M.Ed. Semester-IV Syllabus

ELECTIVE GROUP- A
AREA-I CURRICULUM, PEDAGOGY AND ASSESSMENT
AT ELEMENTARY LEVEL
Course-1(ELECTIVE)
ADVANCED CURRICULUM THEORYM
(Code: M.Ed.-401E)

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

To enhance quality of syllabus, after understanding of curriculum and concept of syllabus \analysis.

To expertise/ specialize in curriculum theories, models and analyst of syllabus.

To develop capabilities of theoretical understanding of curriculum as well as practical abilities to work in these areas.

To understand appropriate text books, syllabus and other curriculum material.

To play their role in refining curriculum after understanding curriculum theories and model of evaluation.

COURSE CONTENT

UNIT – I CURRICULUM THEORIES:-

(A)Major Characteristics of Curriculum Theory: – Logic Structure, conceptual structure, cognitive structure Empirical structure, Existential Structure.

(B)Type of Curriculum at Elementary Level

(C)Curriculum Theories:- Idealist, Realist, Naturalist, Pragmatic, Existential, conservatism Curriculum Theory.

UNIT – II ANALYSIS OF SYLLABUS

(A)Criteria for Analysing the syllabus

(B)Analysis of the syllabi for the elementary education in India

(C)Characteristics & Mechanism of the preparation of text book.

(D)Criteria for Text book Evaluation:- Physical Aspects, presentation of content and its organization in the text books

(E)Content and Organization of curriculum.

(F)Methodology of development of curricular materials viz., textbooks, workbooks, teacher handbooks.

(G)Difference between curriculum and syllabus.

UNIT – III ELEMENTARY CURRICULUMS IN INDIA

(A)Critical analysis of curriculum :concept, importance and process

(B)Study of different state curriculum

(C)Difference of curriculum among different type of school

(D)Curriculum and NCERT,SIERT

UNIT – IV MODEL AND PARAMETERS OF CURRICULUM EVALUATION

(A)Objective model, Tradition Model, Illuminative Model, Decision-Making Model, Case study of portrayal Model, Research and Development Model, Professional Model.

(B)Curriculum Prescription, Evaluation Agency unit of evaluation, temporal context, Expected Impact of curriculum Evaluation.

Practicum/Field Work:

The students may undertake any one of the following activities and prepare a report. Present this report in a seminar.
(A)Analyse the curriculum theories in chronological order, find out the reason of change and evolution in ideas.
(B)Visit two schools, where different curricula are adopted and find out the differences.
(C)Critical study of existing school curriculum of state (at any level), and give suggestions.
(D)Review of any school text book, in the light of physical aspects, presentation of content and its organization.
(E)Evaluate Elementary school level curriculum in the light of given parameters.

REFERENCES-

• Banks, J. A. (1995). Multicultural education and curriculum transformation. The Journal of Negro Education, 64(4), 390-400
• Dewey, J. (1902). The Child and the Curriculum (pp. 1-31). Chicago: The University of Chicago Press.
• Erickson, H.L. (2002): Concept-based Curriculum and Instruction. Crown Press, Inc. California. NCERT (2005): National Curriculum Framework, NCERT, New Delhi.
• Freire, P. (2000). Pedagogy of the oppressed. Bloomsbury Publishing.
• Gay, G. (2002). Preparing for culturally responsive teaching. Journal of teacher education-washington dc-, 53(2), 106-116
• H.M. Kliebard (1989). Problems of Definition of Curriculum. Journal of Curriculum and Supervision, 5, 1, 1-5.
• Hamilton (1989) in W.F. Pinar (2004). Understanding Curriculum. New York, NY: Peter Lang Publishing, Inc., p. 71.
• J.B. MacDonald (1971). Curriculum Theory. The Journal of Educational Research, 64, 5, 195-200.
• J.J. Wallin (2011). What is? Curriculum Theorizing: for a People Yet to Come. Stud Philos Educ, 30, 285-301.
• Jabbar, A., & Hardaker, G. (2013). The role of culturally responsive teaching for supporting ethnic diversity in British University Business Schools. Teaching in Higher Education, 1-13. doi:10.1080/13562517.2012.725221
• National Curriculum for Elementary and Secondary Education (1998) – A Framework, NCERT, New Delhi.
• NCERT (2005): Position paper on Teacher Education for Curricular Renewal, New Delhi.
• Smith, M. K. (1996, 2000) ‘Curriculum theory and practice’ the encyclopaedia of informal education, www.infed.org/biblio/b-curric.htm..
• W.F. Pinar (2004). Understanding Curriculum. New York, NY: Peter Lang Publishing, Inc.,

ELECTIVE GROUP- A
AREA-I-CURRICULUM, PEDAGOGY AND ASSESSMENT
(AT SECONDARY & SENIOR SECONDARY LEVEL.)
Course-1(ELECTIVE)
ADVANCED CURRICULUM THEORY
(Code: M.Ed.-401S)

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

To enhance quality of syllabus, after understanding of curriculum and concept of syllabus \analysis.

To expertise/ specialize in curriculum theories, models and analysis of syllabus.

To develop capabilities of theoretical understanding of curriculum as well as practical abilities to work in these areas.

To understand appropriate text books, syllabus and other curriculum material.

To play their role in refining curriculum after understanding curriculum theories and model of evaluation.

COURSE CONTENT

UNIT – I CURRICULUM THEORIES:-

(A)Major Characteristics of Curriculum Theory: – Logic Structure, conceptual structure, cognitive structure Empirical structure, Existential Structure.

(B)Type of Curriculum at Elementary Level

(C)Curriculum Theories:- Idealist, Realist, Naturalist, Pragmatic, Existential, conservatism Curriculum Theory.

UNIT – II ANALYSIS OF SYLLABUS

(A)Criteria for Analysing the syllabus

(B)Analysis of the syllabi for the elementary education in India

(C)Characteristics & Mechanism of the preparation of text book.

(D)Criteria for Text book Evaluation:- Physical Aspects, presentation of content and its organization in the text books

(E)Content and Organization of curriculum.

(F)Methodology of development of curricular materials viz., textbooks, workbooks, teacher handbooks.

(G)Difference between curriculum and syllabus.

UNIT – III SECONDARY CURRICULUM IN INDIA

(A)Critical analysis of curriculum :concept, importance and process

(B)Study of different state curriculum

(C)Difference of curriculum among different type of school

(D)Curriculum and NCERT,SIERT

UNIT – IV MODEL AND PARAMETERS OF CURRICULUM EVALUATION

(A)Objective model, Tradition Model, Illuminative Model, Decision-Making Model, Case study of portrayal Model, Research and Development Model, Professional Model.

(B)Curriculum Prescription, Evaluation Agency unit of evaluation, temporal context, Expected Impact of curriculum Evaluation.

Practicum/Field Work:

The students may undertake any one of the following activities and prepare a report. Present this report in a seminar.
A.Review of any school text book, in the light of physical aspects, presentation of content and its organization.
B.Visit two schools where different curricula are adopted, find out differences.
C.Comparative study of status of secondary education in two states.
D.Critical study of existing school curriculum of state (at any level), preparing a training plan or design for the in service training or specified target group on a specified theme.
E.Write a term paper on Principles of School Curriculum Development at Secondary and senior secondary school level.

REFERENCES-

• Banks, J. A. (1995). Multicultural education and curriculum transformation. The Journal of Negro Education, 64(4), 390-400
• Dewey, J. (1902). The Child and the Curriculum (pp. 1-31). Chicago: The University of Chicago Press.
• Erickson, H.L. (2002): Concept-based Curriculum and Instruction. Crown Press, Inc. California. NCERT (2005): National Curriculum Framework, NCERT, New Delhi.
• Freire, P. (2000). Pedagogy of the oppressed. Bloomsbury Publishing.
• Gay, G. (2002). Preparing for culturally responsive teaching. Journal of teacher education-washington dc-, 53(2), 106-116
• H.M. Kliebard (1989). Problems of Definition of Curriculum. Journal of Curriculum and Supervision, 5, 1, 1-5.
• Hamilton (1989) in W.F. Pinar (2004). Understanding Curriculum. New York, NY: Peter Lang Publishing, Inc., p. 71.
• J.B. MacDonald (1971). Curriculum Theory. The Journal of Educational Research, 64, 5, 195-200.
• J.J. Wallin (2011). What is? Curriculum Theorizing: for a People Yet to Come. Stud Philos Educ, 30, 285-301.
• Jabbar, A., & Hardaker, G. (2013). The role of culturally responsive teaching for supporting ethnic diversity in British University Business Schools. Teaching in Higher Education, 1-13. doi:10.1080/13562517.2012.725221
• National Curriculum for Elementary and Secondary Education (1998) – A Framework, NCERT, New Delhi.
• NCERT (2005): Position paper on Teacher Education for Curricular Renewal, New Delhi.
• Smith, M. K. (1996, 2000) ‘Curriculum theory and practice’ the encyclopaedia of informal education, www.infed.org/biblio/b-curric.htm..
• W.F. Pinar (2004). Understanding Curriculum. New York, NY: Peter Lang Publishing, Inc.,

ELECTIVE
AREA-I CURRICULUM, PEDAGOGY AND ASSESSMENT
AT ELEMENTARY LEVEL
Course-2(ELECTIVE)
ADVANCE LEVEL SUBJECT PEDAGOGY AND ASSESSMENT AT ELEMENTARY LEVEL.
PEDAGOGY AND ASSESSMENT OF SCIENCE EDUCATION
(Code: M.Ed.-402EA)

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

Understand the nature of science as a dynamic, expanding body of knowledge and as a social endeavor;

Understand the difference and relationship between Science and Technology;

Understand the need to evaluate curricula;

Know about and critical study of innovative curricular efforts in India;

Understand diversity of instructional materials, their role and the need for contextualization in science education;

Appreciate the role of Co-curricular activities in science education;

Understand the constructivist approach to science instruction;

Understand the role of assessment in the teaching -learning process in science;

Familiarize with innovative trends in assessment;

Analyze issues in Science education pertaining to equity and access, gender, special groups and ethical aspects.

COURSE CONTENT

UNIT – I NATURE OF SCIENCE:-

(A)Meaning, concept, scope and importance of science.

(B)Historical Development of Science

(C)Science – its origin and development Structure of Science – Syntactic, Process including Stretch Methods. Attitude, inquiring. Substantive: Facts, concepts, laws, theories, generalization

(D)Correlation of science with other subjects.

(E)Nature of science; characteristics of different disciplines of science, their interrelationship and integration.

(F)Experiences in Science :Science Centres , Science museums , Science Clubs , Science fairs ,Field Trips, Mobile science Lab, Herbarium, Vivarium, Aquarium, Terrarium

UNIT – II CURRICULUM OF SCIENCE EDUCATION:-

(A)Meaning, concept and types of Curriculum, NCF – 1975, 1988, 2000 & 2005 related to Science.

(B)Principle for curriculum development in Science Education.

(C)Science curriculum at different stages of school education-at elementary level.

(D)Instructional materials including textbook: contextualization, criteria and concerns.

(E)Integrating Co-curriculum activities with science education.

(F)Approaches to organization of science curriculum at elementary stage.

(G)Recommendations of commissions and committees on curriculum of Science.

(H)Place of sciences in school curriculum; aims and objectives of teaching sciences at various stages of school education.

UNIT – III APPROACHES TO TEACHING-LEARNING OF SCIENCE

(A)Constructivist approaches to science learning: inquiry method, concept development; inductive method, project method and learner centered activity-based participatory learning. Activities, Discussion , group work, Role play, Field Visit, Collection of leaves, flowers,seed

(B)Role of experiments in science, integration of theories and experiments in science: planning and organization of laboratory work reporting skills, low cost science experiments,

(C)Encouraging and respecting children responses, integrating science across different disciplines and with real life situations.

(D)Use of ICT in teaching-learning of science.

UNIT – IV ASSESSMENT TOOLS AND CCE

(A)Continuous and comprehensive evaluation in science

(B)Use of tools and techniques such as observation, rating scale, check-list, anecdotal records, attitude scales, interest inventories and interviews.

(C)Self-assessment by students and by teachers, peer assessment, assessment of teachers by students.

(D)Assessment of curricular activities; assessment of content knowledge through activities and experiments, assessment of laboratory skills.

(E)Types of test items, Preparation of test Items.

(F)Weight age tables, Preparation of blue Print based on Competency.

(G)Preparation of question bank

(H)Unit tests, Projects and assignments

(I)Analysis of tests and remedies

Practicum/Field Work:

The students may undertake any one of the following activities and prepare a report. Present this report in a seminar.

A.Development of a concept map of a selected topic in Physics/Chemistry/Biology.

B.Develop science club in elementary school with help of their teachers, students and community. Conduct at least five activities related to club and report them.

C.Analysis of curricular materials with reference to development of values

D.A study of curriculum load and home work practices, conducting an action research and reporting the results making a critical study of a text-book/work book.

REFERENCES-

• Alan J. McCormack. Trends and Issues in Science curriculum in Science Curriculum Resource Handbook: A practical guide to k12 science curriculum. Kraus International Publications
• Bhanumathi, S. (1994) Small Scale Chemical Techniques – Chemistry Education (April-June) 20-25.
• Black, P (1998). Testing: Triend or Foe? Theory and practice of Assessment and Testing. Falmer Press, London.
• Carey, S. (1986). Cognitive Science and Science Education. American Psychologist. 41 (10), 1123-1130
• Chalmers, A. (1999). What is the thing called Science.3rd Ed.Open University Press, Bucking ham?
• Driver. R, Leach. J, Millar. R and Scott, P. (1996). Young Peoples’ Image of Science. Open University Press, Buckingham.
• Gipps, C.V. (1994). Beyond Testing. Falmer Press, London.
• International Journal of Science Education.
• Journal of Research in Science Teaching (Wiley-Blackwell).
• Minkoff, E.C.& Baker, P.J. (2004). Biology Today: An Issues Approach, garland science. New York. Pp.1-32. Biology: Science & Ethics.
• Minkoff, E.C. and Pamela J. Baker (2004). Biology Today: An issues Approach. Garland Science New York pp. 1-32, Biology: Science and Ethics.
• NCERT, National Curriculum Framework- 2005, NCERT. New Delhi.
• NCERT, “Focus Group Report” Teaching of Science (2005). NCERT New Delhi.
• Novak, J.D. & Gown, D.B. (1984). Learning how to learn; Cambridge University Press.
• Science & Children (NSTA’s peer reviewed journal for elementary teachers).
• Science Teacher (NSTA’s peer reviewed journal for secondary science teachers).
• Steve Alsop & Keith Hicks (2003). Teaching Science. Kogan Page India Private Limited.
• Sutton, C. (1992). Words, Science and Learning. Open University Press, Buckingham.

AREA-I CURRICULUM, PEDAGOGY AND ASSESSMENT
AT ELEMENTARY LEVEL
PEDAGOGY AND ASSESSMENT OF MATHEMATICS EDUCATION
(Code: M.Ed.-402EB)

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

Appreciate the abstract nature of mathematics distinguish between science and mathematics

Distinguish between the roles of pure and applied mathematics

Develop the skill of solving real-life problems through mathematical modeling as an art

Develop the understanding of using constructivist approach in mathematics develop the skill of using various methods of teaching mathematics

Develop problem solving skills

Highlight the significance of mathematics laboratory.

Enable to distinguish between induction and mathematical induction

Develop the skills required for action research in mathematics

COURSE CONTENT

UNIT -I NATURE, DEVELOPMENT AND SIGNIFICANCE OF MATHEMATICS

(A)Abstractness of mathematics; Distinction between mathematics and science; Distinct roles of pure and applied Mathematics; mathematization ; aesthetic aspect of mathematic; historical development of mathematical concepts with some famous anecdotes such as Gauss, Ramanujan, etc.; teaching of mathematical modeling.

(B)Mathematical Reasoning: Processes of generalisation; pattern recognition and inductive reasoning process that enable formation of Hypothesis, Structure of Mathematics: Axioms, Definitions, Theorems, Validation process of mathematical statements: Proof; Counter-Example; Conjecture.

(C)Algebra Thinking: Number Patterns, Functional relations, when and why we use variables, Forming and solving simple linear equations, Mathematical investigations/puzzles that rely on algebraic thinking.

UNIT -II CURRICULUM OF MATHEMATICS AT SECONDARY TO SENIOR SECONDARY SCHOOL LEVEL

(A)Principle for curriculum development in mathematics Education.

(B)Mathematics curriculum at different stages of Elementary school education-Instructional materials including textbook: contextualization, criteria and concerns.

(C)Integrating Co-curriculum activities with mathematics education.

(D)Approaches to organization of mathematics curriculum at various stages of school education.

(E)Methodology of development of curricular materials viz., textbooks, workbooks, teacher handbooks.

UNIT – III OBJECTIVES, STRATEGIES AND RESOURCES OF TEACHING-LEARNING MATHEMATICS

(A)Aims and Objectives of teaching mathematics at various school levels, Instructional objectives in teaching mathematics;

(B)Constructivist approach in teaching of mathematics;

(C)methods of teaching Mathematics- inductive and deductive methods, analytic and synthetic methods; problem solving skills- stages in problem solving techniques to improve problem solving skills (Polya method); competence based approach in teaching mathematics; teaching Gifted/Slow learners in mathematics, pedagogical analysis of mathematics, reflective discussion.

(D)Recreational aspect of mathematics- mathematical games, puzzles and amusements;

(E)Computer aided learning and computer based instructions;

(F)Use and preparation of teaching aids; mathematics Laboratory and mathematics club

UNIT – IV EVALUATION IN MATHEMATICS

(A)Concept of evaluation in teaching- learning process (formative, summative, criterion, diagnostic); Types of mistakes in mathematics, their identification and analysis with a purpose of preventing and remedial measures; Types of test in mathematics such as long answer type, short answer type, very short answer type and objective type; planning and construction of such items and precautions taken while constructing test items; action research in mathematics

(B)Open-ended questions and problems

(C)Assessment for evaluation of skills such as communication and reasoning

Practicum/Field Work:

The students may undertake any one of the following activities and prepare a report. Present this report in a seminar.

(A)Develop an action plan on an experiment for development of any mathematics concept at Elementary school level.

(B)Development of an action plan for organization of an exhibition at different levels, framing guidelines on a selected theme and various sub-themes.

(C)Preparation of low-cost and no cost teaching aids and studying their effectiveness in a classroom transaction.

(D)Identify Mathematics phobia and coping with failure students at elementary level, giving them proper remedies. Prepare a report on effectiveness of the treatment.

(E)Conduct a continuous evaluation in scholastic and non-scholastic areas prepare, administer and interpret a diagnostic test.

REFERENCES-

• Alice F. Art and Eleanan Armaer Thomas. Becoming a Reflective Mathematics Teacher.
• Baw, G.R. and George, L.U. (1976). Helping Children Learn Mathematics-A Competency Based Laboratory Approach. California, Cummings Publishing Co.
• Bhanumurthy, I.S. (1992). Ancient Indian Mathematics. Wiley Eastern Ltd, New Delhi.
• Gronlund, N.E., (1990) Measurement and Evaluation in Teaching. New York; Macmillan.
• Heimer, R.T. and Trueblood, C.R. (1970) Strategies for Teaching Children
• Mathematics;Reading. Massachusetts: Addison Wesley Publishing C
• Kenneth, Kidd P, et al. (1970). The Laboratory Approach to Mathematics.
• Chicago, Science Research Associates.
• Lieback, Pamela (1984). How Children Learn Mathematics. Penguin Books.
• Polya, G (1957). How to solve it.2nd edition, Garden City, N.Y.: Doubleday and Company.
• Polya, G Mathematical Discovery on Understanding, Learning and Teaching Problem Solving. John Wiley & Sons.
• Reasonik, L.B. and W.W. Ford (1980). The Psychology of Mathematics for Instruction. New Jersey: Lawrence Eribaurn Associates.

AREA-I CURRICULUM, PEDAGOGY AND ASSESSMENT
AT ELEMENTARY LEVEL
PEDAGOGY AND ASSESSMENT OF LANGUAGE EDUCATION
(Code: M.Ed.-402EC)

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

Understand of the nature, sanctions and the implications of planning for teaching language/languages.

Understand the psychology of language learning.

Understand in the pedagogy of language learning.

Analyze different approaches, methods and techniques for differentiating between teaching language and teaching literature in the context of first language and second language.

Evaluate various areas of research in language Education.

Identify various problems with respect to language learning.

Know and high light factors affecting language policy.

Gain an understanding of the nature, functions and the implications of planning for teaching language/languages

Survey various problems with respect to language learning.

COURSE CONTENT

UNIT -I CONCEPTUAL ISSUES LANGUAGE LEARNING

(A)Language acquisition and communication — factors affecting language learning and language acquisitions and communication

(B)Linguistic, psychological and social processes involved in learning of languages.

(C)Models of Language Acquisition: Chomsky-Language Acquisition Device, Piaget cognitive constructivism and Language, recent theorization: intentionality; application of these theories to development of methodologies of teaching-learning of language.

(D)Preservation of heritage language, home language & school language-problem of tribal dialects.

(E)Issues of learning language in a multi-lingual/multi-cultural society

(F)Teaching of first language, second language and foreign language: developmental, socio-economic and psychological factors; the politics of teaching

(G)Language teaching in India; key factors affecting second language acquisition

UNIT -II CURRICULUM OF LANGUAGE EDUCATION

(A)Development of language curriculum.

(B)Syllabus: dimensions, factors that influence the curriculum, selection and sequencings of content, contexts, transaction and evaluation techniques.

(C)Multilingual class room problem of curriculum text about development.

(D)Three languages for rule constitution provision regarding language.

(E)The text book: Critical literacy, personal response to poems and stories, adapting the textbook.

UNIT – III SKILLS AND STRATEGIES OF TEACHING-LEARNING LANGUAGE

(A)Cognitive and Constructivist Approach: nature and role of learners, different kinds of learners – young learners, beginners, teaching large classes etc, socio- psychological factors (attitude, aptitude, motivation, needs, level of aspiration)

(B)Discourse Analysis: Theories of discourse analysis including speech acts, conversational maxims, conversational analysis, ethno-methodology, text analysis, and critical discourse analysis.

(C)Communicative language teaching: focusing on meaning, role of text books and other resources, role of a teacher and classroom management

(D)Meta linguistic awareness with a focus on listening, speaking, saving, comprehension at writing.

(E)Need, techniques, viz. differential assignments, classroom tasks, personalized system of instruction.

(F)Innovative techniques for teaching grammar, reading Comprehension and written Expression.

(G)Beyond the textbook: including children’s literature in the classroom (poems, stories, songs etc.)

(H)Use of ICT in Teaching-learning language

UNIT – IV EVALUATION IN LANGUAGE

(A)Review of current assessment procedures – cursive writing, dictation, close, questions and answers, utilization of feedback.

(B)Responding to content and form, using portfolios for subjective assessment, continuous and comprehensive assessment.

(C)Assessing, speaking and listening – using interviews, story-telling, re-telling, assessing reading comprehension-using miscue analysis, meta-linguistic awareness.

(D)Teacher’s diary – anecdotal records, assessing writing – informal feedback from teacher, measuring progress.

Practicum/Field Work:

The students may undertake any one of the following activities and prepare a report. Present this report in a seminar.

(A)A study of letters, news articles and narratives in the first language to study its organization in terms of Semantic Aspects.

(B)A critical appraisal/analysis of existing syllabi and textbooks on secondary/senior secondary developed by various agencies at national/state/local levels.

(C)Development of an action plan for organization of an exhibition at different levels, framing guideline on a selected theme and various sub-themes.

(D)Compile articles from newspapers, magazines, and the internet discussing low achievement in the public/Government/private schools. Do these sources consider the kinds of material presented in this paper? How? What solutions do the authors propose? What is your assessment of the likely effectiveness of these solutions?

REFERENCES-

• Bennett, W.A. (1969). Aspects of Language and Language Teaching. Cambridge University Press: London.
• Braden, K (2006). Task Based Language Education: From Theory to Practice. Cambridge University Press.
• Britton, James (1973). Language and Learning. Penguin Books, England.
• Byrnes, Heidi (2006). Advanced Language Learning: The Contribution of Halliday and Vygotsky. Continuum International Publishing Group.
• Gao, yuesong (andy), (2010). Strategic language learning Multilingual matters Canada.2010.
• Hodges and Rudolf (1972). Language and Learning to Read – What language teachers should know about language. Houghton Mifflin Co, Boston.
• Joyce and Banks (1971) Teaching the Language Arts to Culturally Different Children. Addison – Wesky, Pub Co., London.
• Kim yeong –seo (2009) “History of English Education in korea”.
• Krashen, Stephen (1988). Second Language Acquisition and Second Language Learning. Prentice Hall International.
• Kubota, k (1998) “ideologies of English in Japan” world English’s Vol.17 No.3, pp.295-306.
• Martinovic, Tic (2004). Discourse Across Languages and Cultures. John Benjamins Publishing Company.
• Ornstein, Jacob (1971). Instruction and Education Technology in Language Teaching Field – New Approaches to Old Problems. The Centre for Curriculum Development Inc, Philadelphia.
• Osherson, N Daniel & Howard Lasnik (1990). Language an Introduction to Cognitive Science: – Vol.1, Massachusets Institute of Technology, USA.
• Pavelenko. Aneta et al (2001). Multilingualism, Second Language Learning and Gender. Walter de’ Gruyter Gmbh & Co. KG, Berlin.
• Perez Milan’s, M (2013) urban schools and English language Education in late modern china: Agritical sociolinguistic ethnography. New York &London: Rutledge.
• Schiffrin, Deborah. et. al.(2001). The Handbook of Discourse Analyses. Blackwell Publishing.
• Vygotsky, L.S. (1985). Thought and Language. Cambridge, MA: The MIT Press. Wilkinson, Andrew. (1971). The Foundations of Language. Oxford University Press: London.

AREA-I CURRICULUM, PEDAGOGY AND ASSESSMENT
AT ELEMENTARY LEVEL
PEDAGOGY AND ASSESSMENT OF SOCIAL SCIENCE EDUCATION
(Code: M.Ed.-402ED)

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

Develop an understanding about the meaning, nature, scope of social sciences and social science education

To find out the distinction and overlap between social sciences, humanities and liberal arts

Understand the role of various methods and approaches of teaching social sciences

Employ appropriate methods for transaction of social science curriculum.

Effectively use different Media, materials and resources for teaching social sciences

Construct appropriate assessment tools for teaching-learning of social sciences and undertake evaluation

COURSE CONTENT

UNIT -I CONCEPTUALIZATION OF SOCIAL SCIENCE EDUCATION

(A)Concept, nature, and scope of social sciences.

(B)Place of social sciences in school curriculum; aims and objectives of teaching social sciences at various stages of school education. Evolution of social science as a discipline, social science as a dynamic expanding body of knowledge

(C)Interdisciplinary & Intra -disciplinary correlation of social science.

(D)Nature, types and factors of social change in historical cultural growth in 19th and 20th century in India.

(E)Contemporary and current problems in India, perspective of elementary education

UNIT -II SOCIAL SCIENCE CURRICULUM

(A)Meaning of Curriculum and Core Curriculum.

(B)Approaches to Curriculum framing – concentric – spiral- Chorological -Topical and Unit approaches.

(C)Curriculum – syllabus – Textbooks, workbook – Hand Book. Seminar/ Project work / Review

(D)Principle for curriculum development in social Science Education.

(E)Integrating Co-curriculum activities with social science education.

(F)Methodology of development & evaluation of curricular materials viz., textbooks, workbooks, teacher handbooks.

UNIT – III APPROACHES TO PEDAGOGY

(A)Methods of Teaching Social Studies: Lecturer method, Discussion and debate, Socialized recitation method, Problem solving method, Source method, innovative methods, Play way methods and activity based approaches.

(B)Resources for teaching-learning of social science – Techniques: Observation, Questioning, Dramatization, Role Play, Simulation, Story Telling, Display & Exhibition, Survey, field trips, Educational games, Songs / Action Songs, Data Collection and Data representation through graphs, tables, charts, maps and cartoons Puppetry

UNIT – IV EVALUATION IN SOCIAL SCIENCE EDUCATION

(A)Competency based evaluation, continuous and comprehensive evaluation;, diagnostic test and remediation; construction of achievement test

(B)Typology of questions as related to different subject areas viz., History, Geography, Political Science, Economics etc.

(C)Use of tools and techniques such as observation, rating scale, check-list, anecdotal records, attitude scales, interest inventories and interviews.

(D)Self-assessment by students and by teachers, peer assessment, assessment of teachers by students.

Practicum/Field Work:

The students may undertake any one of the following activities and prepare a report. Present this report in a seminar.

A.Conduct a continuous evaluation in scholastic and non-scholastic areas prepare, administer and interpret a diagnostic test.

B.A critical study of social science curriculum of secondary school stage of Rajasthan.

C.Organization of activities like quiz, mock-parliament, field trips, exhibitions and any other Co-curriculum activities in schools.

D.Critical appraisal/analysis of existing syllabi and textbooks on Elementary level developed by various agencies at national/state/local levels.

REFERENCES-

• Alan J Singer (2003), Social Studies for Secondary Schools: Teaching to learn, learning to teach, Lawrence Erlbaum Associates, Mahwah, New Jersey.
• Arora, GL (1988), Curriculum and Quality in Education, NCERT, New Delhi.
• Ashley Kent, (2001) Reflective Practice in Geography Teaching, Paul Chapman Educational Publishing, Ltd.
• Avijit Pathak, (2002) Social Implications of Schooling: Knowledge, Pedagogy and Consciousness, Rainbow Publishers, New Delhi.
• Binning and Binning (1952), Teaching Social Studies in Secondary Schools, McGraw Hills, New York.
• David Lambert and David Balderstone (2000), Learning to Teach Geography in Secondary School: A Companion to School Experience, Routledge Falmer, London.
• Digumarti Bhaskara Rao (ed.), Techniques of Teaching Social Sciences, Sonali Publications, Delhi.
• Ferris, J.Pamela (2003), Elementary and Middle School Social Studies: An Interdisciplinary instructional approach, McGraw Hills, New York.
• GOI (1993), Learning Without Burden: Report of the National Advisory Committee appointed by the Ministry of Human Resource Development, Department of Education, New Delhi.
• GOI (2005), Regulatory Mechanisms for Textbooks and Parallel Textbooks : Taught in Schools Outside the Government System: A Report, Committee of the Central Advisory Board of Education, Ministry of Human Resource Development, New Delhi.
• Jack Zevin, (2000) Social Studies for the twenty-first century: Methods and materials for teaching in Middle and secondary schools, Lawrence Erlbaum Associates, Mahwah, New Jersey.
• James Hemming (1953), Teaching of Social Studies in Secondary Schools, Longman Geen & Co, London.
• National Focus Group Position Paper on Curriculum, Syllabus and Textbooks, National Council of Educational Research and Training, New Delhi.
• NCERT (1976), The Curriculum for the Ten-Year School: A Framework, Reprint Edition, National Council of Educational Research and Training, New Delhi.
• NCERT (1988), National Curriculum for Elementary and Secondary Education: A Framework, Revised Edition, National Council of Educational Research and Training, New Delhi.
• NCERT (2001), National Curriculum Framework for School Education, Reprint Edition, National Council of Educational Research and Training, New Delhi.
• NCERT (2005a) National Curriculum Framework Review 2005
• NCERT (2006a), Syllabi for Secondary and Senior secondary Classes, National Council of Educational Research and Training, New Delhi.
• NCERT (2006b), Syllabus for Classes at the Elementary Level, National Council of Educational Research and Training, New Delhi.
• Williams E. Becker, Michael Watts and Suzanne R. Becker (2006) Teaching Economics: More alternatives to chalk and Talk, Edward Elgar Publishing, Northampton, USA.

AREA-I-CURRICULUM, PEDAGOGY AND ASSESSMENT AT SECONDARY & SENIOR SECONDARY LEVEL
PEDAGOGY AND ASSESSMENT OF MATHEMATICS EDUCATION
(Code: M.Ed.-402SB)

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

Appreciate the abstract nature of mathematics distinguish between science and mathematics

Distinguish between the roles of pure and applied mathematics

Develop the skill of solving real-life problems through mathematical modeling as an art

Develop the understanding of using constructivist approach in mathematics

Develop the skill of using various methods of teaching mathematics

Develop problem solving skills

Highlight the significance of mathematics laboratory.

Enable to distinguish between induction and mathematical induction

Develop the skills required for action research in mathematics

COURSE CONTENT

UNIT – I NATURE, DEVELOPMENT AND SIGNIFICANCE OF MATHEMATICS:-

(A)Abstractness of mathematics; Distinction between mathematics and science; Distinct roles of pure and applied Mathematics; mathematization ; aesthetic aspect of mathematic; historical development of mathematical concepts with some famous anecdotes such as Gauss, Ramanujan, etc.; teaching of mathematical modeling.

(B)Undefined terms and axioms; proofs and verification in mathematics and distinction between them; types of theorems such as existence and uniqueness theorems etc.; types of proofs- direct proofs, indirect proofs, proof by contradiction, proof by exhaustion, proof by mathematical induction and distinction between induction and mathematical induction.

UNIT – II CURRICULUM OF MATHEMATICS AT SECONDARY TO SENIOR SECONDARY SCHOOL LEVEL:-

(A)Principle for curriculum development in mathematics Education.

(B)Mathematics curriculum at different stages of school education-at secondary, senior secondary.

(C)Instructional materials including textbook: contextualization, criteria and concerns.

(D)Integrating Co-curriculum activities with mathematics education.

(E)Approaches to organization of mathematics curriculum at various stages of school education.

(F)Methodology of development of curricular materials viz., textbooks, workbooks, teacher handbooks.

UNIT – III OBJECTIVES, STRATEGIES AND RESOURCES OF TEACHING-LEARNING MATHEMATICS

(A)Aims and Objectives of teaching mathematics at various school levels, Instructional objectives in teaching mathematics;

(B)constructivist approach in teaching of mathematics;

(C)methods of teaching Mathematics- inductive and deductive methods, analytic and synthetic methods; problem solving skills- stages in problem solving techniques to improve problem solving skills , competence based approach in teaching mathematics; teaching gifted/Slow learners in mathematics, pedagogical analysis of mathematics, reflective discussion

(D)Recreational aspect of mathematics- mathematical games, puzzles and amusements;

(E)computer aided learning and computer based instructions;

(F)Use and preparation of teaching aids;

(G)mathematics Laboratory and mathematics club

UNIT – IV EVALUATION IN MATHEMATICS

(A)Concept of evaluation in teaching- learning process (formative, summative, criterion, diagnostic); Types of mistakes in mathematics, their identification and analysis with a purpose of preventing and remedial measures;

(B)Types of test items in mathematics such as long answer type, short answer type, very short answer type and objective type; planning and construction of such items and

Practicum/Field Work:

The students may undertake any one of the following activities and prepare a report. Present this report in a seminar.

(A)Analyse famous quotations on mathematics and prepare a report.

(B)A critical study of any two discoveries selected from different areas of mathematics to illustrate the importance of history of maths. i.e. discovery of the zero; the development of Pythagoras theorem etc.

(C)Development of an action plan for organization of an exhibition at different levels, framing guideline on a selected theme and various sub-themes.

(D)An action plan for adopting a multi-sensory approach to teach mathematics to students with special needs.

(E)Development of criteria for evaluation of laboratory work and using it in the laboratory.

(F)Conduct a continuous evaluation in scholastic and non-scholastic areas prepare, administer and interpret a diagnostic test.

REFERENCES-

• Alice F. Art and Eleanan Armaer Thomas. Becoming a Reflective Mathematics Teacher.
• Baw, G.R. and George, L.U. (1976). Helping Children Learn Mathematics-A Competency Based Laboratory Approach. California, Cummings Publishing Co.
• Bhanumurthy, I.S. (1992). Ancient Indian Mathematics. Wiley Eastern Ltd, New Delhi.Gronlund, N.E., (1990) Measurement and Evaluation in Teaching. New York; Macmillan.
• Heimer, R.T. and Trueblood, C.R. (1970) Strategies for Teaching Children
• Mathematics;Reading. Massachusetts: Addison Wesley Publishing C
• Kenneth, Kidd P, et al. (1970). The Laboratory Approach to Mathematics.
• Chicago, Science Research Associates.
• Lieback, Pamela (1984). How Children Learn Mathematics. Penguin Books.
• Polya, G (1957). How to solve it.2nd edition, Garden City, N.Y.: Doubleday and Company.
• Polya, G Mathematical Discovery on Understanding, Learning and Teaching Problem Solving. John Wiley & Sons.
• Reasonik, L.B. and W.W. Ford (1980). The Psychology of Mathematics for Instruction. New Jersey: Lawrence Eribaurn Associates.

AREA-I -CURRICULUM, PEDAGOGY AND ASSESSMENTM
AT SECONDARY & SENIOR SECONDARY LEVEL.
PEDAGOGY AND ASSESSMENT OF LANGUAGE EDUCATION
(Code: M.Ed.-402SC)

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

Understand of the nature, sanctions and the implications of planning for teaching language/languages.

Understand the psychology of language learning.

Understand the pedagogy of language learning.

Analyze different approaches, methods and techniques for differentiating between teaching language and teaching literature in the context of first language and second language.

Evaluate various areas of research in language Education.

Identify and reflect on factors affecting language policy.

Know and highlight factors affecting language policy.

Gain an understanding of the nature, functions and the implications of planning for teaching language/languages

COURSE CONTENT

UNIT – I CONCEPTUAL ISSUES LANGUAGE LEARNING :-

(A)Language acquisition and communication — factors affecting language learning and language acquisitions and communication

(B)Linguistic, psychological and social processes involved in learning of languages.

(C)Models of Language Acquisition: Chomsky-Language Acquisition Device, Piaget cognitive constructivism and Language, recent theorization: intentionality; application of these theories to development of methodologies of teaching-learning of language.

(D)Preservation of heritage language, home language & school language-problem of tribal dialects.

(E)A study of letters, news articles and narratives in the first language to study its organization in terms of both coherence and cohesion of content. Make a comparison with writings in English.

(F)Identification of minority languages within their states and discussion of government plans and policies for their preservation and development.

UNIT – II CURRICULUM OF LANGUAGE EDUCATION:-

(A)Development of language curriculum.

(B)Syllabus: dimensions, factors that influence the curriculum, selection and sequencings of content, contexts, transaction and evaluation techniques.

(C)Multilingual class room problems of curriculum text about development.

(D)Three languages for rule constitution provision regarding language.

UNIT – III SKILLS AND STRATEGIES OF TEACHING-LEARNING LANGUAGE

(A)Development of basic language skills as well as advanced language skills elementary, secondary and senior secondary school levels.

(B)Discourse Analysis: Theories of discourse analysis including speech acts, conversational maxims, conversational analysis, ethno-methodology, text analysis, and critical discourse analysis.

(C)Need, techniques, viz. differential assignments, classroom tasks, personalized system of instruction.

(D)Pedagogical study of languages at secondary and senior secondary.

(E)Meta linguistic awareness with a focus on listening, speaking, comprehension at writing.

(F)Innovative techniques for teaching grammar, reading Comprehension and written Expression.

(G)Use of ICT in Teaching-learning language

UNIT – IV EVALUATION IN LANGUAGE

(A)Concept of evaluation in teaching- learning process (formative, summative, criterion, diagnostic).

(B)Types of mistakes in language, their identification and analysis with a purpose of preventing and remedial measures.

(C)Types of test items in language such as long answer type, short answer type, very short answer type and objective type; planning and construction of such items and precautions taken while constructing test items.

Practicum/Field Work:

The students may undertake any one of the following activities and prepare a report. Present this report in a seminar.

(A)Prepare and experiment on an action plan for use of ICT multi-media in teaching concepts of language.

(B)Development of criteria for evaluation of language laboratory work and using it in the laboratory.

(C)Conduct An Action research on any Class room problem related to language

(D)Write a term paper on Meta linguistic awareness and Innovative techniques.

(E)A study of letters, news articles and narratives in the first language to study its organization in terms of both coherence and cohesion of content. Make a comparison with writings in English.

REFERENCES-

• Bennett, W.A. (1969). Aspects of Language and Language Teaching. Cambridge University Press: London.
• Braden, K (2006). Task Based Language Education: From Theory to Practice. Cambridge University Press.
• Britton, James (1973). Language and Learning. Penguin Books, England.
• Byrnes, Heidi (2006). Advanced Language Learning: The Contribution of Halliday and Vygotsky. Continuum International Publishing Group.
• Gao, yuesong (andy), (2010). Strategic language learning Multilingual matters Canada.2010.
• Hodges and Rudolf (1972). Language and Learning to Read – What language teachers should know about language. Houghton Mifflin Co, Boston.
• Kim yeong -seo (2009) “History of English Education in korea”.
• Kubota, k (1998) “ideologies of English in Japan” world English’s Vol.17 No.3, pp.295-306.
• Joyce and Banks (1971) Teaching the Language Arts to Culturally Different Children. Addison – Wesky, Pub Co., London.
• Krashen, Stephen (1988). Second Language Acquisition and Second Language Learning. Prentice Hall International.
• Martinovic, Tic (2004). Discourse Across Languages and Cultures. John Benjamins Publishing Company.
• Ornstein, Jacob (1971). ProgramM.Ed. Instruction and Education Technology in Language Teaching Field – New Approaches to Old Problems. The Centre for Curriculum Development Inc, Philadelphia.
• Osherson, N Daniel & Howard Lasnik (1990). Language an Introduction to Cognitive Science: – Vol.1, Massachusets Institute of Technology, USA.
• Pavelenko. Aneta et al (2001). Multilingualism, Second Language Learning and Gender. Walter de’ Gruyter Gmbh & Co. KG, Berlin.
• Perez Milan’s, M (2013) urban schools and English language Education in late modern china: Agritical sociolinguistic ethnography. New York &London: Rutledge
• Schiffrin, Deborah. et. al.(2001). The Handbook of Discourse Analyses. Blackwell Publishing.
• Vygotsky, L.S. (1985). Thought and Language. Cambridge, MA: The MIT Press. Wilkinson, Andrew. (1971). The Foundations of Language. Oxford University Press: London.

ELECTIVE GROUP- A
AREA- II EDUCATIONAL POLICY, ECONOMICS AND PLANNING
(AT ELEMENTARY LEVEL)
Course-1(ELECTIVE)
ADVANCED COURSE IN ECONOMICS OF EDUCATION
(Code: M.Ed.-401E)

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

Reflect on financial sources and funding mechanism of elementary education at various levels.

Understand economics of education and relation between education and economics.

Reflect upon economics of elementary education.

Implement their knowledge about school finance and budget in real social or professional life.

Develop own perception about school in social context on the basis of knowledge about financial contribution of community to school.

COURSE CONTENT

UNIT – I INTRODUCTION TO ECONOMICS OF EDUCATION:-

(A)Concept of Economics and Education & Economics of Education.

(B)Meaning, Nature & Area of Economics of Education.

(C)Relation between Economics and Education.

(D)Relation among Economics, Economics of Education & Education’s contribution to Economics.

(E)Basic Education of Mahatma Gandhi

UNIT – II FINANCING ON ELEMENTARY EDUCATION:-

(A)Historical review and present status of Contribution to Elementary Education funding: Three level; Federal, State and Local.

(B)State school system and financial resources.

(C)Relationship of financing & quality of education.

UNIT – III ECONOMICS OF ELEMENTARY EDUCATION

(A)Mapping Change in Elementary Education

(B)Challenges of Public Finance and private provisions

(C)Cost and financing of elementary education in Rajasthan.

(D)Central and state level expansion on Elementary Education & girl education

(E)Capacity and credibility of the public education system

(F)Educational organizations, especially in the backward and difficult areas.

(G)Curriculum and a massive fiscal commitment to funding UEE, & Implementation of RTE Act.

(H)Models of development based on free market economies

UNIT – IV ECONOMICS OF ELEMENTARY SCHOOL

(A)Type of School & Finance and Budget

(B)Public Finance in Education

(C)Financing general and vocational educational.

(D)Cost analysis in education, student fees and loans.

(E)Physical and Human resources of school.

(F)Financial Contribution of community to school.

Practicum/Field Work:

The students may undertake any one of the following activities and prepare a report. Present this report in a seminar.

A.Visit any Govt. / private school to study financial resources of the schools, giving suggestions for enhancement of the resources.

B.Through internet surfing of literature review find out chronologically financial resources of elementary school/education.

C.In a recent book, journal, or article available on the internet, find a proposal for a basic reform or restructuring in the public schools. What does the author propose to reform? How? Is the proposal realistic? What philosophic perspectives does it represent? What conditions or resources would be required to implement it successfully? What is the likelihood of success?

D.Analyse similarities & differences of thoughts of Indian & western economists on economics of education.

REFERENCES-

• Blaug. Mark (1972): An Introduction to Economics of Education, Allen lane. London, Penguin. Cohn E and T.
• Gaske (1989), Economics of Education, Pregamon Press, London.
• Coombs, P.H and Hallak.J (1988) Cost Analysis in Education: A Tool for Policy and Planning, Baltimore: John Hopkins Press.
• G. Psacharopoulos (1987): Economics of Education: Research and Studies, New York: Pergamon Press.
• Mehrotra,Santosh(2006) The Economics of Elementary Education in India,The Challenge of public finance,private provision and household costs,sage publication,New Delhi.

ELECTIVE GROUP- A
AREA- II EDUCATIONAL POLICY, ECONOMICS AND PLANNING
(AT SECONDARY & SENIOR SECONDARY SCHOOL LEVEL).
Course-1(ELECTIVE)
ADVANCED COURSE IN ECONOMICS OF EDUCATION
(Code: M.Ed.-401S)

COURSE CONTENT

UNIT – I ECONOMICS OF EDUCATION:-

(A)Concept of Economics and Education & Economics of Education.

(B)Meaning, Nature & Area of Economics of Education.

(C)Relation between Economics and Education.

(D)Relation among Economics, Economics of Education & Education’s contribution to Economics.

(E)Cost of Education: Introduction

(F)Increase in per pupil cost and its relation to per capital income.

(G)Methods of determining educational costs, unit costs, direct cost, opportunity costs.

(H)Decisive factors on costs: Size of class, teaching load, enrolment at different levels etc.

(I)Salary of teachers.

UNIT-II FINANCING ON SECONDARY EDUCATION:-

(A)Educational Expenditure: Source of finance Government grants (central, state, local) Tuition fee, Taxes Endowment Donation and gifts, Foreign aids.

(B)School Budgetary and accounting procedure. Central grants, state grants and allocation of grants by U.G.C. Grant-in-aid policy in India and the states. Monitoring of expenditure control and utilization of funds, accounting and auditing. Central-State Relationship in Financing of Education.

UNIT – III EDUCATIONAL EXPENDITURE:-

(A)The Determinants of expenditure on education : Public expenditure as a percentage of grip, Education Expenditure in relation to government revenue. Inflation and public expenditure on education.

(B)Clarification of Educational expenditure.

(C)Direct and indirect objects of expenditure :

Direct objects: Elementary, higher secondary, professional and technical education.

Indirect objects: Direction and Inspection, stipends and scholarships, building, furniture and equipment, boards of secondary education etc.

UNIT-IV SCHOOL BUDGET:-

(A)Type of school & Budget making process ,Budget as an instrument of Educational Planning , Capital Improvement

(B)Planning a school budget in relation to Govt., grants, resources from the society, tuition fees, donations and local endowments etc.

(C)EWS(Economically Weaker Sections) according to RTE

Practicum/Field Work:

The students may undertake any one of the following activities and prepare a report. Present this report in a seminar.

(A)Prepare a note on education thoughts on economics of education and analyse any economist.

(B)Visit any Govt. / private school to study financial resources of the schools, giving suggestions for enhancement of the resources.

(C)Establish a Temporary guidance cell in school for special guidance to students on fees, finance, scholarships and loans. Write Your Experiences Focusing on type of queries and Suggestions given.

(D)Prepare a report on the existing status of the secondary school teachers, method of recruitment and salary structure.

REFERENCES-

• Azad, Jagdishlal Financial 1975 of Higher Education in India, New Delhi, Sterling Publishers,.
• Blaug. Mark (1972): An Introduction to Economics of Education, Allen lane. London, Penguin. Cohn E and T.
• Coombs, P.H and Hallak.J (1988) Cost Analysis in Education: A Tool for Policy and Planning, Baltimore: John Hopkins Press.
• Gaske (1989), Economics of Education, Pregamon Press, London.
• Misra, Atmanand Financing Education in India, Bombay: Asia Publishing Co., 1964.
• G. Psacharopoulos (1987): Economics of Education: Research and Studies, New York: Pergamon Press.
• Mehrotra,Santosh(2006) The Economics of Elementary Education in India,The Challenge of public finance,private provision and household costs,sage publication,New Delhi.
• Mort, P. R. and Reusser, 1960 W.C. Public School Finance, New York: McGraw Hill.
• Musgrave, R. A., Theory of public Finance: A Study of Public Economy, New York: Mcgraw Hill.
• Saxton, P. G. 1961 Education and Income, New York : Viking Press,.
• UNESCO Financing of Education, Paris : 1961.
• Vaizeg, J. 1964 Costs of Education, London : Allen and Union,.

ELECTIVE GROUP- A
AREA- II EDUCATIONAL POLICY, ECONOMICS AND PLANNING
(AT SECONDARY & SENIOR SECONDARY SCHOOL LEVEL).
Course-2(ELECTIVE)
PLANNING, CONCERNING AND FINANCING OF SECONDARY & SENIOR SECONDARY EDUCATION
(Code: M.Ed.-402S)

COURSE CONTENT

UNIT – I PRINCIPLES, TECHNIQUES AND APPROACHES OF EDUCATIONAL PLANNING:-

(A)Guiding principles of educational planning

(B)Methods and techniques of educational planning.

(C)Approaches to educational planning. – Social demand approach – Man-power approach – Return of return approach

(D)Types of educational planning; process of district level planning including micro level planning exercise; institutional planning.

UNIT- II PLANNING MECHANISMS AND FIVE-YEAR PLAN IN EDUCATION:-

(A)Perspective planning at central, state and local levels: concepts of macro, and micro level planning.

(B)Priorities to be given at central and state levels.

(C)Perspective plan for education in the 12th Five Year plan.

(D)District level planning: recent initiatives.

(E)Institutional Planning.

(F)School mapping exercises

(G)Availability of educational statistics at central, state and district levels.

(H)Main features of five year plans with special reference to education, impact of five year plans on education.

UNIT- III EDUCATIONAL FINANCE:-

(A)Need, Significance, Principles and Concept of Educational Finance.

(B)Educational Financing in India: Historical Perspective

(C)Need and Significance of Educational Finance Rising Unit costs and resources constraints Demand for education, Supply of education, Constitutional responsibility for providing education.

(D)Principles of educational finance: Allocation of resources-economic and social basis for allocation of resources in education.

(E)Financing education for equality of education-social justice Efficiency-cost-minimization and quality improvement, Productivity-relevance of education to the world of work and create qualified and productive manpower.

UNIT-IV SOME PROBLEMS AND ISSUES OF EDUCATIONAL FINANCE:-

(A)Tuition fees : Merits and demerits of uniform, tuition fees.

(B)Additional resources for education.

(C)The factors affecting increasing the financial burden on local governments.

(D)Ways and means of controlling funds.

Practicum/Field Work:

The students may undertake any one of the following activities and prepare a report. Present this report in a seminar.

(A)Prepare a status report on Secondary education in a chosen city with reference to classroom process, access, enrolment, retention/participation, dropout and learning achievement ( Select Any -3 Schools)

(B)Conduct Awareness programme on RTE act and provision of tuition fees among students and report your experiences.

(C)Contact a nearby Secondary/ Senior Secondary school(At-least three) to determine what steps teachers are taking to improve achievement among low-income and / or minority students. Compare your findings with those of your classmates. You may wish to work together in identifying ideas and approaches to use them in your own classroom.

(D)Write a term paper on Approaches to educational planning.

REFERENCES-

• Bruns, Barbara; Minqat, Alain and Rakotomalala, Ramahatra (2003). Achieving Universal Elementary Education by 2015. A Chance for Every Child. World Bank Publications.
• Celin Richards (1984). The Study of Elementary Education and Resource Book. Vol. I.
• Government of India (1986) National Policy on Education, New Delhi, MHRD.
• Government of India (1987) Programme of Action, New Delhi: MHRD.
• Government of India (1987) Report of the Committee for Review of National Policy on Education, New Delhi, MHRD. 26
• Kabra, K.M. (1977) Planning Process in a District, New Delhi: Indian Institute of Public Administration.
• Mehrotra, Santosh, Panchmukhi, P.R., Srivastava Ranjana, Srivastava, Ravi (2005). Universalizing Elementary Education in India: Uncaging The ‘Tiger’ Economy (1st edition) Oxford University Press.
• National Curriculum Framework (NCF)-2005 NCERT, New Delhi.
• Rita Chemicals (2008): Engaging pupil voice to ensure that every child matters: A practical guide. David Fultan Publishers.
• 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

ELECTIVE GROUP- A
AREA-III EDUCATIONAL MANAGEMENT, ADMINISTRATION AND LEADERSHIP
(AT ELEMENTARY)
Course-1(ELECTIVE)
EDUCATIONAL MANAGEMENT AND PLANNING OF ELEMENTARY EDUCATION
(Code: M.Ed.-401E)

COURSE CONTENT

UNIT – I MANAGEMENT OF ELEMENTARY EDUCATION:-

(A)Meaning, concept, need and nature of management & management of education.

(B)Present policies and operational strategies of central, state Govt., district & local level for Elementary Education.

(C)Management pattern of various kind of school:Private ,central, Navodaya, International ,public etc.

(D)Introduction- policies for strategy- Priority areas and Implementation machinery- training, Research and orientation.

(E)District-Planning and management of Education.

(F)Machinery of Local management DISE (District Information system for Education)

(G)Evaluation of management of SSA activities in a district.

UNIT – II PLANNING & SCHOOL MANAGEMENT:-

(A)Planning, site & location- Design and Dimension, Equipment and infrastructure required for Elementary schools.

(B)Student teacher ratio, profession development programme for Elementary teachers.

(C)Managing committee: – Role. Constitution and functions

(D)Inspecting offices; Role, Duties, and functions.

(E)Parents Teachers Association (PTA)- Need, Importance, formation and contributions

(F)School based Indicators, facility Indicators Teacher related Indicators.

UNIT-III PROGRAMMES & POLICIES FOR ELEMENTARY EDUCATION:-

(A)Mid-day-meal

(B)DPEP (District elementary Education programme)

(C)Centrally sponsored programs for Elementary Education:- UEE, SSA, Kasturba Gandhi Avasiya Balika School, RTE Act 2009

(D)Role & responsibility of DEO, BEO, DD, Head masters & SMC (School Managing Committee) etc.

UNIT-IV PERFORMANCE AND RESOURCE MANAGEMENT IN EDUCATIONAL INSTITUTIONS:-

(A)Monitoring of school performance.

(B)Performance appraisal of the teachers.

(C)Scientific principles of management-PERT(Program Evaluation Review Technique), CPM( Critical Path Method), PPBS(Planning, Programming Budgeting System) system approach.

(D)Financial and administrative management of educational institutions.

(E)Nature and characteristics of resources available in education. – need for( resource management in education.

(F)Material resources, human resource, financial resource – procurement, utilization and maintenance of resources – Roles of state, central and local governments in resource mobilization

(G)Quality assurance in material and human resources.

Practicum/Field Work:

The students may undertake any one of the following activities and prepare a report. Present this report in a seminar.

(A)Compile articles from newspapers, magazines, and the internet discussing Present policies and operational strategies of central & state Govt. for Elementary Education. Prepare a report of entire activity.

(B)Review research on educational management or management of elementary schools and prepare an analytical report

(C)Collect data from relevant sources on student & teachers ratio for elementary level school of your district. Is it according to provision of RTE act? Prepare a report

(D)Make a comparative study of PTA of any one Government and private school.

REFERENCES-

• Ayyar, R.V. Vaidyanathan (1993). Educational Planning and Administration in India: Retrospect and Prospect. Journal of Educational Planning and Administration. VII (2). April.
• Bush, Tony (1986): Theories of educational management. London: Harper & Row Publishers.
• Bush, Tony & Les, Bell (2002): The principles & Practice of educational management. London: Paul Chapman Publishing.
• Chau, Ta-Ngoc (2003): Demographic Aspects of Educational Planning. Paris: International Institute for Educational Planning.
• Govt. of India – (1986/1992) National Policy of Education, 1992 Modification and their POA’s, MHRD, Dept. of Education
• Griffiths, V. L. (1963). Educational Planning. London, O. U. P.
• Hallack, J. (1977): Planning the Location of schools: An Instrument of Educational Policy. Paris: International Institute for Educational Planning.
• Hough J.R. (1990): Education, Policy-An International Survey. Croom Helm, London.
• Kaufman, Herman, Watters (eds.) (1996): Educational Planning: Strategic Tactical Operational, Tecnomic.
• Less Bell & Howard Stevenson (2006): Education Policy: Process, Themes and Importance. Routledge.
• Mukhopadhyay, M. (2005): Total quality management in education. New Delhi: Sage Publications.
• Nanjundappa, D.M. (1995): Concept, Approaches and Techniques of Decentralized Planning in Readings in Decentralized Planning. B.N. Yudgandhar and Amitabh Mukherjee (ed.). New Delhi: Concept.
• Narayan, D. (2005): Local Governance without Capacity Building: Ten Years of Panchayat Raj. Economic and Political Weekly, June 25, pp. 2822-.
• Psacharopolous, G. (ed.) (1985): Planning of Education: Where Do We Stand? Washington, World Bank.
• Psacharopolous, G. (ed.) (1987): Economics of Education Oxford, Pergamon.
• Scheerens, Jaap (2000): Improving School Effectiveness. Paris: International Institute for Educational Planning.
• Tilak, J.B.G. (1992). Educational Planning at Grassroots. Ashish Publications. New Delhi.
• UNESCO: Institute for Statistics (2001). Education Indicators: Technical Guidelines. Montreal: Canada.

ELECTIVE GROUP- A
AREA-III EDUCATIONAL MANAGEMENT, ADMINISTRATION AND LEADERSHIP
(AT ELEMENTARY)
Course-2(ELECTIVE)
EDUCATIONAL ADMINISTRATION AND LEADERSHIP
(Code: M.Ed.-402E)

COURSE CONTENT

UNIT – I EDUCATIONAL ADMINISTRATION AT NATIONAL& STATE LEVEL:-

(A)Meaning concept, nature and types of structure of educational administration at national level.

(B)Role and responsibilities of center government.

(C)National grants, to state government.

(D)Bureaus/ divisions of the ministry of HRD, Department of Education, Major activities and organization of Department of Education of MHRD.

(E)Kendriya Vidyalaya Sangathan,

(F)State level administration: – Need importance and limitations

(G)Recommendations of committees on role of state and local bodies.

(H)Issues, Concern & challenges-Issues and challenges in elementary educational administration of at national, state and local level; Local bodies:- District boards and Municipalities. Present position of local administration in elementary education.; Division of Authority between state and local bodies in respect of the administration of elementary education. State grants to local bodies.

UNIT – II SCHOOL ADMINISTRATION AND SCHOOL COMMUNITY RELATIONSHIP:-

(A)Need for school administration, objectives, and Influencing factors.

(B)Main changing concept and scope of school administration, role and responsibilities of the principal & Teacher (with special reference to RTE act 2009)

(C)Organization of Elementary school – Meaning, type and its impact on shaping school performance.

(D)Ways and means of improving school community relationship

(E)New Act, Oct, -2006 (School Management Committee) & RTE 2009 School Management Committee (SMC) and school administration, Education funds – Parent Teachers Association (PTA), Mothers Association, Old Students Association.

(F)Professional organization of teachers

(G)Linkage with NGOs, Corporate Institutions / NRIs, Convergence with other Dept. such as Health, Women & child Welfare, Social Welfare, Minority Welfare, Disabled welfare and Panchayat Departments.

UNIT-III INTRODUCTION TO ACADEMIC LEADERSHIP:-

(A)Meaning, Concept, Need Importance and Nature of Academic Leadership in Elementary Education.

(B)Meaning, Need and Importance to shift from management of schools to Leadership of school.

(C)Role and responsibilities of leadership ( in reference to RTE & CCE)

(D)Component and characteristics of high quality school leadership.

(E)Leading partnership, developing self, Transforming teaching learning process, building and leading teams and leading Innovation.

(F)School leadership- Multiple Roles, Identities & grass root level (field) administrators working closely with schools at cluster, block and district levels.

(G)School & Community- Inter-linkage, Role and responsibilities.

(H)School as a learning organization

(I)Developing a vision for school – vision for school transformation, assessing context and constraints.

UNIT-IV LEADERSHIP ROLES: CHALLENGES, PERSPECTIVES AND INNOVATION & LEADERSHIP:-

(A)Values, vision and moral purpose in educational leadership

(B)Leading and managing educational change and improvement

(C)Leadership for the learning community

(D)Developing leadership and management skills and insights

(E)Issues of diversity in educational organizations, including issues related to gender and multiculturalism

(F)Work Ethos: Meaning, nature, and transformation in present scenario.

(G)Right of child in school: Equality, non-discrimination and respect for all.

(H)Innovation and research in leadership

(I)Culture of innovation in school- At all levels of school, at classroom, student & teacher as innovators.

(J)Professional development of teachers-Issues, concerns, programmes and practices at International, National & Local level.

Practicum/Field Work:

The students may undertake any one of the following activities and prepare a report. Present this report in a seminar.

(A)Make a comparative study of management and administration of Kendriya Vidyalaya and state Government school.

(B)Find out the most influencing factors of school administration after interaction with stake holders (at least 5 administrative steps).

(C)Prepare a report on role and responsibilities of the principal & Teachers (with special reference to Right to free and compulsory Education act2009)

(D)Survey of at least five schools to identify the most popular leadership style. Analyze the reason of its popularity.

REFERENCES-

• Bhagia, N.M. (1990): Educational Administration in India and other developing countries. Commonwealth Publishers, New Delhi
• Ediger, Prof. Morlow and Dr. Digumarti Bhaskara Rao, (2006), school Organisation , Discovery Publishing House, New Delhi-110002
• Luthens, Fred. (1981), Organizational Behavior, Mcgraw Hill, Tokyo
• Mathur, S.P. (2001): Financial Administration and Management. Indian Publications, India.
• Mahajan, Baldev and Khullar, K.K. (2002): Educational administration in Central government: structures, processes, and future prospects. Vikas Publication house Pvt. Ltd. New Delhi.
• Milton, Charles R. (1989). Human Behavior in Organizations, Prentice Hall, Inc,
• Mishra, R.c, (2010),class room management APH Publishing corporation Darya Gang, New Delhi-110002-
• Mukhopadadyay, Mamar & Tyagi, R.S. (2005): Governance of School Education in India. New Delhi, NIEPA.
• Musaazi, J.C.S. (1982): The Theory & Practice of educational administration. London: The Macmillan Press
• Ramcharan Padma & R. Vasantha (2005): Education in India. New Delhi, National Book Trust.
• Sindhu, I.S.(2008),Educational Administration and management International Publishing House, Meerut

ELECTIVE GROUP- A
AREA-III EDUCATIONAL MANAGEMENT, ADMINISTRATION AND LEADERSHIP
(AT SECONDARY AND SENIOR SECONDARY SCHOOL LEVEL )
Course-1(ELECTIVE)
EDUCATIONAL MANAGEMENT AND PLANNING AT SECONDARY AND SENIOR SECONDARY SCHOOL LEVEL.
(Code: M.Ed.-401S)

COURSE CONTENT

UNIT – I CONCEPT, NEED AND PROCESS OF EDUCATIONAL PLANNING:-

(A)Concept, scope and nature of Educational Planning

(B)Need and importance of Educational Planning

(C)Types of Educational Planning

(D)Process of Educational Planning in various types of school in India.

UNIT – II PLANNING AT CENTRAL, STATE AND LOCAL LEVELS:-

(A)Perspective planning at central, state and local levels.

(B)Priorities to be given at central and state levels.

(C)Schools for all and schools for the selected few

(D)Determine facilities to the needs : School programme, School Building, Teaching training facilities, Location of Schools.

UNIT – III SOME PROBLEMS OF EDUCATIONAL PLANNING:-

(A)Calculating cost of education at various type of school.

(B)Comprehensive approach vs. Selective approach.

(C)Public sector vs. Private sector.

(D)Educational planning and exceptional children- gifted, backward and handicapped.

(E)Educational planning for qualitative improvement.

(F)Educational expenditure & planning.

UNIT – IV PERFORMANCE AND RESOURCE MANAGEMENT IN EDUCATIONAL INSTITUTIONS:-

(A)Monitoring of school performance.

(B)Performance appraisal of the teachers.

(C)Scientific principles of management-PERT(Program Evaluation Review Technique), CPM(Critical Path Method), PPBS (Planning, Programming Budgeting System) approach.

(D)Financial and administrative management of educational institutions.

(E)Nature and characteristics of resource available in education. – need for resource management in education.

(F)Material resources, human resource, financial resource – procurement, utilization and maintenance of resources – Roles of state, central and local governments in resource mobilization

(G)Quality assurance in material and human resources.

Practicum/Field Work:

The students may undertake any one of the following activities and prepare a report. Present this report in a seminar.

(A)Compile articles from newspapers, magazines, and the internet discussing Present policies and operational strategies of central & state Government for secondary Education prepare a report of entire activity.

(B)Make a comparative study of PTA of any one Government and private school.

(C)Comparative study of problems related to educational planning in Public sector and private sector.

(D)Analyse the quality of financial and administrative management in any rural and urban school.

REFERENCES-

• Fletcher, B. A. ‘Planning of Education’, Leeds, Institute of Education, 1963.
• Government of India Five Year Plans.
• Griffiths, V. L. ‘Educational Planning’, London, O. U. P. 1962.
• Hanson, A. H. The Process of Planning: A Study of India’s five year Plans (1950-1964) London: Oxford University Press, 1966.
• Krojsma Acjaro, V. T. ‘Planning in India’, New Delhi: Longmans, 1961.
• 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.
• Rao, V.K.R.V. Education and Human Resources Developments, Delhi, Allied Publishers, 1966.
• Schultz, T. W. Education and Economic Growth, University of Chicago, 1960.

ELECTIVE GROUP- A
AREA-III EDUCATIONAL MANAGEMENT, ADMINISTRATION AND LEADERSHIP
(AT SECONDARY AND SENIOR SECONDARY SCHOOL LEVEL )
Course-2(ELECTIVE)
EDUCATIONAL ADMINISTRATION AND LEADERSHIP AT SECONDARY AND SENIOR SECONDARY LEVEL.
(Code: M.Ed.-402S)

COURSE CONTENT

UNIT – I EDUCATIONAL ADMINISTRATION AT NATIONAL AND STATE LEVEL:-

(A)Structure, Role and responsibilities Planning, Education reforms, organization, direction control, equalization of educational opportunities, pilot projects liaison with UNESCO, opening central institutes

(B)National grants to state Govt.

(C)Bureaus/ divisions of the ministry of HRD, department of education, Major activities and organization of department of education of MHRD.

(D)NCTE, Kendriya Vidyalaya Sangathan,

(E)Suggestions regarding Administrative reforms at the central level.

(F)State level administration: – Need importance and limitations. Recommendations of committees on role of state and local bodies.

(G)Local bodies:- District boards and municipalities. Present position of local administration in Secondary education.

(H) Division of Authority between state and local bodies with respect to the administration of Secondary education. State grants to local bodies.

UNIT – II TYPES OF EDUCATIONAL ADMINISTRATION

(A)Totalitarian Educational Administration,Merits of Totalitarian Education ,Demerits of Totalitarian Education

(B)Democratic Educational Administration

(C)Factors Determining the Character of Administration – Personal Factors, Environmental Factors

(D)Professional organization of teachers

(E)Linkage with NGOs, Corporate Institutions / NRIs, Convergence with other Dept. such as Health, Women & child Welfare, Social Welfare, Minority Welfare, Disabled welfare and Panchayat Departments.

UNIT – III ISSUES IN EDUCATIONAL ADMINISTRATION

(A)Authority and Control: Centralization and Decentralization

(B)Bureaucrat and Politicism / Bureaucrat and the Technocrat

(C)Educational Administrator -Qualities of the Administrator, Duties of the Administrator, Human Relations

(D)Need for school administration, objectives, and Influencing factors.

(E)Main changing concept and scope of school administration, role and responsibilities of principal & Teacher (with special reference to Right to free and compulsory act2009)

(F)Organization of Elementary school – Meaning, type and its impact on shaping school performance.

UNIT – IV NATURE OF ACADEMIC LEADERSHIP

(A)Meaning, Concept, Need, Importance and nature of Academic Leadership.

(B)Leadership Styles and its evaluation

(C)Functions of Educational Leader/Manager.

(D)Meaning, need and Importance to shift from management of schools to Leadership of school.

(E)Role and responsibilities of leadership (in reference to RTE & CCE)

(F)Concept of Academic Leadership, Measurement of Leadership

(G)School leadership:- Multiple Roles, Identities & grass root level (field) administrators working closely with schools at cluster, block and district levels as well as SMC and other community members.

(H)Innovation and research in leadership -Culture of innovation in school:- At all levels of school, at classroom, student & teacher as innovators.

Practicum/Field Work:

The students may undertake any one of the following activities and prepare a report. Present this report in a seminar.

(A)Make a comparative study of management and administration of Kendriya Vidyalaya and state Government School.

(B)Find out the most influencing factors of school administration after interaction with at least 5 administrative officers.

(C)Prepare a report on role and responsibilities of principal & Teacher (with special reference to RTEact2009)

(D)Write a report on the best theory of leadership in the light of humanistic approach.

(E)Survey of at least five schools to identify the most popular leadership style and analyze the reason of its popularity.

REFERENCES-

• Bhagia, N.M. (1990): Educational Administration in India and other developing countries. Commonwealth Publishers, New Delhi
• Ediger, Prof. Morlow and Dr. Digumarti Bhaskara Rao, (2006), school Organisation , Discovery Publishing House, New Delhi-110002
• Luthens, Fred. (1981), Organizational Behavior, Mcgraw Hill, Tokyo.
• Mahajan, Baldev and Khullar, K.K. (2002): Educational administration in Central government: structures, processes, and future prospects. Vikas Publication house Pvt. Ltd. New Delhi.
• Mathur, S.P. (2001). Financial Administration and Management. Indian Publications, India.
• Milton, Charles R. (1989). Human Behavior in Organizations, Prentice Hall, Inc, USA.
• Mishra, R.c, (2010), class room management APH Publishing corporation Darya Gang, New Delhi-110002
• Mukhopadadyay, Mamar & Tyagi, R.S. (2005): Governance of School Education in India. New Delhi, NIEPA.
• Musaazi, J.C.S. (1982): The Theory & Practice of educational administration. London: The Macmillan Press.
• Ramcharan Padma & R. Vasantha (2005): Education in India. New Delhi, National Book Trust.
• Sindhu, I.S.(2008), Educational Administration and management International Publishing House, Meerut

ELECTIVE GROUP- B
AREA- IV: INCLUSIVE EDUCATION
(FOR BOTH ELEMENTARY AND SECONDARY LEVELS)
Course-4(ELECTIVE) PLANNING AND MANAGEMENT OF INCLUSIVE EDUCATION (Code: M.Ed.-404IE)

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

Understand Inclusive classroom.

Understand the essentialities of Inclusive Instructional Design..

Develop awareness of learner towards inclusive education and its practices.

Understand inclusive instructional design and collaborative instruction to promote inclusion.

Organize inclusive classroom

Understand Assessment techniques with reference to inclusive education.

Understand the collaboration of community in achieving the aim of inclusion.

COURSE CONTENT

UNIT – I INCLUSIVE CLASSROOM AND INSTRUCTIONAL DESIGN:-

(A)Physical Layout of Inclusive Classroom.

(B)Special assistance to children.

(C)Medication in the classroom.

(D)Inclusive – Curriculum,

(E)Linking individual objectives and the classroom curriculum,

(F)Inclusive Lesson Planning,

(G)Inclusive Instructional Strategies.

UNIT – II COLLABORATIVE INSTRUCTION FOR INCLUSION:-

(A)Collaboration,

(B)Co-operative Learning,

(C)Peer-mediated instruction and interventions.

(D)Use of Information Communication Technology (ICT) in inclusive classroom

(E)Assistive and Adaptive Technology for Diverse learners: Product (Aids and Appliances) and

(F)Process (Individualized Education Plan (IEP), Remedial Teaching),

UNIT – III TEACHER- BASED ASSESSMENT OF EXCEPTIONAL STUDENTS

(A)Classroom Evaluation Practices

(B)Achievement test,

(C)Teacher based assessments.

UNIT – IV COLLABORATIVE PRACTICES IN INCLUSIVE SET UPS

(A)Parent‐Professional Partnership: Role of Parents, Peers, Professionals, Teachers School Management, Community

(B)Skills and Competencies of Inclusive School Teachers for Collaborative Practices

i). Professional Development

ii). Professional Ethics

Practicum/Field Work:

The students may undertake any one of the following activities and prepare a report. Present this report in a seminar.

(A)Design a physical layout of inclusive classroom. Write its essential features.

(B)Plan an ICT based lesson for inclusive classroom and teach it. How far you were successful in Executing you’re planning, report your experiences.

(C)Write a reflective journal on ‘Skills and Competencies of Inclusive School Teachers for Collaborative Practices’

(D)Prepare an Achievement test considering inclusive classroom

REFERENCES-

• D. N. Dasgupta, Communication and Education, Pointer Publishers
• Madan Lal, Essentials of Educational Technology, Anmol Publications
• Mahesh Varma, Murari Lal Online Teaching Tools and Methods, & Sons
• N. Sareen Information and Communication Technology, , Anmol Publication
• O. P. Dahama, O. P. Bhatnagar Education and Communication for development, , Oxford &IBH Publishing company, New Delhi
• Rangasayee, R.& Gathoo, V. (2007). Towards Inclusive Education of Children with Hearing Impairment, A Hand Book For Regular School Teachers. AYJNIHH Publishers.
• Rayner, S. (2007). Managing Special and Inclusive Education, Sage Publications.
• Sedlak, R. A. & Schloss, P. C. (1986). Instructional Methods for Students with Learning and Behaviour Problems. Allyn and Bacon
• Shelly, cashman, gunter and gunter Integrating Technology in the classroom, publication by Thomson course technology
• Son Naidu e-learning a Guidebook of principals, Procedures and practices, , Commonwealth ofLearning, Commonwealth Educational Media Centre for Asis
• Stow L. & Selfe, L. (1989) Understanding Children with Special Needs. London Unwin Hyman.
• Turnbull, A., Turnbull, R. Turnbull, M. Shank, D. L. (1995). Exceptional Lives: Special Education inToday’s Schools. 2nd Ed. New Jersey Prentice‐Hall. Inc.
• Vlachou D. A. (1997) Struggles for Inclusive Education: An ethnographic study. Philadelphia, Open University Press
• Westwood P. (2006) Commonsense Methods for Children with Special Educational Needs‐Strategies for the Regular Classroom. 4th Edition, London RoutledgeFalmer‐ Taylor & Francis Group.

ELECTIVE GROUP- B
AREA-V: EDUCATION TECHNOLOGY
(FOR BOTH ELEMENTARY AND SECONDARY LEVELS)
Course-3(ELECTIVE)
EDUCATIONAL TECHNOLOGY
(Code: M.Ed.-403ET)

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

Understand the concept , types and scope of Educational Technology

Understand the role of Educational Technology in modern education.

Understand the ways of writing instructional objectives.

Understand System approach in education.

Understand role of communication in education.

Prepare CRT and NRT

Understand the role of ICT and E-Learning in education.

Understands the basics of Programmed Instruction.

COURSE CONTENT

UNIT – I EDUCATIONAL TECHNOLOGY: AN OVER VIEW:-

(A)Concept of educational technology – its definition and scope.

(B)Components of Educational Technology -Hardware and software..

(C)Types of Educational Technology.

(D)Role of educational technology in modern time.

(E)Research and innovations in educational technology in India.

UNIT – II SYSTEM APPROACH AND COMMUNICATION:-

(A)System approach – Definition, characteristics, education as a system

(B)Communication in education – communication process, components of communication process, teaching learning as a communication process

UNIT – III PLANNING AND TESTING

(A)Formulation of educational objectives, traditional vs. modern approach

(B)Content analysis, task analysis, criterion reference test and Norm Referenced Test.

UNIT – IV TECHNIQUES AND MEANS OF INSTRUCTION

(A)Programmed Learning – Basic principles, types, uses and limitations of programmed material and teaching machines.

(B)Computer (meaning and definition), Types of computers, Applications of computers in Education.

(C)Computer Assisted Learning (CAL) and Computer Assisted Instruction (CAI)

(D)Information and Communication Technology (ICT)- meaning, and its relationship with Instructional Technology

(E)Prospects of e- Learning- Concept of e-learning, Approaches to e- learning, Offline, Online; Synchronous, Asynchronous; Blended learning, Mobile learning (M learning)

(F)Learning Management Systems: Media and Materials- Open Educational Resources, Social Networking Sites, Spoken Tutorial and Cam-studio.

Practicum/Field Work:

The students may undertake any one of the following activities and prepare a report. Present this report in a seminar.

(A)Preparation and administration of programmed learning materials (at least 20 frames).

(B)Development of a Computer Programme on a topic.

(C)Preparation of any two communication aids with detailed Assignment on Themes.

(D)Teach an ICT based Lesson in the Class and find out its effectiveness by Knowing Reactions of student through structured interview.

REFERENCES-

• Amidon, Edmund, J. and John. B. Hough : Interaction Analysis : Theory Research and Application, Adision WesleyPublication Co., Reading Messachsets, London, 1967
• Bajpal, A.C. and Leedham, J.F.: Aspects of Educational Technology, Part-IV, Pitman Publishing Co., New York.
• Bhatnagar, R.P. and Bhatnagar, Suresh: Shikshan Shilp Vigyan, Puneet Press, Meerut, 1977
• Bush, M.B. and Santhanam, M.R.: Communication in Classroom, CASE, Baroda
• Davis,Ivor, K. and James (ed.): Contributions to an Educational Technology, London, 1972
• Dunn, W.R. and Holoryd, C.: Aspects of Educational Technology, Vol.-II, Pitman, London
• Flanders Ned. A.: Analysing Teaching Behaviour, Addison Wesley Publishing Co., London, 1972
• Joyace, Bruce and Weimansha: Models of Teaching, Prentice Hall, Englewood Cliffs, New Jersey
• Knivi, F.G. and Childs John, W.: Instructional Technology, Holt Rin Chart and Winston, New York.
• Sharma, R.A.: Technology of Teaching, Modern Publications, Meerut, 1972
• Thomas, C.A.: Programme Learning in Perspective – A Guide to Programme Writing Banking Essex, Adclphi, 1963

ELECTIVE GROUP- B
AREA-V: EDUCATION TECHNOLOGY
(FOR BOTH ELEMENTARY AND SECONDARY LEVELS)
Course-4(ELECTIVE)
EDUCATIONAL TECHNOLOGY AND INSTRUCTIONAL PROCESS
(Code: M.Ed.-404ET)

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

Understand the concept of instructional process and its effectiveness

Understand the concept of Instructional Technology and Instructional Design

Select the Appropriate method and media for instruction.

Understand role of communication in education.

Analyze teachers, classroom behavior

Understand the concept and role of Teaching models in achieving objectives

COURSE CONTENT

UNIT – I INSTRUCTIONAL PROCESS AND ITS EFFECTIVENESS :-

(A)Instructional Process: Teaching and instruction, components of instructional process, objectives, content media, method, learner, teacher and evaluation, efficiency and effectiveness.

(B)Formulation of Instructional objectives: Behavioral specification entering and terminal behavior. Objectives in the three domains of behavior (cognitive, efficiency and effectiveness).

(C)Stages of Teaching- Pre-active, Inter-active and Post-active.

UNIT – II INSTRUCTIONAL TECHNOLOGY & INSTRUCTIONAL DESIGN AND MODELS OF TEACHING:-

(A) Concept of Instructional Technology

(B) Overview of Behaviorist, cognitive and constructivist Theories and their implications to

Instructional Design (Skinner, Piaget, Ausubel, Bruner, Vygotsky)

(C) Relationship between Learning Theories and Instructional Strategies (for large and small groups, formal and non- formal groups )

(D) Selection of appropriate media-synchronous and asynchronous -for formal, informal and non- formal settings.

(E) Concept and Components of Instructional Design (ID)

a) Systems Approach to Instructional Design

b) Gagne’s Nine Events of Instruction and Five ‘E’s of Constructivism

c) Nine Elements of Constructivist Instructional Design

d) Instructional Design for Training

(F) Models of Teaching- Concept, different families of teaching models with special reference to concept attainment model,Advance organizer model and inquiry-Training Model, Synetics Model, Information Processing model.

UNIT – III TEACHING METHODS AND MEDIA

(A)Method and media: Criteria for selection of methods and media, multimedia approach to instruction,

(B)Teaching at different levels and strategies-

(i)Memory, understanding and reflective of teaching.

(ii)Teaching Strategies-Meaning, Nature, Functions and Types, Seminar, Panel Discussion, Team-teaching, Brain-storming, tutorial, Symposium, Work-shop, Conference.

(iii)Instructional techniques: Lecture, discussions, seminar, Panel discussion, team- teaching, brain storming and tutorial.

Instructional techniques involving student’s activities: role playing, library work, field work and educational games.

(C)Communication media in education, mass media, T.V., Radio, Films, Tape-recorder, Computer and other accessories.

UNIT – IV MODIFICATION OF TEACHER BEHAVIOUR AND INTERACTION ANALYSIS

(A)Teaching or Teacher Behavior

(B)Modification of teaching or teacher behavior

(C)Techniques for the modification

(D)Classroom Interaction analysis techniques, Encoding and Decoding Procedure, interaction models.

Practicum/Field Work:

The students may undertake any one of the following activities and prepare a report. Present this report in a seminar.

1. Preparation and operation of any lesson on team-teaching or brain storming.

2.Preparation of Radio & T.V. script on any topic of class IX &X or current issue.

3.Observe, Analyse and Interprete the Teacher’s Behaviour using Flander’s Interaction Analysis Category System.

4. Pepare a lesson plan on any model of teaching and teach in the Class and find out its effectiveness by Knowing Reactions of student through structured interview.

REFERENCES-

• Amidon, Edmund, J. and John. B. Hough : Interaction Analysis : Theory Research and Application, Adision WesleyPublication Co., Reading Messachsets, London, 1967
• Bajpal, A.C. and Leedham, J.F.: Aspects of Educational Technology, Part-IV, Pitman Publishing Co., New York.
• Bhatnagar, R.P. and Bhatnagar, Suresh: Shikshan Shilp Vigyan, Puneet Press, Meerut, 1977
• Bush, M.B. and Santhanam, M.R.: Communication in Classroom, CASE, Baroda
• Davis,Ivor, K. and James (ed.): Contributions to an Educational Technology, London, 1972
• Dunn, W.R. and Holoryd, C.: Aspects of Educational Technology, Vol.-II, Pitman, London
• Flanders Ned. A.: Analysing Teaching Behaviour, Addison Wesley Publishing Co., London, 1972
• Joyace, Bruce and Weimansha: Models of Teaching, Prentice Hall, Englewood Cliffs, New Jersey
• Knivi, F.G. and Childs John, W.: Instructional Technology, Holt Rin Chart and Winston, New York.
• Sharma, R.A.: Technology of Teaching, Modern Publications, Meerut, 1972
• Thomas, C.A.: Programme Learning in Perspective – A Guide to Programme Writing Banking Essex, Adclphi, 1963

SKILL COURSE- IV

Course Code M.Ed.-SC IV

DECISION MAKING SKILLS

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

To understand Decision Making and its process.

To understand a Systematic Approach for Making Decisions.

To develop the skill of using brain storming, reasoning etc. While decision making.

To understand the Educational Application of decision making in the field of Teaching.

To develop positive attitude towards Decision making.

To develop the skill of effective decision making.

COURSE CONTENT

A.Decision Making- Meaning, Concept, factors influencing decision making, Importance of good decision making in personal and Professional life.

B.A Systematic Approach for Making Decisions- Creating a constructive environment, Investigating the situation in detail, Generating good alternatives, Exploring options, Selecting the best solution, Evaluating plan, Communicating decision, and taking action.

C.Brain Storming- Meaning , concept, process and Importance of brain Storming while making decisions

D.Problem solving Ability- meaning, Concept, Importance while making decisions

E.Reasoning Skills

F.Essentials of effective decision making- Enough information, Control over emotions, avoid vested interest etc.

Practicum/Field Work:

Organize a brain storming session on different themes for 5 days.

Take any hypothetical problems and practice decision making.

Practice decision making skills in solving small problems in your daily life.

Note

• Mode of transaction of this course will be workshop.

SKILL COURSE- IV

Course Code M.Ed.-SC IV

INTERPERSONAL SKILLS

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

To understand Interpersonal Skills and its Importance in Personal and Professional Life .

To understand Emotions and its importance in developing interpersonal skills

To develop the skill of Listening

To develop the essential qualities for establishing Interpersonal skills.

To develop positive attitude towards Interpersonal skills.

To develop the skill of effective Interpersonal skills

COURSE CONTENT

A.Interpersonal Skills- Meaning, Concept, Need and Components, Importance in Personal and Professional Life.

B.Essential Qualities for interpersonal skills- Self- confidence, Positive Attitude, communication, team spirit, Social Awareness, critical thinking and problem solving, time management, Coping with Pressure, Flexibility, acceptance of feed-back, Assertiveness.

C.Listening Skills- Meaning, Concept, Active listening and its Importance in Interpersonal skills.

D.Emotions and its importance in developing interpersonal skills.

E.Importance of Verbal and non- verbal skills of Communication while interacting with others.

Practicum/Field Work:

Prepare banners and Charts on any Current public issue to Aware Society.

Organise an awareness programme for Society on any issue.

Organise a debate on any theme.

Note

• Mode of transaction of this course will be workshop.