Questions - Sampling - Tools -
Statistical Techniques.
References
Anfara, Vincent & Mertz Norma T. (2006). Theoretical Frameworks in Qualitative
Research. SAGE Publication.
Best J.W. (1986) Research in Education, New Delhi: Prentice Hall of India Pvt. Ltd.
Borg, W.R. and Gall, M.D. (1983) Educational Research – An Introduction, New
York, Longman, Inc.
Creswell, John W. (2007). Qualitative Inquiry and Research Design: Choosing
Among Five Approaches. SAGE Publication.
Gupta, Santosh (1983) Research Methodology and Statistical Techniques, New
Delhi : Deep and Deep Publisher.
Kaul, Lokesh (1984) Methodology of Educational Research, New Delhi : Vikas
Publications.
Kerlinger, F.N. (1973) Foundations of Behavioural Research, New York : Holt,
Rinehart and Winston.
Leary, M.R. (2004). Introduction to Behavioural research Methods (4th edition)
Boston: Pearson Prentice hall
34
Praveena K. B. & Srinivasa K. S (2011). Research Methodology – A Practical
Approach. ISBN: 81-901-860-5-1. Bangalore. Esquire Publications.
Salkind, N.J. (2006). Exploring Research (Sixth Edition) NJ: Pearson Prentice Hall.
Sidhu, K.S. (1987) Methodology of Research in Education, New Delhi:
Sterling Publishers Pvt. Ltd.
Travers, R.M.W. (1969) An Introduction to Educational Research, New Delhi:
Sterling Publishers Pvt. Ltd.
Van, Dalen, Debonald, B. and Meyer, William J. (1979) Understanding Educational
Research: An Introduction, New York: Mc Graw Hill Co.
35
SEMESTER - I
INTER-SEMESTER BREAK (ISB) – I
COMMUNICATION AND EXPOSITORY WRITING
Objectives : After completion of the course, the student-teachers will be able to:-
Enhance the ability of the graduates to listen, converse, speak, present and explain
ideas in groups and before an audience.
Use of ICT in effective communication.
Understand about writing skill and enhance their expository writing skill.
Implement their knowledge of communication in classroom discussion and daily life.
Activity – 1
Analyzing verbal and non-verbal components of various personalities
Practicing Extempore Speech, Debate, Role Play, Pick and Act
Dramatization – Executing a play
Identifying and analyzing effectiveness of non-verbal components in cartoon films
Practicing electronic communication
(The above mentioned activities are only a few guidelines. Teachers can develop any
appropriate activities as per the requirement of the students)
Activity - 2
Writing an essay on any topic
Writing a story with a clear message
Writing a report on any current events
Writing a poem
Writing description about a given picture
Creative Writing
Reflective writing
(The above mentioned activities are only a few guidelines. Teachers can develop any
appropriate activities as per the requirement of the students)
36
Mode of Transaction: workshop sessions, assignments, presentations by students
Activities and Firsthand experience.
Practicum
Workshop on Development of Expository Writing skills for seven days.
Workshop on Communication skills for ten days.
References
http//gujarat-education gov.in/education-citizen act-rules. html
www.ugc.ac.in
www.education.nic.in
www.scribid.com
HNGU Handbook-I & II
37
SEMESTER – I
(INTER SEMESTER BREAK – ISB)
Activity 1 (b) Self Development -Yoga Education
Objectives: After going through this paper, student will be able to:
Understand the concept of yoga.
Understand the concept of Personality development and yoga.
Manage the stress by yogic practices.
Try for self development through yoga
Practices Asanas, Pranayamas, Meditation.
Unit 1: Introduction to Yoga and Personality Development
1.1. Introduction
1.2. Yogic Concepts of Personality
1.3. Dimensions of Integrated Personality Development
Unit 2: Yoga and Stress Management
2.1. Introduction
2.2. Concept of Stress
2.3. Stress-a yogic Perspective
2.4. Yoga as a way of Life to cope with stress
2.5. Yogic Practices for stress management.
2.6. Cyclic Meditation for stress management.
Unit 3: Yoga and Self Development
3.1. Introduction
3.2. Concept and Nature of Self Development
3.3. The concept of value and value education.
3.4. Spirituality and its role in human self-development-Yamas and Niyamas.
3.5. Helping children develop values
3.6. Yoga and Human Excellence
Unit 4. Guidelines for Practicum
4.1. Introduction
4.2. Asanas
4.3. Bandhas and Mudras
4.4. Pranayama
38
4.5. Meditation.
Books for Reference
American Psychological Association. „Stress‟. Available at
http://apa.org/topics/stress/index.aspx.
Basavaraddi,I.V.(ed.)(2013).A Monograph on Yogasana. New Delhi: Morarji Desai
National Institute of Yoga.
Basavaraddi,I.V.(ed.)(2010). Yoga Teacher‟s Manual for School Teachers. Delhi: Morarji
Desai National Institute of Yoga.
Basavaraddi,I.V.(ed.)(2013).A Monograph on Pranayama. Delhi: Morarji Desai National
Institute of Yoga.
Bhavanani, Ananda Bakayogi(2012). „Yoga‟. The Original Mind Body Medicine.
Available at http://icyer.com/documents/Yoga_mind_body_2012.
Charlesworth, Edward A. & Nathan Ronald G.(1984). Stress Management A
Comprehensive Guide to Wellness. New York: Ballantine Books.
Coleman.James C.(1984). Abnormal Psychology and Modern Life. Bombay:
D.B.Taraporewala & Co. Private Limited.
Jataka tales and other Stories, Om Book Service, New Delhi.
Lonavala Yoga Institute(2011). Hathapradipika. Lonavala: LY Institute.
Muktibodhananda, Swami(1993).Hatha Yoga Pradipika: Light on Hatha Yoga. Munger:
Yoga Publications Trust.
Parivrajaka, Swami Satyapati(2006).Yogadarshanam. Rojad(Gujarat): Darshana Yoga
Mahavidyalaya.
Ramakrishna Mission(2013). Parents and Teachers in Value Education,Ramakrishna
Mission, Belurmath.
Saraswati,Swami Niranjanananda(1997). Gheranda Samhita. Munger: Bihar Yoga
Bharati.
Srivastava, Sumitra(1998)Understanding Stress: A Multi dimensional Approach. New
Delhi: Regency Publications.
Udupa, K.N.(1985). Stress and Its Management by Yoga.Delhi: Motilal Banarasidass.
Vivekananda, De. Rishi(2005). Practical Yoga Psychology. Munger(Bihar): Yoga
Publication Trust.
39
SEMESTER – II
COURSE – 5: SOCIOLOGY OF EDUCATION
Objectives: After completion of the course, the students will be able to:
Enable the student to explain and reflect on Gender ideology.
Relationship between education and social change with special reference to
modernization and globalization.
Relationship between concepts and processes of sociology and education.
Theories and characteristics of sociological analysis and its relation to education.
Understand and explore the meaning, aims, and purposes of education.
Develop understanding of sociological dimension of education.
Identify and question one‟s own long-established presumptions on knowledge,
learner, teacher, and education, and develop a more information, meaningful
understanding of them.
Expose students to divergent educational thoughts, perspectives and
practices, which will help them in creating secure, egalitarian and
pedagogically sound learning situations.
Unit 1- Meaning and Scope of Sociological Foundations of Education

1.1 Development of the Science of Sociology.
1.2 Interrelationship between of Sociology and Education.
1.3 Nature and Importance Sociology and Education.
1.4 Society –The Origin of Sociology- Functions of Society, Types Society, Education and
Society.
1.5 Social Institutions.
1.5.1 The Family –The Changing Functions of the family. The continuing functions of
family – variations in family. Impact of family on the Development of Personality of the
Child.
1.5.2 Functions of Religion; Education and Religion.
40
Unit 2- Social Change and Education
2.1 Social Stratification
2.1.1 Nature, importance and concept of Social Stratification
2.1.2 Types of Stratification- Class and Caste.
2.1.3 Factors in Social Stratification.
2.2 Social Mobility.
2.2.1 Factors in Social Mobility- Types of Social Mobility.
2.2.2 Sanskritisation
2.2.3 Role of Education in Social Mobility.
2.3 Cultural Lag.
2.3.1 Factors in Cultural Lag –Reasons for Cultural Lag.
2.3.2 Vested Interests and Cultural Lag.
2.4 Social Change.
2.4.1 Nature of Social Change –Theories of Social Change.
2.4.2 Factors of Social Change –Social Evolution and Progress.
Unit 3- Process of Socialization of the Child-A Cultural Analysis

3.1 Socialization
3.1.1 Importance of Socialization –Role and Status.
3.1.2 Theories of the Development of Self and Personality.
3.1.3 Agencies of Socialization.
3.2 Culture
3.2.1 Society and Culture, Characteristics of Culture
3.2.2 Functions of Culture-Cultural Variation
3.2.3 Culture and Personality
3.3 Enculturation
3.3.1 Its significance in understanding the child
3.3.2 Process of Enculturation
3.3.3 Enculturation and Education
3.4 Acculturation
3.4.1 Process of Acculturation
3.4.2 Variables of Acculturation-Bases of Acculturation
3.4.3 Impact of Acculturation on the Personality Development of the Child.
3.5 Traditionalisation
3.5.1 Concept of Traditionalisation
41
3.5.2 Social and Cultural Traditions
3.5.3 Our Traditions and Modern India
3.6 Modernization
3.6.1 Features of Modernization
3.6.2 Attributes of Modernization
3.6.3 Modernization and Education
Unit 4- Human Rights and Co-existence

4.1 Constitutional Provisions for Education
4.2 Fundamental Rights
4.3 Directives Principles of State Policy
4.4 Concept of Human Rights
4.5 Universal Declaration of the Human Rights
4.6 Amnesty International
4.7 United Nations High Commission for Human Rights
4.8 National Human Rights Commission
4.9 State Human Rights Commission/Cell
4.10 Rights of Children

1. Practicum:-
Make a questionnaire on different aspects of socialization and administration on at least
30 students (homogeneous group) to find out the most influencing aspect. Prepare a
report on entire activity. Organize a debate on Education & Socialization.
2. Practicum:-
Select a psychological tool of socialization and apply on at least 10 orphans and 10
students with parents to find out the result
42
References:
Berger, P. L. (1966). Invitation to Sociology. London: Penguin Books.
Berger, P. L., & Luckmann, T. (1967). The Social Construction of Reality. Allene Lane: The
Penguin Press (Set Book).
Bhattacharya & Srinivas. (1962). Society and Education. Calcutta: Academic Publishers.
Brookoner, W.B., & Gottlieb, D. (1964). A Sociology of Education (2 Ed.). New York:
American Book Company .
Carl H Gross, C. H., Wronski, S. P., & Hanson, J. W. (1962). School & Society. Boston:
D.C. Health & Co.
Chitnis, S. (1974). Sociology of Education: A trend report in a survey of Research in Sociology
and Social Anthropology by ICSSR. Vol. II, p. 166-232. Bombay: Popular Prakashan
(ICSSR).
Cosia, B.R. (1971). School and Society, Prepared “The School and Society Course Team at the
Open University” in School and Society. London: The Open University Press.
Cox, W. L., & Mercer, B. E. (1961). Education in Democracy. New York: Mc Graw Hill.
Donald A. H., & Joel, E. G. (1967). On Education – Sociological Perspectives. New York:
John Wiley and Sons Inc.
Dukhiem, E. (1956). Education & Sociology. New York: The Free Press.
Freedman, B. (1967). The College Experience. San Fransisco: Jossey-Bass Inc.
Harris, E. S. (1965). Challenge and Change in American Education. California :Mc Cutchan
Publishing Corporation.
Levitas, M. (1974). Marxist perpectives in the sociology of education. London: Routledge &
Kangan Paul.
Morris, I. (1978). The Sociology of Education - An introduction. London: William Cloves
Limited.
Moser, C.A., & Calton, G. (1979). Survey Methods in Social Investigation (2nd Ed.)
California: The English Language Book Survey & Heinemann Edl. Books.
Musgrave, P. W. (1970). Sociology, History and Education-a reader. London: Methuen &
Co. Ltd.
Nisbet, R. A. (1967). The Sociological Tradition. London: Heinemann.
Ottaway, A. K. C. (1962). Education in Society: An introduction to sociology of education.
London: Routeledge and Kegan Paul Ltd.
Parsons, P. (1951). The Social System. USA: Free Press.
Premnath. (1957). The Bases of Education. Delhi: S. Chand & Co.
43
Ruhela, S. P. (1969). Social determinants of Educability in India. New Delhi: Jain Brothers
Publishers.
Schlechty, P. C. (1976). Teaching and Social Behaviour. USA: Allyn and Bacon, Inc.
Shah, B. V. (1965). Sociology of Education - An attempt at definition and scope.
Sociological Bulletin, XIV (2), p. 65.
Shukla, S. (1963). The Context of Education in Developing Societies. Delhi: CIE.
Sieber, S. D., & Wilder, D. E. (1973). The School of Society. New York: The Free Press.
Sprott, U. (1958). Human Groups. UK: Pelican Books.
Swift, D. F. (1970). Basic readings in sociology of education. London: Routledge & Kegan
Paul.
Thirtha, T. (1974). Education and Society. Banglore: Centre for Educational Sociology.
Tyler, W. (1977). The Sociology of Educational Inequality. London: Methuen and Co. Ltd.
West, E. G. (1965). Education and the State. London: The Institute of Economic Affairs
Ltd.
44
SEMESTER – II
COURSE – 6 (a): HISTORICAL, POLITICAL AND ECONOMIC
FOUNDATIONS OF EDUCATION
Objectives: After completion of the course, students will be able to:
To acquaint the students with the political economy of education.
To develop among the students an understanding of the financial aspects of
education.
To understand the Pre-independence and post-independence development of
education in India.
To understand the factors from historical perspective that contributed to present
education system.
To explain the important features of various reports, commissions and policies of
education during pre and post independence development of Education - in India.
Unit – 1: Foundation of Education

1.1 Foundation of education: Meaning, need, nature, concept, type and role in
shaping education
1.2 Historical Perspective of Education
1.3 Political Perspective of Education
1.4 Economical Perspective of Education
Unit – 2: Historical Foundation of Education

2.1 Origin and development of modern education in India.
2.2 Education in India during – Vedic, Buddhist and medieval, Islamic Periods,
Colonial Period.
2.3 Education in Vedic Period, Education in Buddhist Period, Education in the
Medieval Period, Education in Islamic Period, Education in British Period :
Concept, Ideas, Agencies of Education, Organization of Education, Teacher-
Pupil relationship and their duties, curriculum, methods of Teaching, Women
Education, relevance to the present day education.
45
Unit – 3: Political Foundation of Education
3.1 Relationship of Education and Politics with special reference to Democracy and
Secularism in Indian context
3.2 Multiple School Contexts- rural/urban; minority/denominational/ government
3.3 Educations and Democracy, Constitutional Provisions for Education,
Nationalism and Education.
3.4 Study and Review the impact on Indian Education of the following Pre
independent policies: Macaulay‟s minutes ; Wood‟s dispatch ; Hunter‟s
Commission ; Sargent‟s Report ; Sadler Commission 1917-19.
3.5 Study and Review the impact on Indian Education of the following post-
independent policies : University Education Commission ; Constitutional
Provision of Education ; National Policy on Education, (1986) ; Programme of
Action (1992) ; NCF (2005) ; NCFTE (2009)
3.6 RTE Act 2009
3.7 Secondary Education Commission
3.8 Kothari Commission (1964-66)
Unit – 4: Economic Foundation of Education

4.1 Formation of Human Capitals
4.2 Knowledge Industries and knowledge occupations
4.3 Contribution of education to development
4.4 Education and labour market: Investment in education, skill based education
4.5 Youth unemployment and education
4.6 Economics of brain drain
4.7 Educational Financing: Elementary, Secondary and senior Secondary school
level

Practicum
Seminar on Perspective of education
Review of related literature to justify the role of Political/Economic/Historical
foundation of education in shaping of education.
46
References
Teneja, V.R.(2005): Foundation of Education, Chandigarh 17, Abhishek Publishers.
Govt. of India: Programme of Action – National Policy on Education, Ministry of
Human Resource Development, New Delhi, 1986.
Joshi, K.L. (1977): Problems of Higher Education - In India. Bombay: Popular
Prakashan.
Koul, J.N. (1975): Higher Education, Social Change and National Development. Shimla:
Indian Institute of Advance Study.
Mathur, V.S. (1970): Crucial Problems in Indian Education. New Delhi: Arya Book
Depot.
Mukerji, S.N. (1965): Education - In India – Today and Tomorrow. Baroda: Acharya
Book Depot (Rev. Ed.).
NCF 2005, NCERT, New Delhi.
Agrawal, J.C: Land Marks in the History of Modern Indian Education, New Delhi
47
SEMESTER - II
COURSE – 7 (a) : EDUCATIONAL STUDIES
Objectives: After completion of the course, students will be able to:

Introduce the nature of education studies and map the fields.
Introduce certain selected seminal educational texts representing the foundational
perspectives.
Introduce Education studies as a 'discipline' with its own academic community, its own
distinctive discourse and methods of enquiry.
To develop their critical capabilities through the selection, analysis and synthesis of
relevant perspectives, and to be able to justify different positions on educational matters.
Introduce, understand and to enable critical analysis to form current and future
professionals.
Unit: 1 Foundations of Education

1.1 Concept of Education as a discipline
1.2 Semantics of Education : Including Broad and Narrow meaning of Education
1.3 Interdisciplinary nature of Education w.r.t Philosophical principles, political
psychological evidences, sociological foundations, Management Science, political
sciences and Economics.
1.4 Conceptual analysis : Equality of Educational opportunity, Open learning
(distance, online) learning society and Secularism
Unit: 2 Perspectives of Education system in India

2.1 Educational and sociological Perspectives of Indian social reformers on the
national system of Education
2.2 Swami Vivekananda, Mahatma Gandhi, Rabindranath Tagore, Aurbindo,
Radhakrishnan, Dr. B.R Ambedkar, Zakir Hussain, Durgbhai Deshmuk,
Dayanand Saraswathi, Tilak karve, Shri Mali, Lakshmana Swami Mudaliar.
48
Unit: 3 Educational Systems and Structure
3.1 Historical perspective on the educational system in India and its development a.
Education in pre-independence India b. Evolution of Indian system of Education
in post-independence.
3.2 Conceptual frame work on the Structure, Aims and Functions
 Elementary School system
 Secondary School system
 Higher Education system
3.3 Alternative (Educational) System of Education
 Non Formal System of Education
 Open Learning
 Distance Education
 Adult and Continuing Education
 Vocational Education
 Inclusive Education
Unit: 4 Contemporary Concerns of Policies and Practices

4.1 Nature and Focus of Education after Independence
4.2 Different commissions – NPE (1986), POA (1992)
4.3 Report of the committee of review of NPE (Ram Murthy)
4.4 SSA, RMSA, RUSA
4.5 Constitutional provisions and directive principles related to Education and their
Implementation
4.6 Right to Education – Right to information act
4.7 Delors commission, National Knowledge commission, NCF for school and
Teacher Education
4.8 Issues and Challenges in Indian Education.

Practicum
Compile articles from newspapers, magazines, and the internet on educational
issues. Prepare a report with suggestion for solutions.
Seminar on Field of Educational studies
49
Reference
Blackwell, Fritz (2004), India: A Global Studies Handbook, United States of America:
ABC-CLIO, Inc., ISBN 1-57607-348-3.
Desai, Sonalde, Amaresh Dubey, B.L. Joshi, Mitali Sen, Abusaleh Shariff and Reeve
Vanneman. 2010. India Human Development in India: Challenges for a Society in
Transition. New Delhi: Oxford University Press.
India 2009: A Reference Annual (53rd edition), New Delhi: Additional Director General
(ADG), Publications Division, Ministry of Information and Broadcasting, Government
of India, ISBN 978-81-230-1557-6.
Prabhu, Joseph (2006), "Educational Institutions and Philosophies, Traditional and
Modern", Encyclopedia of India (vol. 2) edited by Stanley Wolpert, 23–28, Thomson
Gale:ISBN 0-684-31351-0.
Sripati, V. and Thiruvengadam, A.K. (2004), "India: Constitutional Amendment Making
The Right to Education a Fundamental Right", International Journal of Constitutional
Law, 2 (1): 148–158, Oxford University Press.
50
SEMESTER - II
COURSE – 8 (b): ADVANCED EDUCATIONAL RESEARCH AND
STATISTICS
Explain the different tools and Techniques of Research.
Examine the suitability of Tools Techniques of Research in different content.
Elucidates the procedure of construction and validation of Tools /Techniques of
Research.
Enumerates the uses and limitations of different Tools & Techniques of Research.
Explains the components of Research Report.
Elucidates the difference between parameter & non parametric tests.
Tests the significance different between two means.
Computes chi square and interpret the results.
Gives the meaning of ANOVA
Elucidates the meaning of Regression Analysis.
Unit – 1: Quantitative and Qualitative Methods of Research

1.1 Experimental – Need and significance, Nature, Validity – Internal and external,
controlling variables, Designs – single group, parallel groups and rotation
groups. Quasi – Experimental Designs: Non-equivalent Comparison Group
Design, and Time –Series Design, Ex Post Facto Research.
1.2 Phenomenological, Ethnography, Case Study, Grounded theory, Historical –
Need and significance of Historical Research, primary data and secondary data,
Sources and collection of data – Internal Criticism and External criticism and
Interpretation of data.
Unit – 2: Tools and Techniques of Data Collection

2.1 Characteristics of a good tool – Concept and Types of Validity and reliability,
Usability, Methods of establishing and Validity and Reliability of a tool.
2.2 Test – Concept and Uses of Norm-Reference Test and Criterion Reference Test,
Construction and Validation of achievement test.
51
2.3 Tools – Rating scale. Attitude scale, Opinionnaire, Questionnaire, Aptitude test,
checklist, inventory – meaning, characteristics, construction, validity and
reliability.
Unit – 3: Parametric and Non Parametric Testing

3.1 Measures of Relationship – Rank Difference. Product Moment (Direct and
Scatter Diagram Methods) Biserial, Point Biserial, Tetrachoric and Phi –
Computation and uses in measurement and research, concepts of Partial and
Multiple Correlations and their uses in education research.
3.2 Concept of Parametric Test & Non Parametric test, Concept of Parameter and
Statistic, Sampling distribution, Sampling Error And Standard Error of Mean
(large and small sample), Levels of significance, Confidence limits and Intervals,
Degrees of Freedom,
3.3 Parametric Tests: Testing of Hypothesis – Null hypothesis, Alternative
Hypothesis, one tailed test and two tailed test, Type I & Type II Errors, Steps in
Testing the Hypothesis, Testing significance of Means: ANOVA – Concept and
uses; Regression Analysis: concept and uses.
3.4 Non parametric tests – Chi square test: Concept, Computation and uses of chi
square as a test of Independence and Contingency co-efficient.
Unit-4: Report Writing and Presentation of Results

4.1 Need for Effective Documentation: Importance of Report Writing Characteristics
of good Report Writing, Types of Research Reports: Brief reports, detailed
reports, Technical reports.
4.2 Report Writing
4.3 Report Format: Preliminary section, Main report, Interpretations of results and
suggested recommendations, Limitations of the study, References (APA Style)
4.4 Reporting of Research findings and implications

Practicum
Critically analyze X standard question paper in terms of norm referenced and criterion
referenced test, weight age given to objectives and content.
Preparation/ construction and validation of any one of the tools/ techniques.
Collect two studies for each method of research and comment on the method followed.
52
Critically examine the given research report with respect to structure, components, style
of writing and bibliography.
Collect 2 cases each for different types of measures of relationship and comment on its
suitability.
Collect any 10 examples, 5 from parametric studies and 5 from non-parametric studies
from offline sources.
Collect from offline resources any 10 studies in which „t‟ test for independent sample.(for
small and large samples)
Collect from offline resources any 10 studies in which „t‟ test for correlated samples. (for
small and large samples)
Preparation, administration and interpretation of any one tool i.e. observation,
interview, questionnaire etc.
Identify five quantitative research problems and prepare at least five research questions
for each with clear research title.
Conduct a training program on the use of digital library especially for Secondary
sources and reference material, such as dictionaries and encyclopedias.
A critical analysis of the scope, merits and limitations of various approaches of
Quantitative research.
Identify an experimental educational research problem and prepare their research
designing with justification.
References
Aggarwal Y. P. (2012), Statistical Methods – Concepts, Application and Computation,
New Delhi: Sterling publishers‟ pvt. Ltd.
Aggarwal. Y. P. (1988), Better Sampling, Sterling, New Delhi.
Aggarwal. Y. P. (1998), The Science of Educational Research – A Sourcebook, Nirmal
Book Agency, Kurukshetra.
Aggarwal. Y.P. (1988), (ED) Introduction to Statistics for Social Sciences, Sterling,
New Delhi.
Bancroft. T. A. (1968), Topics in Intermediate Statistical Methods, the lowa State
University Press, Ames: lowa.
Best J.W. (1986) Research in Education, New Delhi: Prentice Hall of India Pvt. Ltd.
Bradley, James V. (1968), Distribution – free Statistical Tests, Prestice – Hall, Inc.,
Englewood Cliffs. N. J.
Cochran, William G. and Gertrude M. Cox, (1957), Experimental Designs, 2nd Ed.,
John Wiley & Sons, Inc., New York.
53
Cox. D. R. (1958), Planning of Experiments, John Wiley & Sons., New York.
Cronbach L. J. (1957), The Two Disciplines of Scientific Psychology, the American
Psychologist.
David Freedman, Robert Pisani et al. (1991), Statistics – Second Edition ISBN, New
York: 0-393-96043-9 W.W. Norton & Company, Ltd.
Dayton. C. Mitchell. (1970). Varieties of Psychological Test Homogeneity, - The
American Psychologist.
Deepak Chawla & Neema Sondhi (2014) Research methods – Concept and cases, New
Delhi: Vikas Publishing House private limited.
Duncan. D. B. (1955), Multiple Range and Multiple F – Test, Biometrics.
Edwards. Allen. L. (1968) Experimental Design in Psychological Research, 3rd Ed.,
Holt, Rinehart and Winston, Inc, New York.
Edwards. Allen. L., Statistical Methods, 2nd Ed., Holt, Rinehart and Winston, Inc.,
New York.
Elliott, Jane (2005).Using Narrative in Social Research: Qualitative and Quantitative
Approaches. SAGE Publication.
Fisher. R. A. (1970), Statistical Methods for Research Workers, 14th Ed. Hafner
Publishing Company, Inc., New York.
Garrett, Henry E., (1973), Statistics in Psychology and Education, Vakils, Feffer and
Simon, Bombay.
Guildford. J. P. and Benjamin Fruchter, (1973), Fundamental Statistics in Psychology
and Education, Fifth Ed., McGraw Hill Book Company, New York.
Gupta, Santosh (1983) Research Methodology and Statistical Techniques, New Delhi :
Deep and Deep Publisher.
James. D. Evans, (1985), Invitation to Psychological Research New York: CBS college
publishing.
John W Best & James V. Kahn, (2010) Research in Education: Tenth Edition, New
Delhi: PHI Learning private limited.
Kaul, Lokesh (1984) Methodology of Educational Research, New Delhi : Vikas
Publications.
Keeping. K. S., (1962) Introduction to Statistical Inference, D. Van Nostrand Company,
Inc. Princeton, N. J.
Kerlinger, F.N. (1973) Foundations of Behavioural Research, New York : Holt,
54
SEMESTER - II
OPEN ELECTIVE COURSE
STRATEGIES OF TEACHING
Objectives: After completion of the course students will be able to :
Acquire competency in different teaching skills
Understand the context of application of different strategies of teaching and also
implement them.
Understand and appreciate the role of communication in effective teaching.
Understand the impact of teacher communication on student‟s personality development
Understand the various features of models of teaching.
Know and understand the correlates of teacher effectiveness.
Unit 1: Micro-teaching
1.1 Meaning, definitions and importance of Micro-teaching.
1.2 Micro-teaching cycle.
1.3 Elements of micro-teaching –modeling, setting (simulation / real), feed-back,
integration.
1.4 Planning of Micro lesson
1.5 Teaching skills-
1.5.1 Introducing lesson
1.5.2 Probing questions
1.5.3 Explaining
1.5.4 Stimulus variations
1.5.5 Black board writing.
1.6 Integration of Teaching Skills
Unit 2 Methods of Teaching

2.1 Teacher Centered Approaches
2.1.1 Lecture method
2.1.2 Demonstration Method
2.1.3 Exposition Method
2.2 Learner Centered Approaches.
55
2.2.1 Discussion Method
2.2.2 Heuristic method
2.2.3 Problem solving method
2.3 Individualized Instruction – Meaning, Characteristics, Types and Importance
2.3.1 Programmed Learning - Meaning, Definitions, Characteristics and Importance
Basic Principles of Programme Learning Styles of Programmed Text Designing
2.4 Evaluation of a Programme
2.5 Mastery learning
2.5.1 Origin and Growth
2.5.2 Basic Principles of Mastery Learning
2.5.3 Importance of Mastery Learning in Education
2.6. Group Instruction
2.6.1 Debate, Dialogues and Team Learning
2.6.2 Team teaching, Brain Storming, Case Study and Synetics
Unit 3: Understanding Teacher Effectiveness

3.1 Meaning and Concept of Teacher Effectiveness
3.2 Role consensus and Teacher Effectiveness
3.3 Characteristics of Effective Teacher
3.4 Role of Teacher in Student Learning
3.5 Recommendations for Teacher Effectiveness
3.6 Assessment of Teacher Effectiveness
Unit 4: Communication and Teaching

4.1 Meaning and definition of communication
4.2 Components of Communication
4.3 Types of Communication
4.4 Communication Models
4.5 barriers of Communication
4.6 Strategies for Effective Communication
Transaction mode
The course material will be transacted utilizing the different modes like group discussion,
seminar, PowerPoint presentation, project work, activities and paper presentations.
56
Practicum
1. Construct a few test items based on Bloom‟s taxonomy on a selected topic of your own
choice.
2. Prepare a lesson plan on any one style of programmed learning.
3. Identify and list out the barriers of communication.
References:
Aggarwal, J.C.Essentials of Educational Psychology. New Delhi: Vikas Publishing
House Pvt. Ltd. 1995
Allen, D.W. and Ryan K.A. Microteaching, Massachusetts: Adison Wesley 1969
Anderson L. W. (1984) An Introduction to Time and School learning. Great Britain,
Croom Helm Ltd.
Flander N. A. (1970) Analyzing Teaching Behavior Reading Massachusetts.
Addison-Wesley.
Gage, N.L. and Berliner, D.C. Educational Psychology, Chicago: Ran Mc Nally
College Publishing Company 1975
Hurt, H.T., Scott M.D., and McCroskey J.C. Communication in the Classroom.
California: Addison Wesley Publishing company 1977
Jangira, N.K. and Singh A. Core Teaching Skills – The Microteaching Approach,
New Delhi: National council of Education Research and Training 1982
Nimbalkar, M.R., Education Skills and Strategies of Teaching, Neelkamal
Publication Pvt. Ltd., Hyderabad (A.P)-2011.
Passi B.K. Becoming Better teacher Ahmadabad: Sahitya Mudranalaya 1976
Shailaja H M and Gundale R P(2006)Skills and Strategies of
Teaching,Gadag;Vidyanidhi Prakashan
Singh, L.C. Microteaching An Innovation in Teacher Education. Agra: National
Psychological Corporation 1979
Travers R.M.W. Second Handbook of Research on Teaching. Chicago: Rand
McNally College Publishing Company 1973
57
DISSERTATION
SEMESTER – II
INTER-SEMESTER BREAK (ISB) – II (d)
Activity – 1: Dissertation
Students will explore the areas of educational research.

The chosen topic must be from the area of specialization.
Identification of the problem and defining the problem in operational terms.
Preparation & Presentation of the Proposal before DRC.
58
INTERNSHIP IN TEACHER EDUCATION INSTITUTION (TEI)
SEMESTER – II
INTER-SEMESTER BREAK (ISB) – II (c)
INTERNSHIP IN TEACHER EDUCATION INSTITUTION
Objectives: After completion of the course, the students will be able to:
Internship will be organized with attachment to both pre service teacher education
and in service teacher education setting.
Necessary orientations to the students and mentor teacher educators from the
respective institutions of teacher education need to be provided before organizing
the internship.
Assessment is based on the following activities –

Critical analysis of curriculum of B.Ed./M.Ed. from various aspects like pedagogy,
specialization offered etc in the light of NCFTE 2009
Mode of transaction and gives suggestive plan for improvement
Observation of day-to-day school activities and report of an in-depth study of two activities.
Participation and organization of co-curricular activities
Cultural
Literacy
Games & sports
Shramadhan
Teaching work (Five periods in any one compulsory paper of B.Ed.)
Observation & Supervision of 5+5 lessons in each teaching subject
Participation in any two in-service teachers training programme for preparation of depth
report on it.
Analyze nature & type of in-service teachers training programme organized by the institution.
Prepare an evaluation proforma for in-service teachers training programme, apply it on at least
40 teachers and prepare a report on it.
59
Prepare a module for in-service teachers training programme and find its effectiveness.
Review new trends in research of teacher education and prepare a report.
Establishing new norms or quality parameters of a teacher education institution from national
/international level – study any one institution and prepare a report.
Organization and participation in community work
 Organization of community work in educational and social awareness camp by B.Ed.
students.
 Participation in national program - Pulse Polio, Literacy campaign, Assistance Medical
Camps and Yoga camp.
Training in management of different sections of the school
Library management
Administration and scoring of any five psychological tests.
Science club.
Office Records and maintenance of attendance register, teacher‟s diary & stock Register.
Maintenance of technology department.
Training for evaluation process –Construction of question paper ; Pre-Preparation for
Examination ; Evaluation of answer books and preparation of result
60
SEMESTER - III
SPECIALIZATION IN ANY ONE LEVEL: ELEMENTARY/SECONDARY AND
SENIOR SECONDARY
SPECIALIZATION PAPER- GUIDANCE AND COUNSELING
COURSE 9 (d) : GUIDANCE AND COUNSELING AT ELEMENTARY LEVEL
Understand the meaning, nature and scope of guidance,
Understand the meaning of and the need for group guidance ,
Recognize the role of guidance in attaining the goals of education,
Appreciate the need for guidance,
Develop acquaintance with various techniques of group guidance ,
Understand the meaning, nature and scope of counseling,
Appreciate the need for and goals of counseling,
Analyze the relationship between guidance and counseling,
Understand the concept and process of counseling in group situation,
Recognize the different areas of counseling,
Understand the various stages involved in the process of counseling,
Appreciate the importance of counseling relationship,
Become acquainted with the skills and qualities of an effective counselor.
Unit -1: Understanding Guidance

1.1. Meaning and Definitions
1.2. Misconceptions about guidance
1.3. Need for guidance
1.4. Purpose of guidance: self-understanding, self-discovery, self-reliance, self-direction,
self-actualization
1.5. Scope of guidance programme
Unit -2: Types of Guidance and Group Guidance

2.1 Types of Guidance: Educational, Vocational/Career and Personal
2.2 Individual guidance and group guidance; advantages of group guidance
2.3 Group guidance techniques: class talk, career talk, orientation talk, group
discussion, career conference, career corner, bulletin board, role play.
61
Unit -3: Understanding Counseling
3.1 Meaning and nature of counseling
3.2 Misconceptions about counseling
3.3 Scope of counseling
3.4 Goals of counseling: resolution of problems, modification of behavior, promotion
of mental health
3.5 Relationship between guidance and counseling: place of counseling in the total
guidance programme
Unit -4: Counseling Process & Counseling Relationship, Types & Areas of Counseling
4.1 Stages of the counseling process
4.2 Counseling Techniques-person centered and group centered, cognitive
interventions, behavioral interventions, and systematic interventions strategies.
4.3 Skills and qualities of an effective counselor
4.4 Professional ethics
4.5 Uses of group process in counseling
4.6 Process of group counseling
4.7 Areas of counseling: family counseling, parental counseling, adolescent
counseling, counseling of girls, counseling of children belonging to special
groups
4.8 Peer counseling: Its concept and the relevance to the Indian situation.
4.9 Steps and skills in group counseling process.

Sessional Work: The students may undertake any one of the following activities:
Identification of the cases for counseling
Exploring the possibilities for peer counseling in the institutions
Having with the counselor related to the process of counseling, clients and writing a
report on this.
62
References
Bhatnagar, Asha and Gupta, Nirmala (Eds) ( 1999). Guidance and Counseling, Vol. I:
A Theoretical Perspective, New Delhi: Vikas.
Bhatnagar, Asha and Gupta, Nirmala (Eds) ( 1999). Guidance and Counseling, Vol. II:
A Practical Approach. New Delhi: Vikas.
Cormier, L. & Hackney, H. (1987). The Professional Counsellor. Englewood Cliffs,
New Jersey: Prentice Hall.
rd
Corey, G. (1986). Theory and Practice of Counseling and Psychotherapy, 3 Ed.
Belment: Calif-Brooks Cole.
Dave Indu (1984). The Basic Essentials of Counselling. New Delhi: Sterling Pvt. Ltd.
Egan, Gerard (1994). The Skilled Helper. 5thEd. California: Brookes Cole Publishing
Co.
Gazda George R.M.( 1989). Group Counselling: A Development Approach. London:
Allyn and Bacon.
Gibson, R.L. & Mitchell, M.H. (1986). Introduction to Guidance. New York:
McMillan.
Gladding, Samuel, T. (1996). Counselling: A Comprehensive Profession. New Delhi:
Prentice Hall Inc of India Pvt. Ltd.
Mallon, Brenda (1987). An Introduction to Counseling Skills for Special Educational
Needs- Participants Manual. Manchester: Manchester University Press, UK.
Nugent, Frank A. (1990). An Introduction to the Profession of Counselling.
Columbus: Merrill publishing Co.
Nugent, Frank A. (1990). An Introduction to the Profession of Counselling.
Columbus: Merrill publishing Co.
Pietrofesa, J.J, Bernstein, B., & Stanford, S. (1980). Guidance: An Introduction.
Chicago: Rand McNally.
Rao, S.N. (1981). Counselling Psychology. New Delhi: Tata McGraw Hill.
Saraswat, R.K. & Gaur, J.S.( 1994). Manual for Guidance Counselors. New Delhi”
NCERT.
63
SEMESTER- III
SPECIALIZATION IN ANY ONE LEVEL: ELEMENTARY/SECONDARY & SENIOR

SECONDARY
SPECIALIZATION PAPER- GUIDANCE AND COUNSELING
COURSE 9 (d): GUIDANCE AND COUNSELING AT SECONDARY LEVEL
Understand the essential services involved in the guidance programme,
Understand the resources required and their optimum use in managing a school
guidance programme,
Aware of the constitution, role and function of the school guidance committee,
Gain first-hand experience of carrying out the different guidance and counseling
activities such as group guidance, psychological test administration and record
preparation, counseling and career guidance.
Unit -1: Guidance and Education
1.1 Relation of Guidance with Education
1.2 Needs for Guidance at various levels of education/schooling
1.3 School Guidance: a collaborative effort of school and community
1.4 Organization of Guidance programmes in schools, planning of Guidance
programme.
Unit -2: Essential Services in Guidance Programme
2.1 Types of guidance services: Orientation, Information, Individual Inventory,
Counseling, Placement, Follow-up, and Research & Evaluation
2.2 Resources required for organizing guidance services
2.3 School guidance committee: constitution, roles and functions
2.4 Placement services
2.5 Research and evaluation services
Unit -3: Guidance and Curriculum, Guidance of Students with Special Problems
3.1 Integration of guidance and curriculum-need and importance
3.2 Guidance based curriculum.
3.3 Role of teachers and other personnel‟s in the construction of guidance based
curriculum.
64
3.4 Role of principal and teachers in guidance programmes.
3.5 Nature and causes of behavioral problems
3.6 Underachievement
3.7 School discipline-problems of violence, bullying, drug abuse, truancy, and
dropout etc.
3.8 Guidance of students with behavioral problems
3.9 Developing coping skills-nature of stress and its causes, consequences of stress,
and types of coping skills,
3.10 Promoting psychological well-being and peace through school based
programmes.
Unit -4: Guidance of students with special abilities and Needs
4.1 Students with special abilities and needs-concept and identification process.
4.2 Guidance for gifted and creative students.
4.3 Guidance for socially and economically disadvantaged students.
4.4 Guidance for physically and intellectually challenged students.
4.5 Delinquency among students-causes, identification, and guidance for Delinquent
students.
4.6 Follow-up guidance.

Sessional Work: The students may undertake any one of the following activities:
Conduct a survey of the problems that are most prevalent in schools, which need
immediate attention of a guidance counselor and prepare a brief report.
Prepare a detailed outline of a class talk on „Need for guidance services in schools‟.
Prepare a Cumulative RECORD Card plan and enlist the important areas on which
the information may be recorded and why?
Prepare a list of resources required for setting up a guidance-oriented curriculum.
Administer and score a „Students Problem Checklist‟ and prepare a report.
65
References
Bhatnagar, Asha and Gupta, Nirmala (Eds) (1999). Guidance and Counseling, Vol. I:
A Theoretical Perspective, New Delhi: Vikas.
Bhatnagar, Asha and Gupta, Nirmala (Eds) (1999). Guidance and Counseling, Vol.
II: A Practical Approach. New Delhi: Vikas.
Glickman, C & Wolfgang, C. (1981). Solving Discipline Problems: Strategies for
Classroom Teachers. Boston: Allyn and Bacon.
rd
Mathewson, R. H. (1962). Guidance Policy and Practice, 3 Ed. New York: Harper
and row.
Various Books on Self Development.
66
SEMESTER – III
SPECIALIZATION IN ANY ONE LEVEL: ELEMENTARY/SECONDARY AND SENIOR

SECONDARY
COURSE – 10 (d) : ADMINISTRATION, MANAGEMENT AND LEADERSHIP OF

ELEMENTARY EDUCATION
Objectives: After completion of the course, the students will be able:

To equip with essential skills of successful administrators.
To understand structure and system of administration at national state and local
level.
Understand various policies, planning and initiation taken by Govt. at Elementary
level.
Reflect on planning, management, policies and operational strategies at Elementary
level.
To critically examine the core and contemporary leadership theories relevant to
educational practice and settings.
To sensitize the students about new changes and challenges in leadership of
institutions.
Unit – 1: Educational Administration at National Level

1.1 Meaning concept, nature and types of structure of educational administration at
national level.
1.2 Role and responsibilities: Planning, Education reforms, organization, direction
control, equalization of educational opportunities, pilot projects liaison with
UNESCO, opening central institutes
1.3 National grants, to state Govt.
1.4 Bureaus/ divisions of the ministry of HRD, Department of Education.
1.5 Major activities and organization of Department of Education of MHRD.
1.6 NCERT - organization, structure objectives Role and function.
1.7 NUEPA – NCTE, Kendriya Vidyalaya Sangathan,
67
Unit – 2: Educational Administration at State Level
2.1 State level administration: - Need importance and limitations
2.2 Recommendations of committees on role of state and local bodies.
2.3 Local bodies:- District boards and Municipalities. Present position of local
administration in Elementary education.
2.4 Division of Authority between state and local bodies in respect of the
administration of primary education. State grants to local bodies.
Unit – 3 : Management of Elementary Education

3.1 Meaning, concept, need and nature of management & management of education.
3.2 Present policies and operational strategies of central & state Govt. for
Elementary Education.
3.3 Introduction- policies for strategy- Priority areas and Implementation
machinery- training, Research and orientation.
3.4 District-Planning and management of Education.
3.5 Machinery of Local management DISE (District Information system for
Education)
Unit – 4: School Leadership

4.1 Curriculum framework, outline key areas for leadership development in
Elementary schools:- (capacity building to transform function at managers to
school leaders)
4.2 Leading partnership, developing self, Transforming teaching learning process,
building and leading teams and leading Innovation.
4.3 School leadership:- Multiple Roles, Identities & grass root level (field)
administrators working closely with schools at cluster, block and district levels
(CRPs, BRPs, DEOs) as well as SMC and other community members.
4.4 School & Community: - Inter-linkage, Role and responsibilities.
4.5 School as a learning organization
4.6 Developing a vision for school: - vision for school transformation, assessing
context and constraints.

68
Practicum
Prepare a report on the existing structure and function of educational administration
at national level.
Make a comparative study of management and administration of Kendriya Vidyalaya
and state Government school.
Interview some school administrative staff and local authorities to find out the status
of local administration in Elementary school.
What special obstacles did they encounter, and how were they overcome?
Write a report on the best theory of leadership in the light of RTE act 2009,
References
Sindhu, I.S.(2008), “ Educational Administration and management International

Publishing House, Meerut
Ramcharan Padma & R. Vasantha (2005): Education in India. New Delhi, National
Book Trust.
Bhagia, N.M. (1990): Educational Administration in India and other developing
countries. Commonwealth Publishers, New Delhi Luthens, Fred.
Mahajan, Baldev and Khullar, K.K. (2002): Educational administration in Central
government: structures, processes, and future prospects. Vikas Publication house Pvt.
Ltd. New Delhi.
69
SEMESTER – III
COURSE–10 (d) : ADMINISTRATION, MANAGEMENT AND LEADERSHIP OF

SECONDARY /SENIOR SECONDARY LEVEL
Objectives : After completion of the course, the students will be able to:
To handle or solve problems and issues related to educational administration at
Elementary level.
Understand types of educational administration.
Select/practice/and suggest appropriate types of educational administration
according to situations.
To acquaint the students with the need, scope and purpose of educational planning in
terms of national and community needs.
To help them determine and implement objectives of planning on the basis of
individual needs of the students.
To critically examine the core and contemporary leadership theories relevant to
educational practice and settings.
To sensitize the students about new changes and challenges in leadership of
institutions.
Unit – 1: Educational Administration at National Level–Secondary/ Senior Secondary

Level
1.1 Structure, Role and responsibilities Planning, Education reforms, organization,
direction control, equalization of educational opportunities, pilot projects liaison
with UNESCO, opening central institutes
1.2 National grants to state Govt.
1.3 Bureaus/ divisions of the ministry of HRD, department of education.
1.4 Major activities and organization of department of education of MHRD.
1.5 NCERT - organization, structure objectives Role and function.
1.6 NUEPA – NCTE, Kendriya Vidyalaya Sangathan,
1.7 Suggestions regarding administrative reforms at the central level.
70
Unit–2: Role of State Governments in Secondary/Senior Secondary Level
2.1 State level administration: - Need importance and limitations Recommendations
of committees on role of state and local bodies.
2.2 Local bodies:- Distract boards and municipalities. Present position of local
administration in Elementary education.
2.3 Division of Authority between state and local bodies in respect of the
administration of primary education. State grants to local bodies.
Unit–3: Performance and Resource Management in Educational Institutions

3.1 Monitoring of school performance.
3.2 Performance appraisal of the teachers.
3.3 Scientific principles of management-PERT, CPM, PPBS system approach.
3.4 Financial and administrative management of educational institutions.
3.5 Nature and characteristics of resource available in education. - need for resource
management in education. - Material resources. - human resource - financial
resource - procurement, utilization and maintenance of resources - Roles of
state, central and local governments in resource mobilization
3.6 Quality assurance in material and human resources.
Unit – 4: School Leadership at Secondary/Senior Secondary Level

4.1 Curriculum framework outline key areas for leadership development in
Elementary schools:- (capacity building to transform function at managerial level
to school leaders)
4.2 Leading partnership, developing self, Transforming teaching learning process,
building and leading teams and leading Innovation.
4.3 School leadership:- Multiple Roles, Identities & grass root level (field)
administrators working closely with schools at cluster, block and district levels
(CRPs, BRPs, DEOs) as well as SMC and other community members.
4.4 School & Community: - Inter linkage, Role and responsibilities.
4.5 School as a learning organization
4.6 Developing a vision for school: - vision for school transformation, assessing
context and constraints.

71
Practicum
Prepare a report on the existing structure and function of educational administration
at national level.
Make a comparative study of management and administration of Kendriya Vidyalaya
and state Govt school.
Interview some school administrative, staff and local authorities to find out the
status of local administration in Elementary school.
What special obstacles did they encounter, and how were they overcome?
Examine the effectiveness of any one programme run by central Govt.for senior
Secondary students. Present the report in classroom seminar.
Analyse the quality of financial and administrative management in any rural and
urban school.
References
Krojsma Acjaro, V. T. 'Planning in India', New Delhi : Longmans, 1961.
Rao, V.K.R.V. Education and Human Resources Developments, Delhi, Allied
Publishers, 1966.
Naik, J. P. Educational Planning in India, India : Allied Publishers, 1965.
Rajgopal, M. V. Programmes of Educational Improvement at the District level, New
Delhi: Asian Institute of Educational Planning and administration, 1969.
Schultz, T. W. Education and Economic Growth, University of Chicago, 1960.
72
SEMESTER - III
COURSE 11 (a) : PROFESSIONAL ETHICS AND HUMAN VALUES OF TEACHER
EDUCATORS
OBJECTIVES: After completion of the course the students will be able to:
To create an awareness on Engineering Ethics and Human Values.
To understand social responsibility of an engineer.
To appreciate ethical dilemma while discharging duties in professional life.
To lay a strong foundation in value based living
To create awareness in students towards realizing self and the effect of right
understanding
To inculcate in students, a sense of respect towards harnessing values of life and
spirit of fulfilling social responsibilities.
To enable students to lead a practical life adding value to human relations.
Unit 1- Professional Ethics
1.1 Concept, Need and Importance. The Ethics of teaching, Moral teachers.
1.2 Teaching as a profession: Principles of Professional Ethics.
1.3 Recommendations of NCF-2009, UGC, CBSE about teachers code of conduct.
1.4 Role of teachers, organizations in promoting professional ethics among teachers.
1.5 Professional ethics of teachers- International perspectives.
Unit 2- UNDERSTANDING THE HARMONY AT VARIOUS LEVELS

2.1 Understanding the Human Being as co-existence of self and body
2.2 Harmony in Self
2.3 Harmony with the body
2.4 Harmony in the Family
Unit 3- INTRODUCTION TO VALUE EDUCATION

3.1 Understanding Value Education
3.2 Self Exploration as the Process for Value Education
3.3 The Basic Human Aspirations-Continuous Happiness and prosperity
3.4 The program to Fulfill Basic Human Aspirations
73
Unit 4- Implications of the Holistic Understanding of Harmony on Professional
Ethics
4.1 Natural acceptance of human values
4.2 Definitiveness of Ethical Human Conduct
4.3 Basis for Humanistic Education, Humanistic Constitution and Humanistic Universal
Order
4.4 Competence in professional ethics:
a. Ability to utilize the professional competence for augmenting universal human
order,
b. Ability to identify the scope and characteristics of people-friendly and eco- friendly
production systems,
c. Ability to identify and develop appropriate technologies and management patterns
for above production systems.
Practicum:
Case studies on violation of professional ethics among teacher educators.
Institutional studies about creating a conducive environment in teacher education
instructions/schools/colleges.
Conducting interviews of award winning teachers about inculcation of values
systems in educational institutions.
Identifying and reporting national values prevailing in the primary/secondary text
books.
Any other activities relevant to the subject.
74
References
Ivan Illich, 1974, Energy & Equity, The Trinity Press, Worcester, and HarperCollins,
USA
E.F. Schumacher, 1973, Small is Beautiful: a study of economics as if people mattered,
Blond & Briggs, Britain.
A Nagraj, 1998, Jeevan Vidya ek Parichay, Divya Path Sansthan, Amarkantak.
R.Pradeep Kumar, 2013, Jeevana Vidya to Na Prayanam, Hyderabad
Sussan George, 1976, How the Other Half Dies, Penguin Press. Reprinted 1986, 1991.
PL Dhar, RR Gaur, 1990, Science and Humanism, Commonwealth Purblishers.
A.N. Tripathy, 2003, Human Values, New Age International Publishers.
Subhas Palekar, 2000, How to practice Natural Farming, Pracheen(Vaidik) Krishi
Tantra Shodh, Amravati.
Donella H. Meadows, Dennis L. Meadows, Jorgen Randers, William W. Behrens III,
1972, Limits to Growth – Club of Rome’s report, Universe Books.
E G Seebauer & Robert L. Berry, 2000, Fundamentals of Ethics for Scientists &
Engineers , Oxford University Press.
M Govindrajran, S Natrajan & V.S. Senthil Kumar, Engineering Ethics (including
Human Values), Eastern Economy Edition, Prentice Hall of India Ltd.
B P Banerjee, 2005, Foundations of Ethics and Management, Excel Books.
B L Bajpai, 2004, Indian Ethos and Modern Management, New Royal Book Co.,
Lucknow. Reprinted 2008.
Relevant CDs, Movies, Documentaries & Other Literature: Value Education
website, http://www.uptu.ac.in, Story of Stuff, http://www.storyofstuff.com, Al Gore, An
Inconvenient Truth, Paramount Classics, USA, Charlie Chaplin, Modern Times, United
Artists, USA, IIT Delhi, Modern Technology – the Untold Story
75
SEMESTER - III
COURSE 12 (C) : PERSPECTIVES OF TEACHER EDUCATION
Objectives: After completion of the course, the student-teachers will be able to:-
To understand the perspectives and policies on teacher education
To appreciate the researches on various practices in teacher education
To understand the recent trends in teacher education
To acquaint with various issues and innovations in teacher education
To understand the management of teacher education
Unit – 1 : Perspective and Policies of Teacher Education

 Concept of Teacher Development
 Factors Influencing Teacher Development
 Teacher Education in Various Policies and Documents (NPE 1986, POA 1992,
NCFTE 2009, NCTE - 2014)
Unit – 2 : Management of Teacher Education

 Administrative Structure in Teacher Education at State and National Level
Structure
 Management Issues in Teacher Education
 Planning and Designing
 Executing the Instruction
 Multi-organizational Influences (University, State Government, UGC, NCERT
and NCTE)
 Monitoring the Programme
 Management of Demand and Supply of Teacher
Unit – 3: Research in Teacher Education

 Reviews of Studies in Teacher Education
 Research Trends in Teacher Education
 Innovations in Teacher Education
 Researches in Teacher Education- Methodological Issues and Challenges
76
Unit – 4: Problems and Issues in Teacher Education
 Admission Criteria
 Assessment of Teacher Effectiveness
 Competencies of Teacher
 Curriculum Concerns in Teacher Education
 Establishing Theory Practice Nexus
Mode of Transaction : Lecture-cum-discussion, workshop sessions, assignments,

Practicum
To study various annual reports of SCERT/RIE/NCERT/NUEPA to identify
different programmes for professional development.
Case study on innovative Institutions in teacher education
Review of research studies/literature in the area of teacher education
Development of tools for evaluation of practice teaching programme
Visit to different teacher education institution with a view to review institutional
research studies.
Studying the opinions of the in-service teachers for strengthening teacher education
Development and implementation programme for community awareness on certain
cultural, social, environment and academic issues.
To study the challenges faced by administrators at various levels.
References
Jangira, N.K. (1978).An Experiment in Teacher Education and Teacher
Effectiveness. Delhi : Frank Brothers and Co.
Kauts, A. (2013). Quality Concerns in Teacher Education. Patiala: 21st Century
Publications
Kothari, R. G. and Patel, J, B (2011).In-service Teacher Education: Training
programme for Primary Teachers. Germany:VDM Verlag Publisher.
Mangla, S. (2002).Teacher Education- Trends and Strategies. New Delhi: Sage
Publishers.
National Council For Teacher Education. (2009). National Curriculum Framework
for Teacher Education: Towards Preparing Professional and Humane Teachers.
New Delhi: Member Secretary, National Council for Teacher Education.
77
National Curriculum Framework for School Education (2000) NCERT: J.J. offset
Printers.
National Curriculum Framework for School Education (2005) NCERT: J.J. offset
Printers.
National Curriculum Framework for Teacher Education (2006) NCTE
NCERT (1991) Secondary Teacher Education Curriculum : Guidelines and Syllabus.
New Delhi, NCERT.
NCERT (1991a).Elementary Teacher Education Curriculum – Guidelines and
Syllabus. New Delhi, NCERT.
NCERT. (l979).Teacher Education curriculum – A Framework. New Delhi.
NCTE (1988).National Curriculum for Teacher Education – A Framework. New
Delhi :
Praveena K. B. & Srinivasa K. S. (2011). Teacher Education – Issues and Challenges.
ISBN: 81-901-860-4-3. Bangalore. Esquire Publications.
78
SEMESTER – III
COURSE – 11 : INTERNSHIP IN SPECIALIZATION

(Elementary or Secondary / Senior Secondary Level)
Prepare a report after analysis of private/innovative/alternative schools which develop their own
curricular or co-curricular activities/material or any innovation.
A journal should be maintained by the student in which he/she records one‟s experiences,
observations, and reflections during internship.
Working with community based on any project of social welfare. (submission of activity report)
Preparing a suggested comprehensive plan of action for some aspects of school improvement
The student-teacher will also maintain a portfolio, including detailing of teaching-learning
plans, resources used, assessment tools, student observations and records.
Exhibition of work done by the students during the internship programme. (Seeking reactions of
students, headmasters/ principals/ cooperating teachers and supervisors)
Interaction with head teacher, management, teachers and non-teaching staff for preparation of a
report on school environment
Analysis of text book from peace perspective
Preparation, administration analysis of diagnostic test (s) followed by remedial teaching.
Make lesson plans at least 10- different methods in which 5 must involve students. Student could
develop their own method (fusion based) with the help on teacher educator and deliver in school
Delivery of Four lessons in a school teaching subject
(After each lesson of practice teaching student teacher need to discuss with subject teacher on their
pedagogy and new practices. It must be seconded by the subject teacher.)
Learning achievement surveys (baseline, midterm and end term) would be made to track children's
performance over the period.
Collect information about the background of children, their learning difficulties, challenges related
to their performance along with the total number of children to be covered.
Type of materials to be developed for students. Analyze quality and prepare a suggestive report.
Identify role and functions of key personnel like teachers, CRCs, BRCs, DIETs, community and
others who will implement the programme and strategies for their capacity building.
Laying down of minimum levels of learning and their incorporation in curricula, textbooks and
teaching process
Monitoring learner achievement vis-à-vis diagnostic test and action for improving attainment levels
in any school subject.
Analyze any one course curriculum /text book to find out whether the values enshrined in the
79
Constitution of India and the National Policy on Education have been incorporated or not.
Analyze any one course curriculum /text book in the light of reflecting sensitivity to gender, caste
and class parity, peace, health and needs of children with disabilities/ Link school knowledge in
different subjects and children‟s everyday experiences.
Prepare a report on teacher/ community participation in material preparation and in developing a
school vision with plan of action for enhancement of the participation.
Conduct a programme in school with/in association of local artisans/workmen in school activities.
On the basis of QMTs (developed by Govt of India with the help of NCERT) examine the quality
aspect of a school, prepare a report with suggestion.
Development of strong resource pools by inviting resource persons from nearby teacher education
institutions, NGOs, Colleges/ Universities and resourceful individuals form Resource Groups in
different subject areas of school.
Regular school visits at least 5 weeks for addressing emerging pedagogic issues and issues related to
school development.
On the basis of recommendations of Research Advisory Committee (RAC) at national level to
discuss research issues and to suggest new studies to be undertaken in education and allied areas.
80
SEMESTER -III
OPEN ELECTIVE COURSE: PERSONALITY DEVELOPMENT AND COMMUNICATION
SKILLS
Objectives: After completion of the course students will be able to:

develop an awareness of the concept and dimensions of personality.
understand the relationship between education and personality development.
understand the factors of mental health and the role of education in its development.
analyze the components of effective classroom communication.
develop insight into the skills of effective classroom communication.
Unit 1: Personality Development and Education

1.1 Education: Analysis of the concept of Education, Process and Product, Aims of
Education
1.2 Role of different agencies in Personality Development: Home, School, Society and
Media.
1.3 Personality: Concept, Nature, Dimensions – Physical, Intellectual, emotional,
linguistic, moral and spiritual; Meaning and Development of Self Concept, Self
Confidence, Self Esteem, Self Actualization and Leadership.
Unit 2: Mental Health and Adjustment

2.1 Adjustment: Concept; Mechanisms of Adjustment: Direct, Indirect: Defense
Mechanisms – Rationalization, Displacement, Reaction formation, Projection,
Sublimation.
2.2 Mental Health: Concept, importance, Factors affecting Mental Health: Anxiety,
Frustration and Conflict: Role of education in promoting mental health.
2.3 An analysis of the characteristics of Mentally Healthy Person
Unit 3: Communication and Education

3.1 Communication: Concept, Nature and significance
3.2 Types of Communication: Inter and Intra Personal Communication; Small group,
Large group and Mass Communication; Modes of Communication: Verbal and Non
Verbal Communication.
3.3 Concept of Effective Communication; Barriers of Communication – Physical, Social,
Semantic, Psychological, Personal and Instructional
81
Unit 4: Communication in Classroom
4.1 Teaching as a communication process: Analysis of classroom communication in
terms of its components – Teacher, Student, Curriculum and Methods of
Teaching.
4.2 Concept and criteria of effectiveness of classroom communication: presage,
process and product.
4.3 Role of devices (teaching learning material) and technology (computer and
internet) in effective classroom communication
4.4 Communication and Teaching Technology: Principles and methods of Teaching.
Training in Teaching - Micro Teaching: Meaning, importance and Micro Teaching
Cycle
4.5 Instructional Skills – Micro Teaching – Skill of Introducing, Skill of Questioning,
Explaining, Skill of Illustrating with Examples, Skill of Stimulus Variation and
Mode of Transaction: Lecture cum demonstration, Lecture cum discussion, Seminars,

Panel discussion, Group discussions etc.
Practicum:
Practice and feedback on specific skills of teaching (Microteaching)
Visit to RIMSE for personality development sessions
Practice and feedback on communication skills
82
References
Barker. L. Larry (1978). Communication. New Jersey: Prentice Hall.
Bigner I. J (1983). Human Development. New York: Macmillan Publishing Co.
Cariag, R. Members W & Clarizio (1975). Contemporary Educational Psychology. New
York: John Wiley & Sons.
Cat Wright D.S (1974). Introduction to Personality. Chicago: Rand McNally College
Publishing Co.
Dennis (2001). Child Psychology & the Teacher. 7th edition, London: Continuum.
Dominick Joseph. R (1993). The Dynamics of Communication. New York: McGraw
Hill Inc.
Kumar Keval (2000). Mass Communication in India. Mumbai: Jaico Publishing House.
Kumar, K. L. (2000). Introduction to educational Technology. New Delhi: New Age
International Publishers.
Mangal, S.K(1994). Technology of Teaching. Ludhiana: Tandon.
Sampath. K (2000) et. Al. Introduction to Educational technology. Bangalore: Sterling
Publishers Pvt. Ltd.

Sandhi Krishnan(1980). Problems of Communication in Developing Countries. New
Delhi: Vision Book Pvt. Ltd.
Sharma, K. A. (2001). Foundations of Educational Technology-Theory, Practice and
Research. New Delhi: R. Lal Publishing House
83
SEMESTER – III
INTER-SEMESTER BREAK (ISB) – III
Activity – 1 : Dissertation
State the background of the problem
Review of the Related Literature
Plan a research design
Selection of Tool, Collecting and Quantifying of data
Tabulation of data
84
SEMESTER – III
INTER-SEMESTER BREAK (ISB) – IIIB ACADEMIC WRITING
Sensitize to their communicative behavior.
Enable to reject and improve their communicative behavior performance
Build capacities for self criticism and facilitate growth.
Enhance their listening & writing skill.
Present effective lecture after enhancing their listening skills.
Write or draft professional letters and mail etc.
Activity – 1
Preparation of Report on –
Workshop on listening, conversing, speaking, presenting, explaining and expositing
Write a paragraph on any topic of your interest, then acknowledge the source & edit
one‟s own writing. Prepare a report on the entire programmme.
Activity – 2
Writing Skills: Essential components of writing skills, writing standard, business
letter, report writing, Email drafting and Etiquettes, preparing agenda and writing
minutes for meeting, making notes on any academic conversations, Elective use of
SMS case writing and documentation.
Activity – 3
Prepare a Programme on SMS case writing and documentation.
Attend a seminar/workshop or conference and write a report on entire programme.
Workshop on e-mail drafting.
Activity – 4
Career Skills: Applying for job, covering letters, resume and effective profiling,
interviews, group discussion intra personal/ interpersonal skills problem solving,
reflective thinking critical thinking, negotiation skill.
85
Activity – 5
Prepare a programme on reflective thinking and negotiation skill and conduct it in
school.
Prepare your resume/effective profile for an interview.
Mode of Transaction: workshop sessions, assignments, presentations by students

Activities and Firsthand experience.
Practicum
Workshop on academic writing skill.
Workshop on listening, conversing, speaking, presenting, explaining and expositing
Write a paragraph on any topic of your interest, then acknowledge the source & edit
one‟s own writing. Prepare a report on the entire programmme.
References
http//gujarat-education gov.in/education-citizen act-rules. htm
www.ugc.ac.in
www.ncte-india.org
www.ngu.ac.in
www.education.nic.in
www.scribid.com
HNGU Handbook-I
HNGU Handbook-II
86
SEMESTER – IV
COURSE 12 (d) : EDUCTIONAL TECHNOLOGY AT ELEMENTARY LEVEL
Enable the students as future educators
Understand the complexity of teaching.
Develop communication skills.
Develop sufficient understanding to all as resource persons in their own institutes.
Take up research in this area.
Unit-1: Classroom Communication

1.1 Definitions, Types of communication, conceptual model of classroom
communication process, noise and its reduction.
1.2 Teaching-learning as a communication process. Introduction processing and
concept attainment, Factors affecting on information processing.
1.3 Non- verbal communication in the classroom, Teacher expectancy.
1.4 Enhancing communication effectiveness-communicator-communicate
relationship, Role of media.
Unit-2: Managing the Classroom

2.1 Classroom as a social system, Role conflict and their resolution, Teacher power.
2.2 Classroom management- Control and discipline.
2.3 The Behavior modification approach- Gordon‟s Teacher Effectiveness Training.
2.4 Strategies of classroom management-Kounin‟s study.
Unit-3: Instructional Strategies

3.1 Team Teaching, Team Learning and Brain-storming
3.2 Simulation and Gaming, Concept Mapping.
3.3 Mastery learning and Direct Instruction.
3.4 Role Playing, Synectics and Inquiry Training.
Unit-4: Differentiated Instruction

4.1 Meaning, definitions and concept
4.2 Principles of differentiation
4.3 Content, Process, Product, Affect and Learning Environment
4.4 Challenges in differentiated classroom
87
1. Practicum:-
Conduct seminar on the role of media in present communication system.
Conversation on a topic to know the communication ability among the students
2. Practicum:-
Depute the students to schools for observation of the classroom management by the
teachers.
Enable the students to use power in the classroom for maintaining discipline and
controlling.
3. Practicum:-
Conduct seminar on how to use innovative methods and strategies in the classroom.
4. Practicum:-
Conduct seminar on principles, strategies and challenges of differentiated
instruction
References
Block,J.H. (ed) 1971. Mastery Learning: Theory and practice. New York: Holt Rinehart
and Winston.
Borich G. (1977) The Appraisal of Teaching: Concept and Process Reading,
Massachusetts: Addison Wesley Publishing Co.
Dahama and Bhatnagar (1980) Education and Communication for Developmwnt.
Oxford and IBH.
Flanders,N.A. (1970) Analysing Teaching Behavior. Reading, Massachusetts: Addison-
Wesley.
Greenblat and Duke (1981) Principles and Practices of Gaming and Simulation.
London: SAGE.
Hurt, Scott and McCroskey (1970) Communication in the Classroom. Reading
Massachusetts: Addison-Wesley.
Johnson, D.W.(1970) The Social Psychology of Education. New York: Holt Rinehart
and Winston.
Kounin J.S. (1970) Discipline and Group Management in Classroom. New York: Holt
88
Ober, R.L. Bentley, E.L and Miller E. (1971) Systematic Observation of Teaching.
Englewood cliffs, New Jersey: Prentice Hall.
Ryans, D.G. (1969) Charactristics of Teachers, New Delhi Sterling.
Tansey, P.J (ed) (1970) Educational Aspects of Simulation. London: Mc Graw-Hill.
Warwick D. (1974) Team Teaching London: University of London Press Ltd.
Unruh and Alexander (1970) Innovations in Secondary Education. Holt, Rinehart and
Winston.
Vargas, Julie (1977) Behavioral Psychology for Teachers. New York: Harper and
Row.
Yelon and Weinstein (1977) A Teacher’s World: Psychology in the Classroom. Tokyo:
Mc Graw, Kogakusha.
89
SEMESTER – IV
COURSE-12 (d) : EDUCATIONAL TECHNOLOGY AT SECONDARY/SENIOR SECONDARY

LEVEL
Objectives: After completion of the course the students will:

Grasp the concept of educational technology as systems approach to education,
enlist its foundations and view education at all levels as processes designed and
monitored towards improving the process of human learning; and
Identify the stages of educational technology process and cast instructional
technology into a flowchart of management of learning by objectives.
Trace the instructional theory building approaches from behavior modification,
cognitive construct, cognitive development, task analysis and synthesis of learning
principles.
Use taxonomy of cognitive domain to state objectives, select and analyze content,
build learning interaction sequence, write frames to form a programme of learning,,
test, evaluate, and monitor the programme to better effectiveness.
Survey the world of traditional, new and digital media, and understand media as
extensions adding to and extending our senses, and make applications of selected
media devices and innovations in instruction using media such as radio vision,
interactive video, teleconferencing and the like.
Unit –1: Concept of Educational Technology
1.1 Meaning and Definitions
1.2 Foundations of Educational Technology
(a) Psychology of Learning (b) Communication Theory
(c) Media Technology (d) Scientific Method (e) Systems Approach
1.3 Educational Technology as Systems Approach to Education.
1.4 Scope of Educational Technology: Instructional, Institutional, Administration,
Textual, Material and Media Systems.
1.5 Stages of Educational Technology Process: Instructional Technology
(Conceptual Differentiation). Instructional Technology as Management of
Learning by Objective – A Flow Chart Based Description.
90
1.6 Educational Technology in the NCFTE Perspective (2009). Review of the following:
Educational Technology work at National and State level institutions.
Educational Technology Teaching and Research in the Universities.
Educational Technology work at EMRC's and AVRC's.
Educational Technology through computing institutions and internet.
Unit –2: Planning and Managing Objectives Based Instruction

2.1 Taxonomy of Educational Objectives: Bloom, Krathwhol and Harrow.
NCERT‟s Version of Instructional Objectives and Specification.
2.2 Content Analysis for Teaching: Content Analysis, Concept Mapping and Task
Analysis as Aids to Identify Categories of Content.
2.3 Planning of Instruction: - Setting Instructional Goals, Writing, Instructional
Objectives, Using Mager‟s Conditions, Entering Behavior, Terminal Behavior
and Task Description.
2.4 Programming Instruction
2.4.1 Terms, Concept and Definitions, Programming, Principles Steps, Rules and
Styles, Linear, Branching and Mathematical Styles,
2.4.2 Programme Development Selection of the Topic, Stating Assumptions about the
learner, Writing Objectives in Behavioral Terms, Frame Techniques,
Prompting Characteristics and Types, Editing and Review of the Programmes.
Unit-3: Contemporary Models of Instruction:

3.1 Performance Based Models of Teaching -- Basic Teaching Models. Norm Referenced
Teaching Model and Criterion Referenced Teaching Model
3.2 Theory Based Models of Teaching -- Nature and Components of Models of Teaching,
Syntax of Model of Teaching - Information Processing Model - Concept Attainment
and Advanced Organizer Model of Teaching.
3.3 Personal Development Model -- Awareness Training Model and Synectics Model.
3.4 Behavior Modification Model -- Contingency Management.
3.5 Social Interaction Model -- Group Investigation and Social Inquiry Model
(Theoretical, Rationale, Objectives, Syntax and Exemplars for the above said Models
of Teaching).
91
Unit-4: Media Use in Education
4.1 Media Devices - Typical Attributes and Applications, Classification of Media
According to Sensory Channel and Teacher-Student Control. Media Selection
Process – A Flowchart. Developing a Multimedia Package.
4.2 Traditional Media Devices - Slide Projector. Overhead Projector. Automatic Slide
Projector.
4.3 New Media Devices
a) Radio, Television, AVR and VCR, Video Camera, Camcorder and Handicam.
b) Radio Lesson, Radio Vision, Teleconferencing
c) Television Lesson, Video Conference, Video Lesson Interactive Video Lesson.
d) Gyan Darshan, EduSat, Country Wide Classroom, IGNOU Distance Education
Courses and Lessons.
e) Activities and Programmes of NCERT, CIET, SCERT, UGC, IGNOU and
EMRC/ AVRC
4.4 Digital Recorders, Projectors and Devices- LCD Projectors, Visualiser, Digital
Cameras, Digital Board, Mobile with internet and Web Camera, Pocket Recorder
or Voice Recorder.
4.5 Cyberspace use in Education – The Internet – Internet Explorer, Website, Email,
Search, Chat and Live Web Cam. Creating Email Address, Sending and
Receiving Email. Cam Applications. Web Publishing. Creating a Web Page.
Educational Websites. Online Courses and Testing. Virtual Classroom. Using a
Search Engine. Searching, Selecting and Editing Specific Information. Conducting
Live Chat and Live Web Cam Interaction. Computer used in Instruction –
Question Bank.

Practicum: The Department is free to introduce and identify the Practicum Activities
relating to the above said units.
92
References
Austwick, K. and Harris, N.D.C (1972) Aspects of Educational Technology London:
Sir Issac Pitman and SOQS Ltd, 499-xii.
Bajpai, A.C. and Leedham, J.F.(Eds.)(1970). Aspects of Educational Technology,
London: Pitman Publishing, 522-xvi]
Bhattacharya, S.P.(1973) Review of Research on Theory of Teaching, Baroda: Certre
of Advanced Study in Education.
Brothower Dale. M.(1963) Programmed Instruction: A Manual of Programming
Techniques. London: Sir Issac Pitman & Sons.
Bruner, J. S. (1960) The Process of Education, Cambridge: Harvard University
Press.
Bruner, J. S.(1980) Toward a Theory of Instruction, New York: Norton.
Bruner, J. S., Oliver. R. R. and Greenfield, P.M.(1966) Studies in Cognitive
Growth, Newyork Wiley Publishers.
Brunstorm, C. P, and Mann, A. P.(1975) Aspects of Educational Technology
London: Sir Issac Pitman & Sons Ltd.Vol. III, 404-xv.
Buckley, Nancy R and Walker, M.H.(1970) Modifying Classroom Behaviour. A
Manual of Procedure of Classroom Teachers. Ilinocis: Research Press Company (I2):
xv.
Chauhan, S.S.A (1988) Text Book of Programmed Instruction, New Delhi;
Sterling Publishers.
Clayton Thomas E.(1965) Teaching and Learning a Psychological Perspective, New
Jersey: Prentice Hall Inc., 1965, I77-xii.
Dececco, John P.(ed)(1969) Educational Technology - Readings in Programmed
Instruction, New York: Holt Rinehart and Wimton. 779-xi.
Dececco. John P and Crawford, (1977) Psychology of Learning and Instruction.
New Delhi: Prentice Hall of India Ltd.
Ellington, Henry and Phil (1993) Producing Teaching Materials, New York:
Kogan Page.
Fry Edward, B.(1963) Teaching Machines and Programmed Instruction,
New York: McGraw Hill Book Company Inc. 244-xi.
Gagne, R.M.(1974) The Conditions of Learning (Rev. ed) New York: Holt
Giridhar, C.H(2004O) Encyclopaedia of Educational Technology, Vol, I,II,III, IV
and V, New Delhi: Common Wealth Publication.
93
Harrow, A.J.(1972) A Taxonomy of the Psychomotor Domain NewYork: Mckay.
Hilgard E.R. and Bower, Gordon H.(1975) Theories of Learning New Delhi:
Prentice Hall, 698-vi.
Hills, P.and Gilbert, J.(Ed)(1977).The Spread of Educational Technology Xl
London' Kogan Page, 474.
Hussain, Khataeb M.(1973) Development of Information Systems for Education, New
Jersey: Prentice Hall Inc. xii-419.
Joyce, Bruce and Wail Marshal (2004) Information Processing Models of Teaching,
New Delhi : Prentice Hall (1968).
Knirk, Frederick, G.and Childs, John W.(1968) Instructional Technology, New
York: Holt, Rinehart and Winston,
Krathwohl, D. R. Bloom, B. S. and Massia, (2004) B. Taxonomy of Educational
Objectives Hand Book II, New York: McKay,.
Mager, Rober, F.(1962) Preparing Instructional Objectives. California: Fearon
Publishers, 60-xiip.
Microsoft Project Shiksha (2005) Technology for Education – Core Text,
Gurgaon: Microsoft Corporation (India) Pvt. Ltd.
Mitzel, Harold, E(ed)(1969) Encyclopaedia of Educational Research, Vol 1,2,3,4 and
5, Newyork: MC Graw Hil Book Company Inc.
Packham D.Cleary, A., and Mayes. A.(Eds.)(1984), Aspects of Education
Technology C. London Pitman Publishing 484-vi.
Patel. I.J et al.(1980) Handbook of Programmed Learning. Baroda: Centre of
Advanced Study in Education. 19,248 xv.
Pritam Singh (ed.) (1990) Criterian Referenced Measurement, New Delhi :
NCERT.
Ramachandrachar, K. (1990) Teaching Strategies in L.C. Singh ed. Teacher
Education in India – A Resource book. New Delhi : NCERT, PP: 54-81.
Ramachandrachar K. (2002) Cyber Space Use in Education. In UNESO
Secondary Education Reform Document. International Conference on the
Reform of Secondary Education. December 22-24, 2002 UNESCO and
sultanate of Oman, Muscat.
Richmond, Kenneth.W.(1970) The Concept of Educational Technology, London.
Weidcnfeld and Nicolson, 254-vi.
Sampath K. et.al (1990) Introduction to Educational Technology, New Delhi:
Sterling Publishers.
94
Singh, L.C. (ed.) (1990) Teacher Education in India- A Resource Book, New Delhi:
NCERT.
Skinner B. F. (1968) The Technology of Teaching, New York: Appleton Century
Crofts.
Smith Kark U and Smith Margeret Foltz (1989) Cybernetic Principles of
Learning and Educational Design. NewYork: Holt, Rinehart and Winston Inc.
529-xvip,
Snaelbecker, Glenn, E.(1974) Learning: Theory of Instructional Theory and
Psycho-Educational Design, New York: McGraw Hill, 517 xvi.
Trow, Willian Clerk.(1963) Teaching and Technology; New Deigns for Learning,
New York: Appleton-Century Crafts, 194-x.
Wittich, Walter A and Schuller, Charles F.(1973) Instructional Technology: Its
Nature and Use. New Yark : Harper & Row, 637.
95
SEMESTER - IV
COURSE – 13 (d) : INCLUSIVE EDUCATION AT ELEMENTARY LEVEL
Understand concept, meaning and significance of inclusive education.
Appreciate the need for promoting inclusive practice and the roles and
responsibilities of the teachers.
Develop critical understanding of the recommendations of various commissions and
committees towards teacher preparation for inclusive education,
Understand the nature of difficulties encountered by children
Prepare teachers for inclusive schools.
Analyze special education, integrated education, mainstream and inclusive education
practices.
Unit- 1: Introduction to Inclusive Education (IE)

1.1 Conceptual Clarification and Definition
1.2 Prevalence, Myths & Facts
1.3 Types of inclusion
1.4 Historical perspective of Inclusive education in India & world
1.5 Advantages of inclusive education for education for all children in the context of
right to education
Unit -2 : Factors Related to Inclusion

2.1 Access – In terms of proximity gender and socially backward children, minorities,
physically challenged, Programme to equate deprived children.
2.2 Barrier Free Environment (BFE): from Biwako Millennium Frame Work and BFE
manual by CCD, New Delhi.
2.3 Enrolment – Reasons for non-enrolment, probable strategies from educational social
point of view, gross enrolment and net enrolment. Role of Community / Parents /
Teachers in achieving 100% achievement.
2.4 Achievement – Reasons for under achievement, strategies for enhancing
achievement levels.
96
Unit -3: Education for All
3.1 Constitutional Provisions, important Articles and their educational implications for
General and disabled population.
3.2 Right to Education (RTE)
3.3 Educational Placements for Children With Special Needs (CWSN)
3.4 Universalization of Elementary Education
3.5 Acts on Child Rights
Unit – 4: Planning for Inclusive Education

4.1 Meaning, concept and need of planning of Inclusive Education
4.2 Models of IE, Components of IE ;
4.3 Planning – Onsite assessment of resources, Team Collaboration, Time table
preparation, and Planning an IEP & Curriculum adaptation & NCF 2005
recommendation.

Practicum
Make a critical appreciation of right to education act in the context of inclusive
education.
Conduct a survey in the local area to ascertain the prevailing attitudes / practices
toward social, emotional and academic inclusion of children with diverse needs.
Study & review any two national policies in the light of inclusive education.
Make a critical analysis of NCF-2005 for planning quality teacher preparation
programme
97
References
Ahuja. A, Jangira, N.K. (2002): Effective Teacher Training; Cooperative Learning
Based Approach: National Publishing house 23 Daryaganj, New Delhi 110002.
Jangira N.K. and Mani, M.N.G. (1990): Integrated Education for Visually
Handicapped, Gurgaon, Old Subjimandi, Academic Press.
Jha. M.( 2002) Inclusive Education for All: Schools Without Walls, Heinemann
Educational publishers, Multivista Global Ltd, Chennai, 600042, India.
Maitra,Krishna (2008):INCLUSION ISSUES AND PERSPECTIVES (For
Teachers, Teachers‟ Educators and Parents) :Kanishka Publishers, Distributors
New Delhi-110002
Sharma P.L (2003) Planning Inclusive Education in Small Schools, R .I E. Mysore
Sharma, P.L. (1990) Teachers handbook on IED-Helping children with special
needs N. C. E R T Publication.
98
SEMESTER – IV
COURSE – 13 (d) : INCLUSIVE EDUCATION AT SECONDARY/SENIOR SECONDARY
LEVEL
Understand concept, meaning and significance of inclusive education.
Appreciate the need for promoting inclusive practice and the roles and
responsibilities of the teachers.
Develop critical understanding of the recommendations of various commissions and
committees towards teacher preparation for inclusive education,
Understand the nature of difficulties encountered by children
Preparation of teachers for inclusive schools.
Analyze special education, integrated education, mainstream and inclusive education
practices.
Unit – 1 : Introduction, Issues & Perspectives of Inclusive Education

1.1 Definition, concept and importance of inclusive education.
1.2 Historical perspectives of inclusive education for children with diverse needs.
1.3 Difference between special education, integrated education and inclusive education.
1.4 Advantages of inclusive education for education for all children in the context of
Right to Education.
1.5 N.C.F and adaptation of teaching learning material
Unit – 2 : Policy Perspective

2.1 Recommendations of Indian Education Commission (1964-66).
2.2 Scheme of Integrated Education for Disabled Children
2.3 National Policy on Education (NPE, 1986-92).
2.4 National Curriculum Framework, 2005 NCERT
2.5 The Convention on the Rights of the Child (Article 23, 28, 29 a2, 3, 6 and 10 &12).
2.6 The World Declaration on the Survival, Protection and Development of Children
and the Plans of action (Outcome of the UNICEF World Summit for Children,
(1990).
2.7 Promoting Inclusion Preventing Exclusion
2.8 The National Trust for the Welfare of Persons with autism, cerebral palsy, mental
retardation and Multiple Disabilities Act 1999.
99
UNIT – 3 : Diversity in the Classroom
3.1 Diversity- Meaning and definition.
3.2 Disability – Legal definition, discrimination.
3.3 Giftedness.
3.4 Concept, Nature, and Characteristics of Multiple Disabilities.
3.5 Guidelines for adaptation for teaching/ practicing science, mathematics, social
studies , languages, physical education yoga, heritage arts theatre, drama etc in
inclusive settings.
3.6 Utilization of records/ case profiles for identification, assessment, and intervention
for inclusive classrooms.
3.7 Techniques and methods used for adaptation of content , laboratory skills and play
material
Unit – 4 : Teacher Preparation and Inclusive Education

4.1 Review existing educational programmes offered in Secondary school (general,
special education).
4.2 Skills and competencies of teachers and teacher educators for Secondary Education
in inclusive settings.
4.3 N.C.F 2005 and curriculum for teacher preparation and transaction modes.
4.4 Roles, responsibilities and professional ethics of an inclusive education teacher and
teacher educators.
4.5 Evaluation and follow up programmes for improvisation of teacher preparation
programmes in inclusive education programmes.
4.6 Role of different national and international agencies {institutions, universities} in
promoting inclusive education.

Practicum
Make a critical appreciation of Right to Education Act in the context of inclusive
education.
Conduct a survey in the local area to ascertain the prevailing attitudes / practices
toward social, emotional and academic inclusion of children with diverse needs.
Study & review any two national policies in the light of inclusive education.
Critical analysis of N. C. F 2005 for planning quality teacher preparation programme
100
Conduct a survey on the type of supportive service needed for inclusion of children
with any disability of your choice and share the findings in the class.
References
Ahuja. A, Jangira, N.K. (2002): Effective Teacher Training; Cooperative Learning Based
Approach: National Publishing house 23 Daryaganj, New Delhi 110002.
Jangira N.K. and Mani, M.N.G. (1990): Integrated Education for Visually Handicapped,
Gurgaon, Old Subjimandi, Academic Press.
Sharma P.L (2003) Planning Inclusive Education in Small Schools, R .I E. Mysore
Sharma, P.L. (1990) Teachers handbook on IED-Helping children with special needs
NCERT Publication.
101
SEMESTER –IV
COURSE 15 : CURRICULUM STUDIES AT ELEMENTARY LEVEL
Objectives:
On completion of this course the students will be able to:
To define curriculum
To identify the components of curriculum
To orient the student with principle and practices of Curriculum development and
implementation
To understand various approaches involved in Curriculum renewal
To enable the students to understand the curriculum Development, its meaning and
nature
To enable the students to understand various devices and strategies of teaching and
institutional Technology
To enable the students to use effectiveness of various models of teaching and
communication skill
To enable the students to understand the current patterns of curriculum organization
and models of learning.
Unit 1 Nature of Curriculum
1.1 Meaning and concept of curriculum.
1.2 Nature of Curriculum in India – A Historical Perspective
1.3 Components of Curriculum: Objectives, Content, Learning Experiences and Evaluation
System.
1.4 Foundations of Curriculum
1.4.1 Philosophical
1.4.2 Social
1.4.3 Psychological
Unit 2 Principles of Curriculum Construction

2.1 Formulation and Validation of Educational Objectives
2.2 Deduction of Curriculum from aims & objectives of Education
Blooms & other Taxonomies of Educational Objectives, Instructional
Objectives – Function of Objectives in the determination of Curriculum
102
2.3 Articulation, Balance and Continuity (ABC) in Curriculum
2.4 Selection of content
2.5 Distribution of Instructional time
Unit 3 Patterns of Curriculum

3.1 Traditional:
3.1.1 Subject-Centered Curriculum
3.1.2 Experience (Activity) Curriculum
3.1.3 Core Curriculum
3.2 Innovative:
3.2.1 Basic Curriculum
3.2.2 Dalton Curriculum
3.2.3 Shary Plan Curriculum
3.2.4 Eight Year Study Plan Curriculum
Unit 4 Curriculum Research and Renewal
4.1 Need for Curriculum renewal
4.2 Approaches to Curriculum renewal
4.3 Role of Research in Curriculum renewal
4.4 Curriculum renewal in India

Practicum:
The students may undertake any one of the following activities:
• Reading of original documents i.e. National Curriculum Frameworks developed by
NCERT (NCF-2000 and 2005)/NCTE, NPE-1986 (modified version 1992) POA on
NPE-1996, 1992 and examine the same with respect to various aspects of foundation,
critical comments be supplied for the same.
• Students will go through various definition of curriculum and will arrive at comprehensive
definition of curriculum. They will identify various components of Curriculum.
103
References
Kemp, J. (1998). Designing effective instruction (2nd Ed.). NJ: Prentice Hall.
Kenneth,A. L. (2006). Teaching for deep understanding: What every educator should
know. New Delhi: Corwin Press.
Leshin, C. (1992). Instructional design strategies and tactics. NJ: Education
Technology McGraw Hill Mc Nally Publications Publishing Corporation.
Rao,V. K. (2008). Instructional technology. New Delhi: APH Publishing Corporation.
Richards. (2009). Curriculum development in language teaching. London: Cambridge
Schaffarzek, J., & Harupson, D. H. (1975). Strategies for curriculum development.
Siddiqui, M. H. (2008). Models of teaching. New Delhi: APH Publishing Corporation
Singh,Y. K. (2008). Instructional technology in education. New Delhi: APH
Publishing
Steahouse, L.(1975). An introduction to curriculum research and development.
London:
Taba, H. (1962). Curriculum development: Theory and practice. New York: Harcourt.
Taylor, P. H., & Richards, C. M. (1979). An introduction to curriculum studies.
New Travers, R. M. W. (1973). Second handbook of research on teaching. Skokie:
Rand University Press.
Venkataiah, N. (2008). Curriculum innovations for 2000A.D. New Delhi: APH York:
Humanties Press.
104
SEMESTER –IV
COURSE 15 : CURRICULUM STUDIES AT SECONDARY LEVEL

Objectives:
On completion of this course the students will be able to:
To define curriculum
To identify the components of curriculum
To orient the student with principle and practices of Curriculum development and
implementation
To understand various approaches involved in Curriculum renewal
To enable the students to understand the curriculum Development, its meaning and
nature
To enable the students to understand various devices and strategies of teaching and
institutional Technology
To enable the students to use effectiveness of various models of teaching and
communication skill
To enable the students to understand the current patterns of curriculum organization
and models of learning.
Unit 1 Curriculum:
1.1 Concept, factors affecting Curriculum development
1.2 Models of Curriculum development: Administrative, Grass root,
Demonstration and System Analysis
1.3 Curriculum Objectives: Meaning, General and Specific Instructional
Objectives and Behavioral Outcomes; Meaning and Importance of stating as
Behavioral Objectives; Bloom‟s Taxonomy of Educational Objectives –
Guidelines and criteria for writing Objectives in clear statements
1.4 Curriculum Organizational Patterns - Meaning and nature of Linear, Spiral,
Concentric and Pyramidal Approaches
1.5 Educational Technology – Meaning, Objectives, Scope and Characteristics;
Approaches to Educational Technology – Hardware Approach, Software
Approach and Systems Approach; Importance of Educational Technology
105
Unit 2 Teaching and Instructional Technology
2.1 Teaching – Meaning, Teaching as a process, General and Psychological
Principles of Teaching; Qualities of Good Teaching, Maxims of Teaching
2.2 Instructional Technology – Concept, Importance, Distinction between
methods and strategies of Teaching; Teacher – Centered and Learner –
Centered Approaches – Meanings and Techniques
2.3 Teaching Devices and Strategies – Meaning and Significance, Objectives,
Characteristics features, Principles and Applications to Classroom Teaching
2.3.1 Teaching Devices – Questioning, Narration, Recitation and Assignments
2.3.2 Teaching Strategies – Inductive Strategies. Deductive Strategies,
Concept Attainment Strategy, Advance Organizer Strategy
2.4 Teaching Methods - Demonstration, Problem Solving, Direct Discovery:
Meaning, Steps, Merits and Demerits
2.5 Models of Teaching – Definition, Meaning, Types and Characteristics of
Teaching Model; Families of Models; Applications to Classroom Teaching
2.6 Communication Skills – Meaning, Types, Communication Cycle, Barriers of
Communication, Strategies of Effective Communication, Teaching as
Communication.
Unit 3: Curriculum Development
3.1 Stages and Strategies: Role of the Community, Administrator, Curriculum
consultants, Subject Specialists, Teachers; Evaluation of Curriculum Plans;
Detailed planning at Institutional and Teacher levels.
3.2Set–up and Agencies in India: NCERT, DSERT, University bodies etc.; Roles
and process
3.3 Instructional materials: Syllabus, textbooks, supplementary reading materials,
teacher hand books, student workbook, test materials, etc; resource units, unit
plans, unit tests and lesson plans.
3.4 Co-curriculum (non-academic components): Overview of Areas and
Dimensions, Variety of Activities, and Basic Principles of Organization.
Unit 4: Current Patterns of Curriculum Organization
4.1 The problems of Organizing Curriculum
4.2 Establishment sequence in Curriculum
4.3 Providing for Cumulative Learning
4.4 Typical attempts to clarify the Curriculum
4.5 Providing variety in Models of Learning
106
Practicum:
Critical appraisal/analysis of existing syllabi and textbooks developed by various
agencies at National/State/local level in the light of National curriculum
Frameworks.
• Evolving criteria for development of syllabi and textbooks Maintaining of
reflective diary on schools/institutions (SCERTs, School Boards, National
organisations) observed visited and analysis of the own experiences.
• Evaluation of a primary class text book.
References
Kemp, J. (1998). Designing effective instruction (2nd Ed.). NJ: Prentice Hall.
Kenneth,A. L. (2006). Teaching for deep understanding: What every educator should
know. New Delhi: Corwin Press.
Leshin, C. (1992). Instructional design strategies and tactics. NJ: Education
Technology McGraw Hill Mc Nally Publications Publishing Corporation.
Rao,V. K. (2008). Instructional technology. New Delhi: APH Publishing Corporation.
Richards. (2009). Curriculum development in language teaching. London: Cambridge
Schaffarzek, J., & Harupson, D. H. (1975). Strategies for curriculum development.
Siddiqui, M. H. (2008). Models of teaching. New Delhi: APH Publishing Corporation
Singh,Y. K. (2008). Instructional technology in education. New Delhi: APH Publishing
Steahouse, L.(1975). An introduction to curriculum research and development. London:
Taba, H. (1962). Curriculum development: Theory and practice. New York: Harcourt.
Taylor, P. H., & Richards, C. M. (1979). An introduction to curriculum studies. New
Travers
R. M. W. (1973). Second handbook of research on teaching. Skokie: Rand University
Press.
Venkataiah, N. (2008). Curriculum innovations for 2000 A.D. New Delhi: APH York:
Humanties Press.
107
SEMESTER – IV
COURSE – 16 : DISSERTATION
Activities
Analysis and Interpretation of Data
Result, Conclusion and findings
Summary of the Research Study
Educational Implications
References
Write a research report
108

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RANI CHANNAMMA UNIVERSITY, BELagavi

MASTER OF EDUCATION (M.Ed.) PROGRAMME

PROGRAMME OF RANI CHANNAMMA UNIVERSITY BELAGAVI

Courses in any institution) will also be included in the core.

Course – 5 Sociology of Education Theory 75 25 100 4

Historical, Political and

Educational Studies Theory 75 25 100 4

Theory/ External Internal Total Total

Theory/ External Internal Total Total

List of Open Elective Courses offered by the Department

1. Strategies of Teaching (Second Semester)

Section Type of Questions Marks Total

13.6 Maximum duration for completion of the Programme

Evaluation Rules & Regulations

COURSE – 1: PHILOSOPHY OF EDUCATION

Unit- 3: Indian Schools Thinkers of philosophy and Education.

Unit- 4: Western Schools Thinkers of philosophy and Education.

Essence of the Course

Unit 1. Psychology of Learning.

Unit : 4 : Adjustment and personality

Unit 1- Nature and Scope

Unit 2- Systems Approach to Education and Communication

Unit 4- New Horizons of Educational Technology

Unit 1 – Basics of Educational research

Unit 4 - Educational Statistics and Computer Applications

Unit 1- Meaning and Scope of Sociological Foundations of Education

Unit 3- Process of Socialization of the Child-A Cultural Analysis

Unit 4- Human Rights and Co-existence

Mode of Transaction: Lecture-cum-discussion, workshop sessions, assignments,

Unit – 1: Foundation of Education

Unit – 2: Historical Foundation of Education

Unit – 4: Economic Foundation of Education

Mode of Transaction: Lecture-cum-discussion, workshop sessions, assignments,

Objectives: After completion of the course, students will be able to:

Unit: 1 Foundations of Education

Unit: 2 Perspectives of Education system in India

Unit: 4 Contemporary Concerns of Policies and Practices

Mode of Transaction: Lecture-cum-discussion, workshop sessions, assignments,

Unit – 1: Quantitative and Qualitative Methods of Research

Unit – 2: Tools and Techniques of Data Collection

Unit – 3: Parametric and Non Parametric Testing

Unit-4: Report Writing and Presentation of Results

Mode of Transaction: Lecture-cum-discussion, workshop sessions, assignments,

Unit 2 Methods of Teaching

Unit 3: Understanding Teacher Effectiveness

Unit 4: Communication and Teaching

INTER-SEMESTER BREAK (ISB) – II (d)

Students will explore the areas of educational research.

INTERNSHIP IN TEACHER EDUCATION INSTITUTION (TEI)

INTER-SEMESTER BREAK (ISB) – II (c)

INTERNSHIP IN TEACHER EDUCATION INSTITUTION

Assessment is based on the following activities –

Unit -1: Understanding Guidance

Unit -2: Types of Guidance and Group Guidance

Mode of Transaction: Lecture-cum-discussion, workshop sessions, assignments,

SPECIALIZATION IN ANY ONE LEVEL: ELEMENTARY/SECONDARY & SENIOR

SPECIALIZATION PAPER- GUIDANCE AND COUNSELING

COURSE 9 (d): GUIDANCE AND COUNSELING AT SECONDARY LEVEL

Mode of Transaction: Lecture-cum-discussion, workshop sessions, assignments,

SPECIALIZATION IN ANY ONE LEVEL: ELEMENTARY/SECONDARY AND SENIOR