M.Ed. Semester-III Syllabus

Core Course -III  ELEMENTARY TEACHER EDUCATION

Learning Objectives & Outcomes:
After completion of the course, student-teachers will be able:-

Develop competence in organization and evaluation of various components of a pre-service and in-service teacher education programmes

Design in-service teacher professional development programmes/activities based on the needs of teachers

Critically examine the role and contribution of various agencies and regulating bodies in enhancing the quality of teacher education.

Understand and appreciate the research perspective on various practices in teacher education.

Develop professional attitudes, values and interests needed to function as a teacher educator

COURSE CONTENT

UNIT – I PERSPECTIVES AND CONTEXT OF ELEMENTARY EDUCATION

(A)Developmental characteristics and norms-physical, cognitive process and abilities; language development; socio-emotional development during early and late childhood (only Implications from theories to be referred)

(B)Influence of home, school and community related factors on child’s development.

(C)Conceptual analysis of the concepts in elementary education like learner/learning centered approach, activity centered approach, freedom and discipline; reflection on present practices.

UNIT-II DEVELOPMENT OF ELEMENTARY EDUCATION

(A)Nature and focus of Elementary Education after independence.

(B)Relevance of educational thought of Mahatma Gandhi and Tagore to elementary education.

(C)Constitutional provision for education and Directive Principles related to elementary education and their implications.

(D)Right to Education as fundamental right; provision in RTE Act and related issues.

(E)Elementary education as highlighted in NPE-1986, POA-1992, National Curriculum Framework (NCF)-2005.

UNIT- III UEE, OBJECTIVES AND CHALLENGES

(A)Concept, objectives, meaning and justification of UEE.

(B)Critical appraisal of current status of UEE (access enrolment, and retention) with reference to the equity principles: differential across habitation, gender, caste and other socially disadvantaged groups including first generation learners and migrant population.( With Reference to Rajasthan) Participation of NGOs in achieving goals of UEE.

(C)Access and enrolment of different types of learners-issues and challenges. Enrolment and drop out: meaning and assessment and related issues and dropout Achievement level of different types of learners- status and issues. (With Reference to Rajasthan).

(D)Differently abled children-types, access, issues and challenges; critical appraisal of inclusive education as a solution.

UNIT- IV STRATEGIES AND PROGRAMMES IN ELEMENTARY EDUCATION

(A)Panchayatraj and community involvement in educational planning and management related issues

(B)ECCE programme, women empowerment as support services

(C)Providing minimum facilities, improving internal efficiency of the system-teacher empowerment and incentive schemes; managing learning in multigrade contexts.

(D)District primary education programme-goals and strategies.

(E)Sarva Shiksha Abhiyan- goals and specific programme interventions at national level and in respective states to improve access, enrolment, retention/participation and achievement.

(F)Monitoring, research and evaluation of specific schemes like mid-day meals, and different incentive schemes and achievement levels.

Practicum/Field Work:

The students may undertake any one of the following activities and prepare a report. Present this report in a seminar.
(A)Take 5 Elementary level Students and find out the factors Influencing child’s development (home, school and community related factors on child’s development)
(B)Prepare a training plan (design) for the in-service training of specified target group on a specified theme
(C)Critically evaluate any one programme at elementary Stage.
(D)Visit any Government School and find out the reasons for drop out of students enrolled and prepare a report
(E)Inclusive Education is a solution to meet out the problems of Differently abled children. Write your views with suggestions.
(F)Plan a teaching on any topic taking base of Tagore’s thought on Education.

REFERENCES-

• Celin Richards (1984). The Study of Primary Education and Resource Book. Vol. I.
• Best J.W. (1986) Research in Education, New Delhi: Prentice Hall of India Pvt. Ltd.
• Dunkin, M.J. (Ed.) (1987): The International Encyclopedia of Teacher and Training Education, Pergamon Press, N.Y.
• Erickson, H.L. (2002): Concept-based Curriculum and Instruction. Crown Press, Inc. California.
• Government of India (1986) National Policy on Education, New Delhi, MHRD.
• Government of India (1987) Programme of Action, New Delhi: MHRD.
• overnment of India (1987) Report of the Committee for Review of National Policy on Education, New Delhi, MHRD.
• Hayes, Denis (2008): Primary Teaching Today: An Introduction. Routledge Publications, U.K.
• In-service Teacher Education Package for Primary and Secondary Teachers (1988), Volume I & II, NCERT, New Delhi.
• Kundu, C.L (1988): Indian Yearbook on Teacher Education, Sterling Publishers Pvt. Ltd., New Delhi.
• Kurrian, J. (1993) Elementary Education in India, New Delhi: Concept Publication.
• Lewis, Raman (2008): Understanding Pupil Behaviour. Routledge Publications, U.K.
• MHRD (1986)-Towards a Human and Enlightened Society – Review of NPE, New Delhi.
• MHRD (2001): Convention on the Right to the child. New Delhi.
• Mohanty, J. N. (2002): Primary and Elementary Education. Deep & Deep Publications, New Delhi
• National Curriculum Framework (NCF)-2005 NCERT, New Delhi.
• National Curriculum for Elementary and Secondary Education (1998) – A Framework, NCERT, New Delhi.
• NCERT (1987): In-service Teacher Education Package for Primary School Teachers, New Delhi.
• NCERT (1991): Elementary Teacher Education Curriculum, Guidelines and Syllabi, New Delhi.
• NCERT (2005): Position paper on Teacher Education for Curricular Renewal, New Delhi.
• NCTE, (2004): Teacher Education Curriculum, New Delhi.
• Petty, W.T (1978): Curriculum for the Modern Elementary School, Rand Menally College Public Co, Chicago.
• Rao, V.K. (2007): Universatisation of Elementary Education. Indian Publishers, New Delhi.
• Singh, L.C. (Ed.) (1987): Teacher Education – A Resource Book, NCERT, New Delhi.
• Singhal, R.P. (1983) Revitalizing School complex in India, New Delhi.
• Sharma, Ram Nath (2002): Indian Education at the cross road. Shubhi Publications.
• Tilak, J.B. (1992) Educational Planning at gross roots, New Delhi.

Core Course -III  PREPARATION OF SECONDARY AND SENIOR SECONDARY TEACHERS: PRE-SERVICE AND IN-SERVICE

Learning Objectives & Outcomes:
After completion of the course, student-teachers will be able:-

Understand The Nature-Scope And Systems Of Secondary And Senior Secondary Education

Understand The Problem And Challenges Related To Secondary And Senior Secondary Education

Understand The Interventions To Solve The Problems And Issues Related To Alternative Schooling At Secondary Schools.

Identify The Problems Issues Of Secondary School Teachers

Visualize The Impact Of Rights Of Children To Free And Compulsory Education Act, 2009 To Universalization Of Secondary Education

Understand The Nature Of Education For Multiple Intelligence

Understand The Modalities Of Secondary Education Management Information System

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,Identification Of Training Needs, The Evaluation Of In-Service Teacher Education Programmes,

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

Develop Understanding Of The Process Of In-Service Teacher Education,

Reflect On Issues, Concerns And Problems Of Teacher In-Service Education Of The Teachers.

Appreciate The Use Of ICT For The Professional Development Of The Teachers.

COURSE CONTENT

UNIT – I SECONDARY AND SENIOR SECONDARY EDUCATION- INTRODUCTION

(A)Nature, Scope, function and systems of Secondary and Senior Secondary Education

(B)Exposure to integrated and subject specific streams guidelines; and counseling strategies to meet changing physiological and sociological requirements.

(C)Education for Multiple Intelligence.

UNIT-II PROBLEMS AND CHALLENGES OF SECONDARY EDUCATION

(A)Problems and challenges related to universalisation of Secondary Education

(B)Problems and Strategies of Alternative Schooling at Secondary Stage

(C)Problems / challenges / strategies / intervention in relation to access enrolment, dropout, achievement equality of Educational opportunities, Problems of education for girls, disadvantaged and differently abled children and slow learners and interventions to solve the problem

(D)Classroom problems- discipline, under achievement, lack of motivation, slow learners, delinquency and maladjustment

(E)Issues of quality Management in secondary and senior secondary education

(F)System of secondary education- State and District Level.

UNIT- III TEACHER EDUCATION IN INDIA AT SECONDARY AND SENIOR SECONDARY LEVEL

(A)Pre-Service and In-service Teacher Education: concept, nature, objectives and scope.

(B)Development of teacher education in India at secondary and senior secondary level, recommendations of various commissions and committees concerning teacher education system. Impact of NPE1986 and its POA on teacher education system.

(C)The Centrally Sponsored Scheme for the Reconstructing and Strengthening of Teacher Education Institutions at secondary level:

(D)Issues, concerns and problems of pre-service and in-service teacher education at secondary and senior secondary level.

(E)Role and functions of Various Agencies- IASEs, CTE, UGC, NCERT. NCTE. NUEPA, CABE, RBSE and CBSE etc.

UNIT- IV SECONDARY EDUCATION MANAGEMENT INFORMATION SYSTEM (SEMIS)

(A)Structure of MIS School mapping at secondary level

(B)Course- mapping at senior secondary level

(C)Interactive technologies-teleconferencing, e-learning, designing of e-content.

(D)EDUSAT for teacher professional development programme.

(E)Challenges and limitations of interactive technologies for INSET.

Practicum/Field Work:

The students may undertake any one of the following activities and prepare a report. Present this report in a seminar.
(A)Preparing status report on secondary education in a chosen block/district with reference to enrolment, equity and achievement
(B)Preparing a report on the existing status of the teachers, method of recruitment and salary structure
(C)Visits of different types of secondary schools and preparation of school profiles
(D)Conduct interview with teachers/students/parents of different schools and prepare a report on problems of secondary education.
(E)Observation of in-service teacher education programme at secondary level and preparation of a report
(F)Conduct interview with teachers/students/parents of different schools and prepare a report on problems of secondary education With Especial reference to Education of Girls/ differently abled Students

REFERENCES-

• 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.
• Day, C. & J. Sachs, J. (Ed.) (2004): International Handbook on the Continuing Professional Development of Teachers. Maidenhead, Brinks Open University Press
• Govt. of India, MHRD (2005). Universalisation of Secondary Education : Report of the CABE Committee, New Delhi References
• 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.
• 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.
• Mohammad Miyan (2004). Professionalisation of Teacher Education. Mittal Publications. New Delhi.
• National Curriculum Frameworks for Teacher education, 2009
• National Policy of Education 1986/1992.
• National Curriculum Framework on school education, 2005
• NCTE (1998). Competency Based and Commitment Oriented Teacher Education for Quality School education: Pre-Service Education. New Delhi.
• NCTE. (1998). Policy Perspective in Teacher Education- Critique and Documentation. NCTE New Delhi.
• NCERT (2005): Position paper on Teacher Education for Curricular Renewal, New Delhi.
• Rao, Digumarti Bhaskara (1998). Teacher Education in India. Discovery Publishing House. New Delhi.
• Reimers, Eleonora Villegas (2003): Teacher Professional development: an international review of the literature. UNESCO: IIEP, Paris.
• Report of the Education Commission (1964-66).
• Report of the National Commission on Teachers (1983-85).
• Report of the Delors Commission, UNESCO, 1996
• Siddiqui, M.A. (1993). In-Service Education of Teachers. NCERT. New Delhi.
• The Reflective Teacher: Organization of In-service Training of the Teachers of Elementary Schools under SSA, Guidelines, 2006 by NCERT.
• UNESCO (2006): Teachers and Educational Quality: Monitoring Global Needs for 2015. UNESCO Publication. Montreal.
• Yadav, M.S. & Lakshmi, T.K.S. (2003): Conceptual inputs for Secondary Teacher Education: The instructional Role. India, NCTE.

Core Course -IV  EARLY CHILDHOOD CARE AND EDUCATION

Learning Objectives & Outcomes:
After completion of the course, student-teachers will be able:-

Understand the need and significance of early childhood care and education

Understand the policy perspectives on ECCE in India and world

Understand social and personal development of children (3-6 years)

Understand the quality dimensions i.e. curriculum, programmes and work force for ECCE

Reflect on the need and importance of work experience, art education, health physical education and working with the community.

Understand the importance of teaching of language and mathematics at elementary level

Develop the capability to use effectively various methods and approaches of teaching language, mathematics and EVS at elementary level

Develop research insight for curriculum development in elementary education.

Gain insight into the need and objectives of elementary teacher education,

Understand the development of elementary teacher education in post-independent India

Gain insight into the existing pre-service teacher education programmes and their organisational aspects

Develop understanding of the needs, importance and existing practices of in-service education of teachers and functionaries associated with elementary education

Develop knowledge and skills for research and evaluation in ECCE and training of personnel.

COURSE CONTENT

UNIT – I ECCE: POLICY AND PERSPECTIVES

(A)Concept, Significance and Objectives of ECCE.

(B)ECCE in India: Policies and Programmes in National Policy on Education (NPE, 1986) and POA (1992), National Plan of Action for Children, 1992 and 2005; National Curriculum Framework (2005), National Curriculum Framework for Teacher Education (2009)

(C)ECCE in Global Perspective: United Nations Convention on Rights of the Child (UNCRC, 1989), Millennium Development Goals (2000) and Global Monitoring Report (UNESCO) 2007 – concerns and issues.

UNIT-II PSYCHO-SOCIAL CONTEXT OF PRE-SCHOOL EDUCATION

(A)Developmental characteristics and norms – physical, cognitive, language and socio-emotional during early childhood.

(B)Transition from home to school – issues and concerns.

(C)Socio-cultural contexts in school and home and child-rearing practices in different cultures.

(D)Curriculum for School Readiness – physical, cognitive, socio-emotional dimensions; characteristics of learning experiences and approaches

(E)Different types of pre-school curriculum/ Montessori, Kindergarten, Balawadi and Anganwadi Centres.

(F)Support of workforce: teachers, parents and community support in functioning of ECCE centers

UNIT- III STRATEGIES/ APPROACHES AND RESOURCES

(A)Characteristics of programmes for different settings – Pre-primary and early primary grade children – needed emphasis and rationale

(B)General principles to curricular approaches – activity based/ play-way, child-centred, theme-based, holistic, joyful, inclusive using story-telling, puppetry, musical and rhythmic exercises, dramatization, role-play, art activities, indoor and outdoor play, field trips and explorations as methods in primary and early primary stages – meaning, rationale, method of transaction in specific contexts.

(C)Local specific community resources – human and material & their integration to curricular activities; preparation & use of learning and play materials – principles and characteristics; community involvement in effective implementation of ECCE programmes Informal evaluation through observation & remediation; training of ECCE workers.

UNIT- IV TRAINING, RESEARCH AND EVALUATION IN ECCE

(A)Need and significance of personnel involved in ECCE programme.

(B)Status & nature of training programmes – pre-service & in-service – a critical evaluation, issues, concerns and problems.

(C)Areas of research studies in ECCE.

(D)Evaluation of ECCE programmes, methodology and implications.

Practicum/Field Work:

The students may undertake any one of the following activities and prepare a report. Present this report in a seminar.
(A)Case study of Anganwadi, pre-school centers
(B)Assignment on a selected theme from the course
(C)Collection of information on infrastructure of ECCE centers and comparison with NCERT minimum specifications (1992)
(D)Survey of play materials and comparing with the socio-cultural set-up
(E)Survey of child rearing practices in different cultures

REFERENCES-

• Aggarwal, J.C. and Gupta, S. (2007). Early Childhood Care and Education (Ist Ed.). Shipra Publications, New Delhi.
• Government of India (1986). National Policy on Education, Department of Education, New Delhi.
• Govt. of India (2005). National Plan of Action for Children, 2005: Department of Women and Child Development, New Delhi
• Mishra, R.C. (2005). Early Childhood Education Today, Prentice Hall Publisher
• NCERT (2005). National Curriculum Framework, New Delhi.
• NCERT (2005). Position Paper of the National Focus Group on Early Childhood Education, NCERT, New Delhi.
• NCTE (2005). Report on ECCE Teacher Education: Curriculum Framework and Syllabus Outline, New Delhi
• NCTE (2009) National Curriculum Framework for Teacher Education, New Delhi.
• NIPCCD (2002). Children in Difficult Circumstances: Summaries of Research, Resource Centre on Children, New Delhi.
• Pugh, G. (1996). Contemporary Issues in Early Years: Working Collaboratively for Children (2nd Ed.) National Children’s Bureau, London.
• Seefeldt, Carol (1990). Continuing Issues in Early Childhood Education, Merrill Publishing Company, Columbus, Ohio.
• Swaminathan, M. and Daniel, P. (2000). Activity-based Developmentally Appropriate Curriculum for Young Children, Indian Association for Pre-school Education, Chennai.
• Swaminathan, Mina (1998). The First Five Years: A Critical Perspective on Early Childhood Care and Education in India.
• UNESCO (2007). Strong Foundations: Early Childhood Care and Education, Paris, UNESCO.
• UNICEF and MHRD (2001). Early Childhood Care for Survival, Growth and Development, New Delhi.

Core Course -IV   Curriculum and Evaluation at Secondary and Senior Secondary Level

Learning Objectives & Outcomes:
After completion of the course, student-teachers will be able:-

Develop An Understanding Of Underlying Principles Of Curriculum Development And Evaluation At Secondary And Senior Secondary Stage

Understands The Role Of ICT In Transaction.

Develop Research Insight For Curriculum Development In Secondary And Senior Secondary Education.

Understand The Nature And Uses Of Different Types Of Tools And Techniques Of Evaluation In Education

Acquire The Skill To Construct The Achievement And Diagnostic Tests Administer The Tests And Interpret The Best Scores And Its Implication To Students And Parents

Undertake Action Research And Interpret The Results

COURSE CONTENT

UNIT – I PRINCIPLES OF SCHOOL CURRICULUM DEVELOPMENT AT SECONDARY AND SENIOR SECONDARY LEVEL AND TEACHER’S ROLE

(A)Concept, components and determinants of curriculum; principles of curriculum construction, criteria for selection and organisation of content and learning activities; designing integrated and interdisciplinary learning experiences at different levels

(B)Perspectives to curriculum transaction and their synthesis – behaviouristic, cognitive and constructivist; evaluation of curriculum – formative and summative; its relevance to NCF- 2005 and autonomy in developing curriculum with regard to local specific issues and challenges

(C)Research in curriculum, Research Trends in Secondary and Senior Secondary Education.

(D)Analysis of Secondary Education Curriculum

(E)Role of I.C.T.

(F)Critical appraisal of present Secondary School curriculum in the state.

(G)Teachers and curriculum transaction strategies – Thematic & Constructivism base of curriculum , Joyful learning, Teachers and Pedagogical Attributes , Life skill education & creativity

UNIT-II ASSESSMENT AND EVALUATION AT SECONDARY SCHOOL LEVEL

(A)Meaning nature and functions of evaluation & assessment, difference between assessment and evaluation, testing, appraisal and examination, Types of assessment – formative, diagnostic and summative assessment.

(B)New trends in evaluation – grading , internal assessment, CCE

(C)Critical appraisal of the present evaluation system at secondary school level.

UNIT- III TOOLS OF EVALUATION

(A)Testing and Non-testing tools of evaluation-essay type, short answer and objective types of achievement test, observation, interview, rating scale, check list, attitude scale, interest inventories, socio-metric techniques, anecdotal records, question bank, grading.

(B)Characteristics of good test-objectivity, reliability, validity, usability, written, oral and observation, planning of tests; content-analysis, writing objective in behavioural terms; construction of blue-print of test, writing of test items; assembling the test items and writing directions; planning key/scheme of evaluation; tryout and item analysis, difficulty value and discrimination power, construction of a diagnostic test-steps and guidelines

(C)Construction of Achievement test, objective types, short answer type, multiple choice type, essay, interpretation of test results – norm-referenced and criterion-referenced, use of tests.

UNIT- IV ASSESSMENT PROCESS

(A)Pupil Assessment Techniques

(B)Concept of Evaluation & CCE

(C)Types of evaluation

(D)Diagnostic testing & remedial teaching

(E)Student records

(F)Cumulative records

(G)Progress reports, grading system,

Practicum/Field Work:

The students may undertake any one of the following activities and prepare a report. Present this report in a seminar.
(A)Evaluation of assessment process in any school and write about its merit and demerits
(B)Visit CTE/IASE of your district to review on types and trends of research, actual practices in the Institution and prepare a report on variation, between national or international trend (if any)
(C)Construct an Achievement test, administer it and analyse the items.
(D)Critical analysis of a curriculum of any one subject of your own choice.
(E)Conduct continuous and comprehensive evaluation in scholastic and non-scholastic areas and write your experiences.

REFERENCES-

• Aggarwal, Deepak (2007): Curriculum development: Concept, Methods and Techniques. New Delhi. Book Enclave.
• 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.
• Baur, G.R & others (1976): Helping Children Learn Mathematics: A Competancy Based Laboratory Approach. Cummings Publishing Co.
• Chastain, K. (1970): The Development of Modern Language Skills – Theory to Pracitce. Rand Menally & Co., Chicago.
• Dewey, John (1966). The Child and the Curriculum. The University of Chicago Press.
• Diamond Robert M. (1986) Designing and Improving Courses in Higher Education: A Systematic Approach, California, Jossey-Bass Inc. Publication.
• Erickson, H.L. (2002): Concept-based Curriculum and Instruction. Crown Press, Inc. California.
• In-service Teacher Education Package for Primary and Secondary Teachers (1988), Volume I & II, NCERT, New Delhi.
• Joseph, P.B. et al; (2000): Cultures of Curriculum (studies in Curriculum Theory). New York. Teacher College 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 (2005): National Curriculum Framework, NCERT, New Delhi.
• NCTE (2009) National Curriculum Framework of Teacher Education, New Delhi
• Oliva, Peter F. (1988) Developing the Curriculum. Scott, and Foresman and Co.
• Reddy, B. (2007): Principles of curriculum planning and development.
• Wiles, J.W. & Joseph Bondi (2006): Curriculum Development: A Guide to Practice. Pearson Publication.

Skill Course-III

Course Code M.Ed.-SC-III

Academic Writing

Learning Objectives & Outcomes:
After completion of the course, student-teachers will be able:-

Sensitize to their communicative behaviour.

Enable to reject and improve their communicative behaviour performance

Build capacities for self criticism and facilitate growth.

Enhance their listening & writing skill.

Cite a source, paraphrase and acknowledge the source & edit one’s own writing.

COURSE CONTENT

Academic Writing

(A)Meaning, concept and nature of different kinds of writings and writing styles.

(B)Meaning, concept and need of academic writing.

(C)Essential requirements of academic writing & distinguishing a good academic writing from others.

(D)Meaning, type, refer and analysis of academic sources.

(E)Meaning, concept and style of citing a source, paraphrase and acknowledging the source & editing one’s own writing.

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.

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.

Practicum/Field Work:

(A)Workshop on academic writing skill.
(B)Workshop on listening, conversing, speaking, presenting, explaining and expositing ideas in groups and before an audience.
(C)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.
(D)Attend a seminar/workshop or conference and write a report on entire programme.
(E)Workshop on e-mail drafting.
(F)Prepare a programme on reflective thinking and negotiation skill and conduct it in school.
(G)Prepare your resume/effective profile for an interview.

Note

• Mode of transaction of this course will be workshop.

Skill Course-III

Course Code M.Ed.-SC-III

SKILL OF ANALYSING DATA ELECTRONICALLY (SPSS)

Learning Objectives & Outcomes:
After completion of the course, student-teachers will be able:-

Sensitize to Use SPSS Software to analyse data.

Enable to input and analyse their data electronically

Build capacities for electronic data analysis.

Enhance their computer handling skill.

Apply correct statistical technique to analyse the data.

COURSE CONTENT

Statistics included in the base software to be practised:

Descriptive statistics:Cross tabulation,Frequencies, Descriptives, Explore, Descriptive Ratio Statistics

Bivariate statistics:Means,t-test,ANOVA,Correlation(bivariate, partial, distances),Nonparametric tests

Prediction for numerical outcomes:Linear regression

Prediction for identifying groups:Factor analysis,cluster analysis(two-step,K-means,hierarchical)

Practicum/Field Work:

(A)Administer any Psychological test on small group and Tabulate, classify and analyse the data using software and interpret the result.
(B)Compare the Academic achievement of two Schools using software. Data may be collected from School for any one class Last year result of Annual Examination or CGPA Scores.

Note

• Mode of transaction of this course will be workshop.