PAPER III
Methodology of Educational Research & Statistics
Time 3 hrs. Terminal: 80
M.Marks: 100 Sessional: 20
Note: i) The question paper will consist of five units. The paper setter will set two questions from each unit except unit III and each question will carry 16 marks. The candidates will attempt one question from each unit.
ii) For unit III: One question will be set from unit III & second question from any of the units IV & V.
iii) The candidates are allowed to use calculators.
Objectives
On completion of this course, the students will be able to:
* describe the nature, purpose, scope, areas, and types of research in education.
* explain the characteristics of quantitative, qualitative and mixed research.
* select and explain the method appropriate for a research study.
* conduct a literature search and develop a research proposal.
* explain a sampling design appropriate for a research study.
* explain tool, design and procedure for collection of data.
* explain the importance of documentation and dissemination of researches in education.
* represent the data graphically.
* analyse the data and draw useful inferences.
UNIT-I
Research in Education: conceptual issues
1. Meaning, purposes and emerging areas in educational research, kinds of educational research : basic, applied and action research and their characteristics.
2. Planning the research study: sources of research problem, identification and conceptualization of research problem: Statement of the problem, delineating and operationalzing the variables.
3. (a) Review of the literature- purposes and resources: conducting the literature research.
(b) Formulation of hypothesis.
UNIT-II
Quantitative – Qualitative Methods of Research
1. Quantitative Methods:
Types of research: survey studies, descriptive studies, co-relational studies, developmental studies, comparative studies, causal comparative studies, classification by time: cross- sectional, and longitudinal studies.
2. Experimental Research:
(a) Nature of experimental research, variables in experimental Research- independent, dependent and confounding variables.
(b) Experimental Research Designs: Single group pre test, post tests design, pre test- post test control group design, post- test only control group design and factorial design.quasi-experimental design: non- equivalent comparison group design, time series design.
(c) Internal and external validity of results in experimental research.
3. Qualitative Method :
(a) Qualitative research: Meaning steps and characteristics- phenomenology, ethno-methodology, naturalistic Inquiry.
(b) Historical Research- Meaning, significance, steps, primary and secondary sources of information, external and internal criticism of the source.
UNIT-III
Methods of Data Collection
1. Sampling: Concept of population and its types, sample, sampling unit , sampling frame, sample size, sampling error.
(a) Random sampling techniques: Simple random sampling, systematic sampling, stratified random sampling, cluster sampling and multi- stage sampling.
(b) Non- Random sampling techniques: Convenience sampling, purposive sampling , quota sampling, snowball sampling.
2. Types of tools and techniques and their uses: questionnaire, rating scale, attitude scale.
3. (a) Collection, treatment and interpretation of Data.
(b) Formulation of conclusion and generalization.
UNIT-IV
Descriptive Analysis of Quantitative Data
1. Graphical Representation of Data: Concept of score, tabulation of scores, preparation of histogram, frequency polygon, cumulative frequency graph, bar graph , pie graph . Measures of central Tendency: Mean, Median, Mode, Quartiles, Percentiles, Percentile ranks and uses of these measures. Measures of variability: Range, Average Deviation, Standard Deviation, Quartile Deviation. Merits and limitations of different measures of variability.
2. Normal distribution: Concept of NPC, its characteristics. Applications of NPC:
a. To determine the percentage of cases in a normal distribution within given limits.
b. To determine the limits in any normal distribution which include a given percentage of cases.
3. Concept of Correlation, Rank difference and Pearson product moment coefficient of correlation (simple)
UNIT-V
Inferential Statistics
1. Statistics inference- Basic concepts, Significance of Means, S.D, Percentages, Product- Moment correlation.
2. Parametric statistics- Significance of difference between two independent Means, S.Ds, Percentages and Correlation. Analysis of variance (ANOVA one way)
3. Non Parametric Statistics- Analysis of frequencies using chi-square in
a. Equal probability cases.
b. Normal distribution cases
c. Small cell.
d. Contingency table (2X2)
Sessional Work (Tests/Practicals/Projects) : 20 Marks
The students may undertake any one of the following activities:
* Development of a research proposal on an identified research problem.
* Identification of variables of a research study and their classification in terms of functions and level of measurement.
* Preparation of a sampling design given the objectives and research questions/hypotheses of a research study.
References
* Best J.W. (1999). 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.
* Christensen, L. (2007). Experimental Methodology. Boston: Allyn & Bacon.
* Clive Opie (2004). Doing Educational Research- A Guide for First time researchers. New Delhi: Vistar Publications.
* Cohen, Lewis and Manion Lawrence (1994) Research Methods in Education New York : Holt Rinchart and Winston Inc. Freund,John E. :Statistics-A First Course,Prentice Hall,Inc.
* Fraenkel, J.R., Wallen, N.E. (1996). How to Design and Evaluate Research in Education. New York: McGraw Hill.Garret,H.E.( 1958)Statistics in Psychology and Education, Longman’s green and Co. New York
* Flick, Uwe (1996): An Introduction to Qualitative Research . London sage publication 17
* Kaul, Lokesh (1984). Methodology of Educational Research. New Delhi: Vikas Publications.
* Keeves, John. P (ed)(1990) Educational Research Methodology and Measurement : An International Handbook. New York : Pergamo Press
* Kerlinger, F.N. (1986). Foundations of Behavioural Research. Fort Worth, TX:Harcourt Bmce Jovanovich.
* Kirkapatrick, D.L. (2005). Evaluating training Programmes: The four Levels. San Francisco: Brrett- Kochler.
* Jill Porter & Penny Lacey (2005). Researching Learning Difficulties- A Guide for Practitioners. Paul Chapman Publishing.
* Pamela Maykut & Richard Morehouse (1994). Beginning Qualitative Research- A Philosophic and Practical Guide. The Falmer Press London. Washington D.C.
* Patton. M.Q. (2002). Qualitative Research and Evaluation Methods. Thousand Oaks: C.A: Sage.
* Reason, P. & Bradbury, H. (Eds) (2006). Handbook of action research: Concise paperback edition: Thousand Oaks, CA: Sage.
* Scott, David & Usher, Robin (1996). Understanding Educational Research. New York: Rout ledge.
* Shank, G.D. (2002). Qualitative Research. Columbus, ott: Merill, Prentice Hall.
* Sharma, Bharti (2004). Methodology of Educational Research. New Delhi: Vohra Publishers and Distributors.Sharma, R.A.(2006). Advanced Statistics in Education and Psychology. Surya Publication Meerrut.
* Sharma, S.R. (2003). Problems of Educational Research. New Delhi: Anmol Publications Pvt. Ltd.
* Stake, Robert E. (1995). The Art of Case Study Research. Thousand Oaks: C.A: Sage.
* Travers, Robert M.W. (1978). An Introduction to Educational research (4th edition). London: MacMillan.
* Van Dalen, Debonald, B. and Meyer, William J. (1979) Understanding Educational Research: An Introduction. New York: McGraw Hill.
PAPER IV
Educational Technology & ICT in Education
Time 3 hrs. M.Marks: 100
Terminal: 80
Sessional: 20
Note: The question paper will consist of five units. The paper setter will set two questions from each unit and each
question will carry 16 marks. The candidate will attempt one question from each unit.
Objectives
On completion of this course, the students will be able to:
• understand the nature and scope of educational technology and its various forms.
• understand the system approach to education and communication theories and modes of
communication.
• know the instructional designs and modes of development of self learning material.
• develop the ability for critical appraisal of the audio-visual media.
• develop basic skills in the production of different types of instructional material.
• know the recent innovations and future perspectives of educational technology.
UNIT – I
Meaning, Concept and History of Educational Technology
1. Meaning , concept, nature and objectives of educational technology, forms of educational
technology:
teaching technology, instructional technology and behavioural technology
2. Emergence of concept of educational technology and its scope
3. Educational technology programmes in India
UNIT – II
Teaching, Learning Process
1. Teaching and Learning process – its nature and implications
2. Anatomy & levels of teaching, phases of teaching- pre-active, interactive, and post-active, the
quality of intellectual activity involved in each phase
3. Action Research as a tool of solving educational problems related with teaching learning processconcept,
objectives, steps
UNIT – III
Innovations in Teaching
1. New horizons in educational technology with special reference to hyper- text, video-text,
computer- conferencing, tele- conferencing
2. Team Teaching, Virtual Class-room, EDUSAT
3. Recent developments in the field of interaction analysis, application of interaction analysis to
teaching
17
Master of Education
UNIT – IV
Instructional Design and Programmed Learning
1. Instructional designing- concept, views.
i) Instructional objectives in cognitive, affective & psychomotor domains
ii) Designing of instructional strategies such as lectures, discussions, panel discussions,
seminars and tutorials
2. Programmed learning:
i) Meaning, principles and types (Linear, Branching and Mathetics)
ii) Stages in programme development
3. Effectiveness of communication in instructional system- process, modes, and barriers
UNIT – V
Model of Teaching
1. Teaching models: Meaning and its elements.
2. Taba’s Inductive Thinking Model
3. Advance Organizer Model (Ausubel)
Sessional Work (Tests/Practicals/Projects) : 20 Marks
The students may undertake any one of the following activities:
1. Every student shall submit programme. Units of 25 frames on the topic of their choice on the basis of any programming styles.
2. Plans & demonstrate at least 2 teaching skills.
3. Demonstrate the skills of handling OHP, LCD; 10- visuals on power point on any topic.
4. Two lesson plans to be planned on the basis of teaching models given in the syllabus.
References:
• Adam, D.M. (1985) Computers and Teacher Training: A Practical guide, The Haworth Pren, Inc., N.Y.
• Alexey Semenov, UNESCO, (2005): Information and Communication Technologies in Schools:
A Handbook for Teachers.
• Bhatia, K.K.,Narang, C.L. and Sidhu, H.S. (2001): Foundations of Teaching Learning Process. Tandon Publishers, Ludhiana.
• Bhushan, A. and Ahuja, M. (2002): Educational Technology. Bawa Publications, Patiala.
• Chauhan S S(2002): A Text Book of Programmed Instruction. (2nd Ed). Sterling Publishers Pvt Ltd., New Delhi / Bangalore.
• Dececcoo, John, P. (1977): Psychology of Learning and Instruction. Prentice Hall of India, New Delhi.
• Everard, K.B. and Geoffrey, Morris: Effective School Management. Harper and Row Publishers, London.
• Kumar, K.L. (2008): Educational Technology, New Age International Pvt. Ltd. Publishers, New Delhi (Second Revised Edition).
• Mangal, S.K.( 2001): Foundations of Educational Technology. Tandon Publications, Ludhiana.
• Mukhopadhyay, M. (1990): Educational Technology – Challenging Issues, Sterling Publishers Pvt. Ltd., New Delhi.
• Mukhopadhyay, M. (1990): Educational Technology – Year Book 1988, All India Association for Educational Technology, New Delhi.
18
Master of Education
• Norton Peter (2000), Introduction to Computers, Tata McGraw Hill Publications, NewDelhi.
• P.P. Singh, Sandhir Sharma (2005), E-Learning: New Trends and Innovations, New Delhi: Deep & Deep Publications.
• Rejesekaran S. (2007) Computer Education and Educational Computing, New Delhi: Neel Kamal Publishing Pvt. Ltd.
• Sampath et. al. (1981): Introduction to Educational Technology, Sterling Publishers Pvt. Ltd.
• Sharma , R.A.(2006): Technological foundation of Education. R.Lall Book Depot, Meerut.
• Sharma R.A (2007): Programmed Instruction – An Instructional Technology, Goyal Book Depot, Meerut.
• T.M. Srinivasan (2002), Use of Computers and Multimedia in Education Horton, W (2001).
• Venkataiah, N. (1996): Educational technology, New Delhi: APH Publishing Corporation.
Paper– V
dissertation
The dissertation shall be a core paper for all students carrying 100 marks and each student is required to select one topic for dissertation from the area of specialization under the guidance of a faculty member. Dissertation will be evaluated by both internal and external examiners (40 marks for sessional work and 60 marks for Terminal work). The sessional work will be evaluated by the internal examiner (40 marks) and terminal score will be awarded by the internal & external examiner jointly.
a) Every candidate/s shall submit a dissertation on an educational problem under the guidance and supervision of the faculty, Department of the University/Institute/College.
b) The last date/s for (i) application regarding the topics of dissertation along with the Synopsis and (ii) the dissertation to reach the Registrar’s office shall be as under:
* Last date/s for submission of applications regarding the topic of dissertation along with the Synopsis shall be Nov. 10th of the year preceding the examinations.
* Last date/s for submission of dissertation shall be May 31st. Under ordinary circumstances extension after 31st May will not be granted. However, one month extension under extraordinary circumstances without late fee may be granted by the Dean A.A. and S.W. G.N.D.U, Amritsar. This extension will be granted under specific reasons to be recorded by the Principal of the Institution as well as the supervisor of the candidate/s
c) When a candidate/s has failed in the examination but has obtained pass marks in the dissertation, the dissertation marks may be carried forward at his option to two subsequent years without fresh assessment of the dissertation. After two years the candidate/s may revise the dissertation and resubmit it for fresh assessment.
d) Every candidate/s shall be examined in viva-vice on his dissertation.
paper VI and VII
PART-B : Specialization
Options: (Choose one group from the following)
EDUCATIONAL ADMINISTRATION AND SUPERVISION
Time 3 hrs. Terminal: 80
M.Marks: 100 Sessional: 20
Note:The question paper will consist of five units. The paper setter will set two questions from each unit and each question will carry 16 marks. The candidate will attempt one question from each unit.
Objectives:
On completion of this course the students will be able to:
* to enable the students to know about the administration and related aspects.
* to make them aware about the legal provisions for education.
* to make them familiar about the leadership and educational planning.
* to help the students in understanding the meaning, nature, scope and techniques of supervisory programmes.
UNIT – I
Theoretical Considerations
1. Development of modern concept of educational administration from 1900 to the present day.
a) Taylorism
b) Administration as process
c) Administration as a bureaucracy
d) Human relations approach to administration
e) System approach to administration
f) Democratic approach to administration
2. Need, functions and scope of educational administration
3. Specific trends in educational administration, such as:-
a) Decision making
b) Organizational competencies
c) Organizational development
d) PERT
UNIT – II
Legal Basis of Education
1. Functions of the Center, State, Local bodies and Private enterprises in education.
2. Legal Provisions for education with special reference to legislation
3. Functioning of education at Center, State and Local levels.
UNIT – III
Educational Planning and Leadership
1. Meaning and nature of Educational Planning
2. Institutional planning and preparation of school budget.
3. Meaning and nature of leadership,theories of leadership, styles of leadership, measurement of leadership.
UNIT – IV
Educational Supervision
1. Meaning, nature, scope and principles as functions, supervision-supervision as service activities.
2. Supervision as process, supervision as function, supervision as educational leadership, Traditional vs modern supervision.
3. Planning of the supervision programmes: Organizing supervisory programme, techniques of supervision and implementing supervisory programmes.
UNIT – V
Administrative Organisation of Supervision
1. Concept, scope and functions of administrative organization
2. Administrative organisation of supervision with special reference to Punjab
3. Inspection, inspecting staff, its selection, training and service conditions
Sessional Work(Tests/Practicals/Projects) : 20 Marks
The students may undertake any one of the following activities:
1. Preparation of evaluation Performa for Secondary school Teachers.
2. Preparation of evaluation criteria of a supervisory programme.
3. Preparing report of supervisory programme.
4. Study of organizational climate of three schools viz Govt.,Non-Govt.and Public Schools
5. Study of Leadership behaviour of three Heads of Secondary schools-Govt.,Non-Govt.and Public Schools
References:
1. Adams and Dickey,Basic Principles of Supervision
2. Atmanand Mishra,Financing Education in India
3. Bar Barton,Bruookner, Supervision a Social Process
4. D.M.Desai,Govt. of India and Education
5. Jaswant Singh,Hom To be a Successful Headmaster
6. L.Mukh,Problems of the Administration in India
7. Mohd.,Sharif Khan and Mohd. Salman Khan,Educational Administeration,1980,Ashish Publishing House
8. Morphet,Johns Reller:Educational Administration
9. Phillip G.Smith,Philosophic Mindedeness in Educational Administration
10. R.Mort,Principles of Good Administration
11. R.P.Bhatnagar and I.B.Verma,Education Supervision
12. S.K.Kochhar,Successful Supervision and Inspection
13. S.N.Mukherjee,School Administration
14. S.S.Mathur,Educational Administration, Principles and Practices
15. Ward Greads,Fundamentals of Public School Administration
Paper VI & VII
Option (AII)
EDUCATIONAL PLANNING AND ECONOMICS OF EDUCATION
Time 3 hrs. Terminal: 80
M.Marks: 100 Sessional: 20
Note: The question paper will consist of five units. The paper setter will set two questions from each unit and each question will carry 16 marks. The candidate will attempt one question from each unit.
Objectives:
On completion of this course the students will be able to:
* identify the need, scope and purpose of educational planning
* develop the skills in planning and using a variety of administrative strategies
* understand the concept of education as consumption and investment
* understand the role centre state and other institutions for financing
UNIT- I
Educational Planning
1. Concept, Scope, Significance, Special reference to Policy Implementation
2. Relationship between Educational Planning and Economics of Education
3. Recent Trends of Economics of Education
UNIT- II
Education as Consumption, Investment and methodology
1. Consumption- Concept, Significant, Strategies
2. Investment Concept, Significant, Strategies
3. Macro and Micro Plan, Kinds of plan Vs. short, long, centralized, decentralization, preservative planning
UNIT-III
Techniques of Planning
1. Levels of Planning- Center, State, District and Institutional
2. Role of public and Private Sectors in Educational Planning
3. Sources Statistical methods and Techniques in Educational Planning
UNIT- IV
Approaches to Educational Planning
1. Man Power Requirements
2. Human Capital Formation / Social Demand
3. Costs Benefit Analysis, Taxonomy of Cost of Education, Taxonomy of Benefits of Education, Input and Output, Quantitative Expansions and Qualitative Improvement in Educational Technology- Concepts and Relationship between the two
UNIT- V
Methods of Evaluating Educational Projects
1. Role of Center, State, Institutions for Financing Education
2. Theoretical consideration of financing Education, Problems of financial grant-in-aid scheme
3. Criteria for Allocation of funds on Education by Levels and Types, monitoring of Educational Plans and Policies
Sessional Work(Tests/Practicals/Projects) : 20 Marks
The students may undertake any one of the following activities:
* Preparation of an instutional plan
* Estimation of institutional cost of a secondary school
* Preparation of school budget
* Preparation of a blue print for expenditure control in a school
* Assignment on related theme from the course
References:
1. A. Gosh: New Horizon in Planning, 1956, Calcutta World Press.
2. Baljit Singh, Economics of Indian Education, 1983, Meenakshi Prakashan, New Delhi.
3. C.A. Anderso: The Social Context of Educational Planning,1967.
4. C.E. Beeby: Planning and the Educational Administration.
5. Charles Bettelheim, Studies in Theory of Planning 1959, Asia Publishers, New Delhi.
6. D. Harrison Educational Planning and Human Development.
7. Devendra Thakur, D.N. Thakur,Educational planning and administration,1997, Deep Publications.
8. Devendra Thakur, Education and Manpower Planning, Deep Publication, New Delhi.
9. H.Combs, What is Educational Planning.
10. J.P.Naik: Educational Planning in India,1965. Allied Publichers Bombay-E.
11. Manpower Aspects of Educational Planning(UNESCO,22.Ed. 1961).
12. Sulkin, Sydney, Complete planning for college,1962, Harper Publisher, New York.
Paper VI & VII
Option (B1)
Guidance and Counseling
Time 3 hrs. Terminal: 80
M.Marks: 100 Sessional: 20
Note: The question paper will consist of five units. The paper setter will set two questions from each unit and each question will carry 16 marks. The candidate will attempt one question from each unit.
Objectives
On completion of this course the students will be able to:
* understand the meaning, nature and scope of 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.
* become acquainted with the skills and qualities of an effective counselor.
* understand the essential services involved in school guidance programme.
UNIT-I
Understanding the Concept and Types of guidance
1. Meaning and purposes, basic assumptions and scope of guidance, new trends in guidance, need for guidance in India.
2. Kinds of guidance; educational vocational and personal guidance.
3. Agencies of guidance at District, State & National Level.
UNIT-II
Qualitative & Quantitative Techniques of Testing
1. Assessment and appraisal of an individual: Concept, need and importance, principles and types of data to be collected.
2. Non-Testing Techniques:
a. Interview b. Observation
c. Case study d. Cumulative record
e. Sociometry f. Questionnaire
g. Rating scales h. Anecdotal record
3. Testing techniques:
a. Intelligence tests b. Personality tests
c. Aptitude tests d. Interest inventories
UNIT-III
Essential Services in Guidance Programme
1. Guidance services:
a. Self – Inventory service
b. Occupational information service, Job analysis
c. Vocational preparatory service
d. Placement service
e. Follow-up service
f. Research service
2. Organization of Guidance Services: Meaning, need purposes, minimum guidance programme for the organization of guidance services.
3. School guidance: A collaborative effort, role of principal, teachers, counselors and community.
UNIT-IV
Understanding Counseling
1. Counseling: Meaning, elements and purposes of counseling. Relationship between guidance and counseling. Types- Directive, Non-directive and Eclectic counseling.
2. Skills and qualities of an effective counselor.
3. Typical behavioral problems of children, their causes and remedies
a. Stealing
b. Aggressiveness
c. Excessive shyness
d. Truancy
e. Bullying and Lying
UNIT-V
Group Guidance and Problems of guidance
1. Group Guidance; Concept, scope, principles, purposes, advantages and limitations.
2. Techniques of Group Guidance:
a. Orientation sessions
b. Career talks
c. Career conferences
d. Field trips
e. Group discussion
3. Problems of guidance in India
Sessional Work (Tests/Projects/Practicals): 20 Marks
1. Intelligence Test (Performance)
2. Adjustment Inventory
3. Mechanical Aptitude Test R.M.P.F B Test.
4. The Art Judgment Test.
5. Personality Inventory.
6. Interest Inventory- Chatterer’s Non Language Preference Record.
7. Case Study.
8. Survey of guidance programme of a secondary school.
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.
* Dave Indu (1984). The Basic Essentials of Counselling. New Delhi: Sterling Pvt. Ltd.
* 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.
* 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.
* 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.
* Glickman, C & Wolfgang, C. (1981). Solving Discipline Problems: Strategies for Classroom Teachers. Boston: Allyn and Bacon.
* Mathewson, R. H. (1962). Guidance Policy and Practice, 3rd Ed. New York: Harper and row.
Paper VI & VII Option (BII)
Inclusive Education
Time 3 hrs. Terminal: 80
M.Marks: 100 Sessional: 20
Note: The question paper will consist of five units. The paper setter will set two questions from each unit and each question will carry 16 marks. The candidate will attempt one question from each unit.
Objectives
On completion of this course the students will be able to:
* understand the global and national commitments towards the education of children with diverse needs.
* appreciate the need for promoting inclusive practice and the roles and responsibilities of all concerned personnel.
* 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 and prepare conducive teaching learning environment in inclusive schools.
* analyze special education, integrated education, mainstream and inclusive education practices.
* identify and utilize existing resources for promoting inclusive practice.
* develop an understanding of the needs and magnitude of the challenges faced by children and persons with diverse needs.
* appreciate the need for promoting inclusive practice and understanding the roles and responsibilities of all concerned.
* develop a positive attitude and sense of commitment towards actualizing the right to education of all learners.
* develop the ability to conduct and supervise action research activities.
UNIT-I
Introduction to Inclusive Education
1. Concept, need of inclusive education for the individual and the society.
2. Recommendations of Education commissions and committees on restructuring policies and practices to respond to diversity in educational situations.
3. Current national and international initiatives, laws and policy perspectives supporting IE for children with diverse needs.
UNIT-II
Preparation for Inclusive Education
1. Concept and meaning of diverse needs.
2. Educational approaches and measures for meeting the diverse needs- Concept of remedial education, special education, integrated education and inclusive education.
3. Role of teachers, parents and other community members for supporting inclusion of children with diverse needs.
UNIT-III
Children with Diverse Needs
1. Definition and characteristics of children with sensory (hearing, visual and physically challenged) intellectual (gifted, talented and children with mentally challenged disabilities) and developmental disabilities (autism, cerebral palsy, learning disabilities).
2. Importance of early detection, functional assessment for development of compensatory skills.
3. Role of teachers working in inclusive setting and resource teacher in development and enriching academic skills for higher learning with the help of technology.
UNIT-IV
Curriculum Adaptations for Children with Diverse Needs
1. Concept, meaning and need for curriculum adaptations for children with sensory (hearing, visual and physically challenged) intellectual (gifted, talented and children mentally challenged) and developmental disabilities (autism, cerebral palsy, learning disabilities).
2. Guidelines for adaptation for teaching/ practicing science, mathematics, social studies, language, physical education, yoga, heritage, arts, theatre, drama etc. in inclusive settings.
3. Techniques and methods used for adaptation of content, laboratory skills and play material.
UNIT-V
Teacher Preparation for Inclusive Education
1. Skills and competencies of teachers and teacher educators for secondary education in inclusive settings.
2. Roles, responsibilities and professional ethics of an inclusive education teacher and teacher educators.
3. Evaluation and follow up programmes for improvisation of teacher preparation programmes in inclusive education programmes.
Sessional Work (Tests/Practicals/Projects) : 20 Marks
The students will undertake any one of the following:
* Observation of inclusive teaching strategies and discussion.
* Planning and conducting multi level teaching in the DMS (two classes).
* Identify suitable research areas in inclusive education.
* Conduct a survey in the local area to ascertain the prevailing attitudes/ practices towards social, emotional and academic inclusion of children with diverse needs.
* 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
* Ainscow, M., Booth. T (2003): The Index for Inclusion: Developing Learning andParticipation in Schools. Bristol: Center for Studies in Inclusive Education.
* Ahuja. A, Jangira, N.K. (2002): Effective Teacher Training; CooperativeLearning 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.
* Sharma, P.L. (1990) Teachers handbook on IED-Helping children with special needs N. C. E R T Publication.
* Sharma P.L (2003) Planning Inclusive Education in Small Schools, R .I E. Mysore
* Chintamanikar,(1992).Exceptional Children-Their Psychology and Education,Sterling Publishers Pvt. Ltd.,New Delhi Sahu,B.K.(1962) Education of Exceptional Children,Honghton Mifflin Company,Boston.
* Dash M.,Education of Exceptional Children-Atlantic Publications and Distributors,New Delhi
* Wornock,M.(1978)”Special Educational Needs”.Report of the Committee of the Inquiry into the People,HMSO.
* Jangira.N.K.(1986)Special Education,Britania and Britania and India, Gurgaon Academic Press,India
Paper VI & VII Option (C1)
Statistical Methods for Data Analysis
Time 3 hrs. Terminal: 80
M.Marks: 100 Sessional: 20
Note: The question paper will consist of five units. The paper setter will set two questions from each unit and each question will carry 16 marks. The candidate will attempt one question from each unit.
Objectives:
After completing the course, the students will be able to:
* represent the data graphically.
* analyse the data and draw useful inferences.
* explain the application of advanced statistical techniques.
Unit-I
1. Scales of measurement: nominal, ordinal, interval and ratio. Graphical representation of data
2. Measures of central Tendency: Mean, Median, Mode, Quartiles, Percentiles, Percentile ranks and uses of these measures.
3. Measures of variability: Range, Average Deviation, Standard Deviation, Quartile Deviation. Merits and limitations of different measures of variability.
Unit-II
1. Normal Distribution curve, its characteristic and applications
2. Type I and Type II errors. Degrees of freedom. Significance of statistics (Mean only).
3. Testing of hypotheses
Unit-III
1. Concept of correlation, rank difference and Pearson product moment coefficient of Correlation(simple)
2. Biserial, Correlation, Point Biserial Correlation, Tetra Choric Correlation and Phi-Co-efficiencies.
3. Concept of regression, regression equations and regression lines
Unit-IV
1. Analysis of variance (one way and two way): Meaning, assumptions, uses and computation.
2. Analysis of covariance (one way only) meaning and computation.
3. Partial and multiple correlations. Regression equation- Meaning and Computation (one and two factors only)
Unit-V
1. Significance of difference between two means ,standard deviation, percentages and correlation
2. Difference between parametric and non-parametric tests. Chi-square test of independence Wilcoxon sign rank test, Mann Whitney’s test.
3. Factor analysis : Extraction of factors (centroid method) upto two factors only Interpretation of factors.
Sessional Work (Tests/Practicals/Projects) : 20 Marks
The student may undertake any one of the following activities:
* A critical assessment of statistical techniques used in research report
* Preparation of graphic designs of data obtained in a research study
* Selection and description of appropriate statistical techniques for answering a research question or for testing a given hypothesis
References:
1) Fructor. B (1954) : Introduction to Factory Analysis.
2) Garret H.E. (1966) : Statistics in Psychology and Educaiton. Vakls, Ferrer and Simson Pvt. Ltd. Mumbai.
3) Guilford J.P. (1978): Fundamental Statistics in Psychology and Educaiton. Mc Grew Hell, 6th Edition.
4) Lindquist; E.F. (1960) : Elementary Statistical Methods in Psychology and Education Oxford Book company , New Delhi.
5) Pophan, W.J. (1988): Educational Evaluation, Prentice Hall, New Delhi.
6) Seigal Sidney (1965) : Non-parametric Statistics Mc Grew Hill Books Company, New York.
Paper VI & VII Option (CII)
Educational Measurement and Evaluation
Time 3 hrs. Terminal: 80
M.Marks: 100 Sessional: 20
Note: The question paper will consist of five units. The paper setter will set two questions from each unit and each question will carry 16 marks. The candidate will attempt one question from each unit. The unit III will consist of one theory question and one statistical question.
Objectives
* to acquaint the students with concept and techniques of measurement and evaluation.
* to develop skill in the construction and standardization of test.
* to enable students in learning the applications of advanced statistical techniques in education.
UNIT-I
1. Measurement and Evaluation:
a. Concept of measurement and evaluation and their differences
b. Importance of measurement
c. Levels of measurement
2. Types of tests:
a. Standardized tests and teacher made tests – essay and objective type
b. Norm referenced and criterion referenced tests
3. Standardization of tests:
a. Steps in the standardization of achievement tests
b. Item analysis: difficulty value, discrimination index, effectiveness of distracters
UNIT-II
1. Characteristics of measuring tools:
a. Reliability- Meaning, methods and factors affecting reliability
b. Validity – Meaning, types and factors affecting validity
2. Norms- age, grade, percentage, standard scores (t-scores, c-scores, o-Scores)
3. Measurement of intelligence, interests, aptitude, attitude, personality, achievement
UNIT-III
1. New Trends in Examination Reforms:
a. Grading System
b. Semester System
c. Continuous internal assessment
d. Question banks
e. Uses of computers in evaluation
2. Analysis of variance (one way and two way): Assumptions and computation
3. Analysis and covariance (one way only): Assumptions and computation
UNIT-IV
1. Correlation- assumptions and computation:
a. Bi-serial b. Point biserial c. Tetrachoric d. Phi coefficient e. Contingency coefficient
2. Partial correlation - Meaning and computation
3. Multiple correlation- Meaning and computation
UNIT-V
1. Regression and Prediction –Meaning and computation of linear regression equation (one predictor only)
2. Regression and Prediction –Meaning and computation of linear regression equation (two predictors only)
3. Elementary Factor analysis- Meaning, theory, extraction of factors (centroid method) upto two factors only, Interpertation of factors
Sessional Work (Tests/Practicals/Projects) : 20 Marks
The student may undertake any one of the following activities:
* Explore two standardized test, one each for the measurement of intelligence and aptitude at the elementary and secondary satge through different sources and prepare critical write- ups.
* Study of Evaluation practices in selected schools.
* Critical analysis of examination papers.
* Construction of blue print and question paper on any topic of their respective subjects.
References:
1. Aiken,L.R.,Psychological Testing and Assessment ,Boston:Allyn and Bacon,(1985)
2. Anastasi.A.,Psychological Testing.The McMillan Company,New York,6th Edition.1988
3. Dr. Meenakshi, Modern Trends in Educational Evalution and Measurement, Arun Publishing House, Chandigarh.
4. Ebel,R.L.,Frisbel,D.A.:Essentials of educational measurement,New Delhi:Prentice Hall (1986)
5. Edwards,A.L.,(1957):techniques of Attitudes Scale Construction,New York
6. Freeman,F.S.,Theory and Practice of Psychological Testing,New York:Rineheart and Winston,1965
7. Fruchtor,B.(1954);Introduction to factor Analysis.D.van Noshavanad Company
8. Garrett,H.E.,:Statistics in Education and Psychology,Bombay(1973)
9. Pophan,W.J.(1988):Educational Evaluation,Prentice Hall,New Delhi
10. Sharma, R.A: Essentials of Measurement in Education and Psychology, Surya Publication, Meerut.
11. Singh, A.K., Tests, Measurements and research methods in Behavioural sciences, Bharati Bhawan Publishers and Distributiors, Patna.
Paper-VI & VII Option (D1)
Curriculum Development
Time 3 hrs. Terminal: 80
M.Marks: 100 Sessional: 20
Note: The question paper will consist of five units. The paper setter will set two questions from each unit and each question will carry 16 marks. The candidate will attempt one question from each unit.
Objectives
On completion of this course the students will be able to:
* define curriculum
* identify the components of curriculum
* describe the various principles of curriculum development
* explain various determinants of curriculum
* describe and analyse various approaches to curriculum development
* explain and compare various types of curriculum
* state the meaning of curriculum development
Unit I
Nature ,principles and determinants of curriculum
1 Meaning and concept of curriculum, Components of Curriculum: Objectives, content, transaction mode and evaluation
2. Basics and determinants of curriculum:
i. Philosophical
ii. Psychological
iii. Sociological
iv. Ideological
3. Theories of curriculum development.
Unit II
Approaches and types to Curriculum Development
1. Types of curriculum
a. Subject centred
b. Learner centred
c. Community centred.
2. Humanistic Curriculum: characteristics, purpose, role of the teacher, psychological basis of humanistic curriculum
3. Social reconstructionist curriculum: characteristics, purpose, role of the teacher in reconstructionist curriculum
Unit III
Models of Curriculum Development
1. Hilda Taba 1962 model
2. Need assessment model
3. Vocational/Training model
(With special reference to analysis of needs, selection of objectives, selection and organisation of content/learning experiences and evaluation).
Unit IV
Selection and Organisation of learning experiences
1. Principles and criteria for developing learning experiences
2. Designing integrated and interdisciplinary learning experiences.
3. Infusion of environment related knowledge and concerns in all subjects and levels.
Unit V
Issues in Curriculum Development
1. Centralized vs. decentralized curriculum
2. Problem of curriculum load
3. Participation of functionary and beneficiaries in curriculum development
Sessional Work (Tests/Practicals/Projects) : 20 Marks
The students may undertake any one of the following activities:
1. Reading and examining of original documents i.e. National Curriculum Frameworks developed by NCERT, 2005, NPE-1986 (modified version 1992) POA on NPE-1996/1992, National Curriculum Framework of Teacher Education (2009) developed by NCTE
2. Critical appraisal/analysis of existing syllabi and textbooks on teacher education developed by various agencies at national/state/local levels.
3. Evolving criteria for development of syllabi and textbooks Maintaining of reflective diary on institutions i.e. SCERTs, School Boards, National organisations) observed visited and analysis of the own experiences. Evaluation of syllabus related to teacher education of any state either at elementary or at secondary level.
References
• Dewey, John (1966). The Child and the Curriculum. The University of Chicago Press.
• NCTE (2009) National Curriculum Framework for Teacher Education.
• NCERT (2000). National Curriculum Framework for School Education, NCERT, New Delhi.
• NCERT (2005). National Curriculum Framework-2005, NCERT, Sri Aurobindo Marg, New Delhi.
• Wiles, J.W. & Joseph Bondi (2006): Curriculum Development: A Guide to Practice. Pearson Publication. 83
• Aggarwal, J.C (1990). Curriculum Reform in India- World overviews, Doaba World Education Series-3 Delhi, Doaba House, Book seller and Publisher.
• Arora, G.L. (1984): Reflections on Curriculum. NCERT.
• Dewey, John (1966). The Child and the Curriculum. The University of Chicago Press.
• McKernan, James (2007): Curriculum and Imagination: Process, Theory, Pedagogy and Action Research. Routledge. U.K.
• NCERT (2005). National Curriculum Framework-2005, NCERT, Sri Aurobindo Marg, New Delhi.
• NCERT (2000). National Curriculum Framework for School Education, NCERT, New Delhi.
• Aggarwal, Deepak (2007): Curriculum development: Concept, Methods and Techniques. New Delhi. Book Enclave.
• Diamond Robert M. (1986) Designing and Improving Courses in Higher Education: A Systematic Approach, California, Jossey-Bass Inc. Publication.
• Joseph, P.B. et al; (2000): Cultures of Curriculum (studies in Curriculum Theory). New York. Teacher College Press.
• Oliva, Peter F. (1988) Developing the Curriculum. Scott, and Foresman and Co.
• Reddy, B. (2007): Principles of curriculum planning and development.
• Taba Hilda (1962) Curriculum Development: Theory and Practice, New York, Harcourt Brace, Jovanovich Inc.
• Taba Hilda (1962) Curriculum Development: Theory and Practice, New York, Harcourt Brace, Jovanovich Inc. Audio-Video CDs
• CIET (2006) The Process of Making National Curriculum Framework-2005: A Video documentary both in Hindi and English, CIET, NCERT, New Delhi.
• CIET (2007) Curriculum Syllabus and Textbook: An Audio Interview with Sh. Rohit Dhankar, Chairperson of the National Focus Group set up under NCF-2005 Process, CIET, NCERT, New Delhi
Paper VI & VII Option (DII)
Teacher Education
Time 3 hrs. Terminal: 80
M.Marks: 100 Sessional: 20
Note: The question paper will consist of five units. The paper setter will set two questions from each unit and each question will carry 16 marks. The candidate will attempt one question from each unit.
Objectives
On completion of this course the students will be able to:
* gain insight and reflect on the concept of teaching and the status of teaching as a profession.
* understand the roles and responsibilities of teachers and teacher educators.
* use various methods of teaching for transacting the curriculum in schools.
* prepare teachers for reflective teaching.
* critically examine the role and contribution of various regulating bodies and support institutions for improving quality of teacher’s education.
* reflect on the issues and problems related to teacher education in the country.
* examine the nature and objectives of teacher education.
* critically examine the growth and development of teacher education in the country.
* appraise the existing teacher education curriculum from the standpoint of its relevance to the demands of present day school curriculum
* use various methods and techniques for transaction of curriculum
* develop understanding regarding organization and supervision school experience programme
* critically examine the role and contribution of various regulatory bodies and
* support institutions for improving quality of teacher education.
* develop understanding of various strategies of teachers’ professional development
* gain insight into the status of teachers in-service education in the country
* use various methods and techniques for the identification of training needs,
* use various techniques for the evaluation of in-service teacher education programmes,
* reflect on issues, concerns and problems of teacher in-service education of the teachers.
UNIT-I
Teachers and Teaching Profession
1. Concept of Profession, teaching as a profession, service conditions, eligibility of school teachers, social status of teachers
2. Teacher’s appraisal and accountability
3. Teacher Educator- concept, role and responsibility, preparation of teacher educators, continuing education of teacher educators
UNIT-II
Nature, objectives, structure and model of Pre-service teacher Education.
1. Pre-service Teacher education: concept, nature and objectives at different levels; elementary level, secondary level, senior secondary level and higher education, Historical development of teacher education in India with emphasis on Indian education commission report (*1964-66), NPE 1986 and its POA.
2. The centrally sponsored schemes for the reconstructing and strengthening of teacher education, roles and functions of IASE, CTE and DIETS, roles and functions of institution like UGC, NCERT, NCTE, NUEPA, SCERT.
3. Components of pre-service teacher education: Foundational component, specialization areas, practicum internship, co-curricular activities, working with the community and work experience, teacher education curriculum at different stages, National curriculum framework for Teacher Education, 2009, models of Pre-service teacher education at elementary and secondary level
UNIT-III
Curriculum Transaction and Evaluation in Pre-service Teacher Education.
1. Methods and Techniques: Lecture-cum-Discussion, Demonstration, Group Discussion, Brain storming, seminar, workshop, Team Teaching, Use of ICT, Projects and assignments.
2. Planning for teaching -learning , unit planning , lesson planning, and teacher’s diary.
3. Internship: Concept, planning, organization and evaluation.
UNIT-IV
Continuing professional development of the In–service teachers
1. Concept and importance, Modes of INSET; face to face, distance mode, eclectic mode.
2. Issues, concerns and problems of teachers in In-service Education.
3. Concept and importance of professional development, Strategies of professional development: workshops, seminars, symposiums, panel discussions, conferences, self- study, extension lectures, refresher courses, orientation programmes, Provisions made by the states for professional development of the teachers.
UNIT-IV
Assessment and Evaluation in Pre-service and In-service education
1. CCE in teacher education, formative and summative evaluation. Evaluation of intership programmes
2. Organisation and regulation of internal assessment in PSTE: Preparation of guidelines and scheme of internal assessment
3. Tools and techniques of evaluation-Survey, Case study, observation, interview, rating scale and group discussion
Sessional Work (Tests/Practicals/Projects) : 20 Marks
* Prepartion of an plan for INSET of teachers of school
* Construction of tools for identification of training needs in different subject areas
* Prepartion of self learning material /e-content for primary and secondary schoo teachers
* Apprasial of a training programme organized by DIET/IASE/CTE
References
* Balsare Maitraya (2005) Administration and Reorganisation of teacher education. Kanishka Publishers, New Delhi India.
* Beck, Clive & Clark Kosnik Albany (2006): Innovations in Teacher Education: A Social Constructivist approach. State University of York.
* Cohen Louis, Minion Lawrence & Morrison, Keith (2004). A Guide to Teaching Practice (5th edition). Rout ledge Falmer. London and New York.
* Herne Steve, Jessel John & Griffith, Jenny (2000). Study to Teach: A Guide to Studying in Teacher Education. Rout ledge Falmer. London and New York.
* Korthagen, Fred A.J.et al; (2001): Linking Practice and Theory: The Pedagogy of Realistic Teacher Education. Lawrence Erlbaum Associates.
* NCTE (1998): Policy Perspectives in Teacher Education. New Delhi.
* NCTE (1998). Competency Based and Commitment Oriented Teacher Education for Quality School education: Pre- Service Education. New Delhi.
* Rao, Digumarti Bhaskara (1998). Teacher Education in India. Discovery Publishing House. New Delhi.
* Singh U.K and Sudershan K.N (2005): Teacher Education. Discovery Publishing House, New Delhi India.
* Srivestava, G.N. Prakash (2004) Perspectives in Teacher Education Concept Publishing House, New Delhi.
* Sharma, Jagdish Prasad (2009) Teacher Education Centrum Press, New Delhi.
* Linda Darling, Harmmond & John Bransford (2005): Preparing Teachers for a changing World. John Wiley & Son Francisco.
* Loughran, John (2006): Developing a Pedagogy of Teacher education : Understanding Teaching and Learning about Teaching. Routledge: New York.
* Yadav, M.S. & Lakshmi, T.K.S. (2003): Conceptual inputs for Secondary Teacher Education: The instructional Role. India, NCTE. 44
* Tomar Monica and Scrita (2007) Teacher Education : Making education effective. Isha Books, Delhi. References
* Caggart, G.L. (2005): Promoting Reflective Thinking in Teachers. Crowin Press.
* Irvine, J.J. (2003): Educating teachers for diversity: Seeing with a cultural eye. New York: Teachers College Press.
* Joyce, B., and Weal, M. (2003). Modals of Teaching (7th Ed.). Boston: Allyn & Bacon.
* Lampert, M. (2001). Teaching problems and the problems of teaching. New Haven: Yale University Press.
* Linda Darling Hammond & John Bransford (ed) (2005): Preparing Teachers for a Changing World. Jossey-Bass, San Francisco.
* Martin, D. J. & Kimberly S. Loomis (2006): Building Teachers: A constructivist approach to introducing education. Wadsworth Publishing, USA.
* Ram, S. (1999): Current Issues in Teacher Education. Sarup & Sons Publications, New Delhi.
* Schon, D. (1987): Educating the Reflective Practioner: Towards a New Design for Teaching and Learning in the Professions. New York, Basic Books. References
* Day, C. & J. Sachs, J. (Ed.) (2004): International Handbook on the Continuing Professional Development of Teachers. Maidenhead, Brinks Open University Press.
* Mohammad Miyan (2004). Professionalisation of Teacher Education. Mittal Publications. New Delhi.
* NCTE. (1998). Policy Perspective in Teacher Education- Critique and Documentation. NCTE New Delhi.
* Reimers, Eleonora Villegas (2003): Teacher Professional development: an international review of the literature. UNESCO: IIEP, Paris.
* Siddiqui, M.A. (1993). In-Service Education of Teachers. NCERT. New Delhi. Sharma,R.A.(2008) Distance Education. International Publishing,Merrut Mohanty, Jagannath(2001). Studies in Distance Education. Deep & Deep Publications. New Delhi. |
