M.Ed.

Curriculum/FOE/K-15

BANARAS HINDU UNIVERSITY

ORDINANCES GOVERNING

Master of Education (M.Ed.) Programme

&
Syllabus
(Effective from Academic Session 2019-2020)

Offered by

FACULTY OF EDUCATION

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PART - 1

ORDINANCES GOVERNING

MASTER OF EDUCATION (FOUR SEMESTERS) PROGARAMME

(Effective from 2019)

Under the powers conferred by Section 4A of the Banaras Hindu University Act 1915, as amended, and under
the provision of Section 18 of this Act, the University hereby institutes the four semester programme for the
Master of Education. The following ordinances for governing admission, course of study, examinations and
other matters relating to this Degree under the Faculty of Education of the Banaras Hindu University.

1. General Provisions
1. The programme of study leading to M.Ed. of Banaras Hindu University shall be of two year (Four
semesters) duration. Admission to the said programmes in the Faculty of Education shall be made on
merit in the PET (Post-graduate Entrance Test).
2. The intake to M.Ed. shall be as notified in the PET Admission Bulletin. The reservation in admission
shall be as per rules.
3. The admission to the M.Ed. progamme shall be governed by the provisions as laid down in the PET
Admission Bulletin issued each year for admissions to the Post-graduate course of the university.
4. Reservation rules as adopted by the university shall be followed in admission to the course.
5. Foreign students shall be admitted as per rules of the university. After the declaration of the PET
result, the admission to the M.Ed. programme shall be done by the admission committee, constituted
as per university rules, as per admission guidelines of the university in force.

2. Eligibility conditions

Candidates seeking admission to the M.Ed. (Master of Education) 4 Semesters (2 Years) programme
should have obtained at least 50% marks or an equivalent grade in any of the following programmes:
(i) B.Ed. (ii) B.A. B.Ed. B.Sc., B.Ed. (iii) B.EI.Ed. (iv) D.EI.Ed. with an undergraduate/postgraduate
degree (with 50% marks in each) or any equivalent grade.

3. Inter-University Ordinances

i. Notwithstanding anything contained in these Ordinances a student who is qualified under the
foregoing Ordinances for admission to the University, and who is a member of some other Indian
University, shall not be admitted to the University or any constituent College/Faculty thereof
without the production of :

a. A leaving or transfer certificate signed by the Principal of the last college attended and
certifying to the satisfactory conduct of the student mentioning the highest examination
he/she has passed, and
b. A certified copy of all the entries against his/her name in the Enrolment Register of the
University if such a copy is obtainable.

ii. A student of some other Indian University shall in any case be admitted only at the beginning of
the particular course which he/she proposes to take in the University.

4. Programme Fee

The Programme will run as a Professional Course. All regular candidates to be admitted for the M.Ed.
Programmes shall pay the following fees:

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S.No. Heads Amount

1 Tuition Fee 250.00

2 Faculty Development & Extra Activities 1500.00

3 Acad. Assessment 250.00

4 Lib. Fee/Dev Fund 100.00

5 Comp. & Internet Fee 100.00

6 Stud Health Welfare 350.00

7 Extra Curr. Activ. Fund 170.00

8 Degree 100.00

9 Brdr’s /Deligacy Un Fee 10.00

10 Campus Services & Utility Fee 250.00

11 Lab Fee & Development Fund 300.00

12 Student’s Welfare Fund 200.00

13 Admission 50.00

14 Enrolment 100.00

15 ID Card & Pass Book 26.00

16 Alumni Activity Fund 50.00

17 College Caution Money 500.00

18 Training & Placement 100.00

TOTAL 4406.00

5. CONDUCT OF THE PROGRAMME

1. To qualify for the M.Ed. degree, the candidate must earn 80 credits as contained in the Course
structure / syllabus detailed herein after.
2. A student of the M.Ed. shall not be permitted to seek admission concurrently to any other equivalent
or higher degree or diploma examination in the University.
3. The maximum period allowed to complete the programme will be four years.

6. ATTENDANCE RULES

a) A student is required to have full, i.e., 100%, attendance and condonation upto 30% can be considered
for specific cogent reasons. Out of this 30%, only 10% condonation will be permitted without taking
any application from the student. Rest 20% condonation may be given by the Dean. Further, a student
shall be deemed to have minimum percentage of attendance only if, apart from the above, he/she has
attended at least 50% of the classes in each subject also. The cogent reasons for condonation are
given below:
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i) Participation in NCC/NSC/NSS Camps duly supported by certificate.
ii) Participation in University or College Team Games or Interstate or Inter-University
tournaments, duly supported by certificate from the Secretary of the University Sports Board or
President of the College Athletic Association concerned.
iii) Participation in Educational Excursions, which form a part of teaching in any subject conducted
on working days duly certified by the Dean.
iv) University Deputation for Youth Festival duly certified by the Dean.
v) Critical Illness viz. (Poly trauma/ spinal Injuries, (ii) Visceral/deep malignancies, (iii) Head Injury,
(iv) Pott’s spin with neurological deficits (v) Myoptthies (vi) Cardio myoptthies with severe
systolic LV dysfunction (EF<30%) (vii) AIDS (viii) Disseminated tuberculosis/CNS Tuberculosis
(ix) Disability with impaired mobility. (x) End stage renal disease (xi) Chronic hepatic failure and
(xii) any other condition requiring long term hospitalization, as approved by Academic Council
vide ACR No. 46 dated 07.03.2011, duly certified by the Medical Board constituted by the
Director, Institute of Medical Science of its coverage.
While considering the medical certificate of the students claiming condonation on aforesaid
grounds, the Medical Board of the University has observed that most of the medical certificate
submitted by the students are not in accordance to the provisions laid down by the M.C.I. viz.,
Name of the degree of the treating doctor, Medical registration number from respective medical
council details of the diagnosis/protocol of the medical treatment and period of treatment which
hampers the process of medical examination by the Medical Board of the University.
vi) Prolonged illness duly certified by the Medical Officer or the Superintendent, S.S. Hospital,
Banaras Hindu University or any other Registered Medical Practitioner, provided such certificate
is submitted to the Dean, Faculty of Education in time.
vii) No relaxation beyond 30% shall be considered in any case.
b) The attendance of a newly admitted candidate shall be counted from the date of his/her admission,
or date of beginning of classes whichever is later, while in the case of promoted candidates,
attendance shall be counted from the date on which respective class begins. However in case of
promotion after declaration of results of supplementary examination (if any), the attendance will be
counted from the date of admission in the respective case.
c) There shall be an Attendance Monitoring Committee in the Faculty under the Chairmanship of the
Dean.

7. COURSE STRUCTURE AND SCHEME OF EXAMINATION OF M.Ed. PROGRAMME:

Candidates for the Two-year M.Ed. Examination shall be examined in the following subjects as listed
under point 8 below in accordance with the syllabi or course prescribed in the following Ordinances.

The Credit System- Each course shall have a specified number of credits. These credits describe the
weightages of the concerned courses. The number of credits that a student has satisfactorily completed
measures the performance of the student. Satisfactory progress of a student is subject to his/ her
maintaining a minimum Cumulative Grade Point Average (CGPA). A certain minimum number of credits
as specified in the syllabus must be earned by the student to qualify for the degree.

8. PROGRAMME STRUCTURE FOR M.Ed.:

The M.Ed. shall be of Two year duration divided into Four semesters. A student is required to offer
courses of 80 credits in four semesters as per the details given below.

The Courses and Credit Load

Part Type Course Title Credits

A Perspective Philosophical Foundation of Education 4
Sociology of Education 4
Psychological Foundation of Education 4
History and Political Economy of Education 4
Educational Systems Studies 4
Curriculum Studies 4
B Tool Courses Fundamentals of Educational Research 4
Tools and Techniques of Data Analysis 4
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Educational Technology and ICT 4
C Teacher Education Teacher Education-I 4
Courses Teacher Education-II 4
D Stage Specific School Structure and Systems 2
Secondary Education: Policies, Practices, Issues and Concern 4
Pedagogical Mathematics Education 4
Courses Science Education
(any one) Language Education
(Hindi/English/ Sanskrit )
Social Science Education
Optional Courses Education of Children With Special Needs 4
(Any One)
Educational Management
Gender and Education
Guidance & counselling 4
Education for democratic citizenship
Economics of Education
E Internship and Stage Specific Internship 4
Dissertation Teacher Education Internship 4
Dissertation 10
Individual Academic Writing and Communication skills 2
Development
Courses
Self Development 2
80

9. Semester-wise Distribution of Courses

SEMESTER - I
Paper’s Name of paper Marks Credits Number of
Code hours per week
MED 101 Philosophical foundations of education 100 4 6
SEMESTER I

MED 102 Psychological Foundation of education 100 4 6

MED 103 History and political economy of education 100 4 6
MED 104 Fundamentals of Educational Research 100 4 6
MED 105 Educational technology and ICT 100 4 6
Total 500 20 30

SEMESTER – II

Paper’s Code Name of paper Marks Credits Number of

hours (1
hour) per
week
MED 201 Sociology of education 100 4 6
MED 202 Curriculum studies 100 4 6
MED 203 Tools and Techniques of Data Analysis 100 4 6
SEMESTER II

MED 204 Educational System’s Studies 100 4 6

MED 205 Academic writing and communication 50 2 3
skills**
MED 206 Self development ** 50 2 3

Total 500 20 30
** **14 days workshop

SEMESTER - III

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Paper’s Code Name of paper Marks Credits Number of

hours per week
SEMESTER III MED 301 Teacher education-I 100 4 6
MED 302 School structure and systems 50 2 3
MED 303 Secondary Education: Policies, Practices, 100 4 6
Issues and Concerns
MED-DIS-1* Dissertation 100 4 6
MED-SSI* Stage Specific Internship 100 4 6
Total 450 18 27

SEMESTER – IV

Paper’s Code Name of paper Marks Credits Number of

Hours per week
MED 401 Teacher education-II 100 4 6
Pedagogical courses (Any one of the Following):
MED 402.1 Mathematics Education
MED 402.2 Science Education
MED 402.3 Language Education (English/ Hindi/
Sanskrit)
100 4 6
MED 402.3.1 English Language Education
MED 402.3.2 Hindi Language Education
MED 402.3.3 Sanskrit Language Education
SEMESTER IV

MED 402.4 Social Science Education

Optional courses (Any one of the Following):
MED 403.1 Education of Children With Special
Needs
MED 403.2 Educational Management
MED 403.3 Gender and Education
100 4 6
MED 403.4 Education for democratic citizenship
MED 403.5 Guidance & counseling
MED 403.6 Economics of Education
MED 403.7 Environmental Education
MED-TEI* Teacher Education Internship 100 4 6
MED-DIS-2* Dissertation 100 4 6
MED-DIS-3* Dissertation Presentation and Viva-voce 50 2 3
Total 550 22 33
*These are practical courses

10. Examination System:

Each theory course of 4 credits shall be of 100 marks (70 marks end semester theory examination and 30
marks internal assessment, by the teacher/s teaching the paper, as specified in the syllabus of the
particular paper). The theory course of 2 credits shall be of 50 marks (35 marks end semester theory
examination and 15 marks internal assessment, by the teacher/s teaching the paper, as specified in the
syllabus of the particular paper).

The examination in practical courses shall be as under:

1. The examination of the students in MED-DIS-1 of 4 credits carrying 100 marks shall be based upon
the presentation of first three chapters of his/her Dissertation in an open seminar. The performance
of the students shall be evaluated by a panel of examiners constituting of the Dean or his nominee,
one senior professor by rotation and the Supervisor who shall jointly award marks out of 100.
2. The examination of the students in MED-DIS-2 of 4 credits carrying 100 marks and MED-DIS-3 of 2
credits carrying 50 marks shall be based upon the presentation of final Dissertation by the students in
an open seminar. The performance of the students shall be evaluated by a panel of examiners
constituting of the Dean or his nominee, one senior professor and the Supervisor who shall jointly
award marks out of 100 for the overall quality of the Dissertation and out of 50 for the viva-voce
conducted during this presentation.

A. Sessionals:
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i) The assessment (sessionals) in theory courses will comprise of class tests and semester
reports/assignments and regularity in each of the courses offered by them.
ii) For paper MED 102 there shall be practical examination of 30 marks conducted by one external
examiner and one internal examiner to be appointed by the Board of Examiners.
iii) Such class tests, semester reports and/or assignments/ practicum in each paper shall carry 30
marks in a 4 credit course and 15 marks in a 2 credit course. Regularity in these activities will
also be taken into account during award of marks. At least two class tests shall be held in each
course and their average marks will be counted.
iv) At least two semester report(s) and/or assignment(s) shall be submitted by the students to the
teachers concerned, by a date fixed by the Head & Dean of the Faculty of Education. After
evaluation of the semester report(s) and/or assignment(s), the teacher concerned shall submit
the result to the Head & Dean of the Faculty of Education who shall forward the same to the
Controller of Examinations.
v) The marks obtained in semester report(s) and/or assignment(s) will be displayed on the notice
board.
vi) Where candidate fails to take examination in any one or more papers or having taken the
examination, has but failed to secure the minimum pass marks in any one or more papers or in
the aggregate, his marks in the class tests, semester reports and/or assignments will be carried
forward to the subsequent examination.

B. End Semester Examination and evaluation:

(i) The question papers shall be set and the answer-scripts shall be evaluated by the teachers of the
concerned courses. If there is more than one teacher teaching the course, the question paper
shall ordinarily be set and evaluated by a teacher of the group, appointed by the Board of
Examiners. However, if the Board of Examiners considers appropriate, it can constitute a group
of evaluators comprising of University teachers belonging to the concerned subject.
(ii) The marks obtained by students in End Semester examination shall be displayed on the notice
board. The students may see the evaluated answer-scripts within 7 days of the display of
awards on the notice board for the semester by contacting the teacher concerned. Thereafter,
within a week, all the answer books along with the statement of marks shall be sent by the
examiner to the Office of the Controller of Examinations for declaration of the results.
(iii) In case of any objection by a student in the evaluation, the same shall be looked after by a panel of
two senior faculty members, to be nominated by the Dean, whose decision shall be final.
(iv) Once evaluated answer books are submitted to the Controller of Examination there will
be no reevaluation/re-totaling thereafter.
C. Dissertation
(a) Candidate shall be required to submit and present the Dissertation on dates notified by the Dean
well before the commencement of the Semester-III and IV Examination.
(b) The candidate shall be required to secure at least 50% marks in the Dissertation to pass the
Examination.
(c) The Panel of Examiner shall either-
i. Award at least 50% marks, or
ii. Return the Dissertation for revision, or
iii. Reject the Dissertation.
(d) The candidate who’s Dissertation is returned for revision may revise the dissertation and re-
submit it within a period of two months. Failure to submit in time shall result in a declaration
that the candidate has failed at the relevant M.Ed Examination.
(e) A Dissertation can be revised only once. If the candidate fails to secure pass marks in the revised
Dissertation he shall be declared failed in the M.Ed. Examination.
(f) The candidate whose Dissertation is rejected, may with the approval of the Faculty of Education
write a Dissertation on another topic and submit it within a period of six months. And if he fails to
secure pass marks in respect of this Dissertation also, he shall be declared failed at M.Ed. Degree
Examination.
(g) A Dissertation shall be examined as described above under Examination System

D (B). Script and Duration of Examinations

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(i) Except when otherwise directed by the Ordinances or by the examiner in the examination paper,
every candidate shall answer question in English or Hindi language in the examination in all the
subjects.
(ii) Each individual paper shall be of three hour duration and practicals, if any, shall also be of three
hour duration.

D. Admit Card (for End Semester Examination):

A candidate may not be admitted into examination room unless he/she produces his/her admit card
to the officer conducting the examination or satisfies such officer that it shall be subsequently
produced.
The Controller of Examinations may, if satisfied that an examinee’s admit card has been lost or
destroyed, grant duplicate admit card on payment of a further fee of Rs. 10/-

E. Evaluation Pattern:

(a) Point Scale for Grading

Award of Grades Based on Absolute Marks

Marks Range Grade Grade Point

(Out of 100)

90 -100 S 10

80 - 89 A 9

70 - 79 B 8

60 - 69 C 7

50 - 59 D 6

40 - 49 E 5

Passed with Grace P 4

00 - 39 F 0

Non-appearance in I -
examination (Incomplete)

Audit Course Z -

Explanation:
Latter grades S, A, B, C, D, E and P in a course mean that the candidate has passed that course.
The F grade denotes poor performance, i.e., failing in the course. A student has to appear at
subsequent examination(s), if provided under the ordinances in all courses in which he/she obtains
"F" grade, until a passing grade is obtained.
The I Grade: The "I" Grade is awarded, when a student does not appear in the examination of
course/courses. This shall be treated as "F" Grade.
The Z Grade: The "Z" Grade is awarded, when a student successfully attends the audit course with
minimum attendance requirement of 80%.
(b). Grace Rule: Tabulators shall award grace marks as per the following guidelines:
1) A student who fails in not more than 3 theory courses by total marks of not more than ½
the number of total theory courses of the semester (any fraction is rounded off to the next
higher number), shall be awarded grade "P" (in place of grade "F") of Grade Point 4 in the
concerned courses.
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2) Grace mark will not be awarded for making up shortfall in minimum SGPA/CGPA or
improving the grade.

(c) Measurement of the student’s performance in the programme:

The performance of a student in a semester or upto a semester will be measured by SGPA (Semester
Grade Point Average) and CGPA (Cumulative Grade Point Average), respetively, which will be
calculated as given below:

n
Ci.Pi
i =1
(i) SGPA = ------------------------------------------
n
Ci.
i =1

where, Ci = Number of credits assigned for the ith course of a semester for which SGPA is to be
calculated .
Pi = Grade point earned in the ith course.

i = 1, -----n, represent the number of courses in which a student is registered in the concerned
semester.

m
Cj.Pj
j =1
(ii) CGPA = ------------------------------------------
m
Cj.
j=1

where, Cj = Number of credits assigned for the jth course of a semester for which SGPA is to be
calculated.

Pj = Grade point earned in the jth course.

j = 1, -----m, represent the number of courses in which a student is registered from the first semester
to the semester for which CGPA is to be calculated.

11. PROMOTION RULES AND SUPPLEMENTARY EXAMINATION

There shall be no supplementary examination for 1st & 2nd semesters. However, there shall be
supplementary examination for 3rd & 4th semesters after declaration of the results of 4th Semester.
Students failing in courses of 3rd & 4th semesters may appear in supplementary examination(s) or
subsequent main examination(s).
(A) First Semester Course & Examination:
The candidates who have taken admission in the 1st Semester of 2-year M.Ed. programme in a session can
be put in the following two categories on the basis of their attendance in the Semester:
I. (i) Those who have put in the required minimum percentage of attendance for appearing in the 1st
Semester Examination and filled up the examination form in time for appearing at the 1st Semester
Examination.
(ii) Those who did not put in the required minimum percentage of attendance for appearing at the1st
Semester Examination or did not fill up examination form in time for appearing at the 1st Semester
Examination.
Candidates under Category I (i) are eligible for appearing at the examination of 1st Semester, while
candidates under Category I (ii) are not allowed to appear at the examination of the Semester. However,
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category I (ii) candidates are allowed to reappear at the Post-graduate Entrance Test (PET) of subsequent
year(s) for seeking admission afresh. This implies that no readmission is permissible to those who do not
put in the required percentage of attendance for taking the examination or did not submit the
examination form in time.
II. After appearing at the Examination of 1st Semester the candidates can be put in the following
categories in the context of declaration of the results of the 1st Semester Examination:
(i) Passed, i.e., those who have passed in examinations of all courses of the Semester.
(ii) Promoted, i.e., those who have not passed in examinations of all the courses of the Semester.
(iii) Minimum passing grade – Grade ‘E’ for each course. However, candidates with grade ‘P’ in a course
shall also be considered as passed in that course.
(iv) Promotion to 2nd Semester: All students who have put in the minimum percentage of attendance in
1st Semester and filled up the examination form in time shall be promoted to the 2nd Semester.
(B) Second Semester Course & Examination:
As in the 1st Semester, in all subsequent Semesters, all the candidates who have put in the minimum
percentage of attendance for appearing at the Examination and have filled in the examination form in time
for appearing at the End Semester Examination shall be allowed to appear at the respective examinations.
However, students who have not put in the minimum percentage of attendance or did not fill up the
Examination form in time in Semester shall be allowed to take re-admission in that Semester in the
subsequent session only (except in the First Semester where re-admission is not permitted).
(C) Declaration of results after 2nd Semester (based on the results of 1st and 2nd Semester Examinations):
After declaration of results of the 1st & 2nd Semesters, a candidate can be put in the following
categories:
(i) Passed: A candidate who has passed in examinations of all the courses of the 1st & 2nd Semesters.
(ii) Promoted: A student, who has not passed in all the courses of either 1st or 2nd semester or both, shall
be promoted to the 3rd semester if he/she has obtained at least 4.0 CGPA. All such students shall have the
option to clear the courses, in which they had failed, in the subsequent available examination(s) of the
concerned semester as ex-students.
(iii) Failed: A candidate who has failed in one or more courses or failed to appear at any of the
examinations of 1st & 2nd Semesters taken together, and has obtained less than 4.0 CGPA shall be treated
as failed.
Note: There shall be no supplementary examination for the courses of 1st & 2nd semesters.
(D) Promotion to the Third Semester:
(i) A candidate who comes under the category ‘Passed or Promoted’ is eligible to be promoted to the third
Semester, if otherwise eligible.
(ii) Failed candidates shall not be promoted to the 3rd Semester. However, they shall be promoted to the
third semester when they become eligible to come under the category of either ‘Passed’ or ‘Promoted’ as
explained above after passing the failed courses in the subsequent available examination(s) as ex-
students.
(E) Promotion to the Fourth Semester:
All students who have put in the minimum percentage of attendance in 3rd Semester and filled in the
examination form in time shall be promoted to the 4th Semester.
(F) Declaration of Results after Fourth Semester (Based on the results of the Ist, IInd, IIIrd and IVth Semester
Eamination):
After declaration of results of 3rd & 4th Semesters, a candidate can be put in the following two categories:
i. Passed: A candidate who has passed in all the courses of 1st, 2nd, 3rd & 4th Semesters and obtained
at least CGPA of 5.0.
ii. Failed: All those students who have not “Passed” shall be categorized as “Failed”. Such failed
students may clear their failed courses in subsequent examinations as ex-students. There shall be a
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provision of supplementary examinations for 3rd & 4th Semesters after declaration of results of the
4th Semester. Students failing in courses of 3rd & 4th Semesters may appear in the supplementary
examination or subsequent main examination(s).
A student who has failed in a course shall get two more chances to clear this course subject to the
maximum duration for passing the course. Further, each candidate shall have to clear all the courses
within the maximum period of 4 years from the date of his/her latest admission.
(G) Maximum duration for passing the two years PG Programme:
The maximum duration for passing the 2-years PG programme shall be 4 years, which shall be counted
from the year of latest admission in the 1st semester of the PG programme. No student shall be allowed to
take further admission in the programme after the expiry of four years.
(H) Deposition of Fees:
All students eligible for promotion to 3rd semester shall deposit the requisite fee for the next semesters.

12. Declaration of Division:

A candidate who has passed in all the papers/ courses of I, II, III & IV Semesters of the four semesters
M.Ed. programme taken together shall be declared as 'Passed'. Such passed candidates may be awarded
with the division according to the following criteria:
(i) First Division with distinction : CGPA 8.5 and above
(ii) First Division : CGPA 6.5 and above, but below 8.5
(iii) Second Division : CGPA 5.0 and above, but below 6.5
Note: The SGPA and CGPA shall be computed upto 2 places of decimals (truncated at the second place).
The conversion formula for converting CGPA to the corresponding Percentage of Marks will be as
follow:
X = 10 Y - 4.5
where, X = Percentage of Marks
Y = CGPA
Further Clarifications:
a. A student has to clear the whole M.Ed. programme in NOT MORE THAN FOUR YEARS from
the latest admission to the I-Semester of the programme. Even after that if a student fails,
he/she shall have to leave the programme.
b. A student who is promoted to a higher semester or readmitted to a semester due to shortage
of attendance shall be required to study the same syllabus as being taught in that year.

13. Ranking to the candidates

Ranking shall be given to only those candidates who pass all the courses of the programme in one
attempt.
Notwithstanding any provision in the ordinances to the contrary, the following category of examinee is
also eligible for ranking:
The student who, having been duly admitted to a regular examination of the course, was unable to take
that examination in full or in part due to some disruption of examination, and took the next following
examination of that course and passed the course.
The marks obtained by him/her at the examination shall be considered as the basis for the University
Ranking, Scholarships and other distinctions.
In order to get the benefit of this provision, the student should claim that he/she is eligible for this
benefit and get a decision in writing after proving his/her eligibility there for.

14. FURTHER CLARIFICATION:

A student who is promoted to a higher semester or readmitted to a semester due to shortage of
attendance shall be required to study the same syllabus as being taught in that year.

15. SYLLABUS:

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The syllabi for the PG programmes as framed by the Department is detailed in the annexures.

16. RE-ADMISSION TO THE PROGRAMME/SEMESTER:

A student who does not put in at least the minimum percentage of attendance required in the I-Semester
shall be removed from the University rolls. However, such students can seek fresh admission in the
programme through PET.

All such students of II or higher Semesters who have not put in the required minimum percentage of
attendance or not filled in the examination form in time shall be required to be re-admitted in the
concerned semester available in the subsequent year(s), in case they intend to pursue the programme
further.

17. BREAK IN THE COURSE:

Any student taking admission in any of the M.Ed. programmes of the Faculty shall not be allowed to
pursue any other full time programme/ course in the Faculty or elsewhere in the entire period of the
programme meaning thereby that if a student leaves the programme after passing some of the
semesters/ courses and takes up a full-time programme/ course elsewhere, then he/she shall not be
allowed to continue the programme further in the Faculty.
Definition
1. A ‘Regular Student’ is one who has pursued a regular programme of study and obtained prescribed
attendance mentioned in the ordinances and is eligible to appear in the examination.

2. ‘Ex-student’ means one who has studied in the Faculty for at least one semester preceding the date
of the examination and had filled up the examination form but failed or had failed to appear in the
examination, though otherwise eligible.

Note: Academic calendar for the odd and even semesters shall be notified at the beginning of every academic
year.
*******

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Annexure – I (Page No. 13-67)

BANARAS HINDU UNIVERSITY

Master of Education (M.Ed.) Programme

&
Syllabus
(Effective from Academic Session 2019-2020)

Offered by

FACULTY OF EDUCATION

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M.Ed. – Two Years Course

Semesterwise Breakup

SEMESTER – I

Paper’s Name of paper Marks Credits Number of

Code hours per week
MED 101 Philosophical foundations of education 100 4 6
SEMESTER- I

MED 102 Psychological Foundation of education 100 4 6

MED 103 History and political economy of education 100 4 6
MED 104 Quantitative educational research 100 4 6
MED 105 Educational technology and ICT 100 4 6
Total 500 20 30

SEMESTER – II

Paper’s Code Name of paper Marks Credits Number of

hours (1 hour)
per week
MED 201 Sociology of education 100 4 6
MED 202 Curriculum studies 100 4 6
MED 203 Qualitative research methods 100 4 6
SEMESTER -II

MED 204 Educational System’s Studies 100 4 6

MED 205 Academic writing and communication 50 2 3
skills**
MED 206 Self development ** 50 2 3

Total 500 20 30
** **14 days workshop

SEMESTER - III

Paper’s Code Name of paper Marks Credits Number of

hours per week
MED 301 Teacher education-I 100 4 6
SEMESTER III

MED 302 School structure and systems 50 2 3

MED 303 Secondary Education: Policies, Practices, 100 4 6
Issues and Concerns
MED-DIS-1* Dissertation 100 4 6
MED-SSI* Stage Specific Internship 100 4 6
Total 450 18 27

SEMESTER – IV

Paper’s Code Name of paper Marks Credits Number of

Hours per week
MED 401 Teacher education-II 100 4 6
Pedagogical courses (Any one of the Following):
MED 402.1 Mathematics Education
SEMESTER IV

MED 402.2 Science Education

MED 402.3 Language Education (English/ Hindi/
Sanskrit)
100 4 6
MED 402.3.1 English Language Education
MED 402.3.2 Hindi Language Education
MED 402.3.3 Sanskrit Language Education
MED 402.4 Social Science Education

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Optional courses (Any one of the Following):
MED 403.1 Education of Children With Special
Needs
MED 403.2 Educational Management
MED 403.3 Gender and Education
100 4 6
MED 403.4 Education for democratic citizenship
MED 403.5 Guidance & counseling
MED 403.6 Economics of Education
MED 403.7 Environmental Education
MED-TEI* Teacher Education Internship 100 4 6
MED-DIS-2* Dissertation 100 4 6
MED-DIS-3* Dissertation Presentation and Viva-voce 50 2 3
Total 550 22 33
*These are practical courses

Semester – I

MED- 101: PHILOSOPHICAL FOUNDATIONS OF EDUCATION

Credits: 4 Hours: 64 Marks: 100 (70+30)

OBJECTIVES
After going through this course the learners will develop the following competencies:
1. Know the meaning of philosophy and philosophical foundations of education.
2. Comprehend the nature and functions of philosophy of education.
3. Logically analyze, interpret and synthesize various concepts, proposition and philosophical
assumptions about educational phenomena.
4. Understand and use philosophical methods in studying educational data.
5. Develop philosophical insight for resolution of educational issues.
6. Critically appraise contributions of great educators to education and society.
7. Be able to compare (partially and holistically) concepts of education between/ among various
philosophical schools/traditions.

CONTENTS
UNIT I: Philosophy of Education (10 Hours)
 Meaning of philosophy and philosophy of education.
 It’s Nature – Directive doctrine or a liberal discipline.
 As an activity, analytic philosophy of education.
 It’s Function – Speculative, Normative, and Analytical.

UNIT II: Metaphysics and Education (24 Hours)

 Metaphysical problems and their relationship with nature, man and society.
 Impact of philosophical suppositions on education made by some prominent schools of Western
philosophies viz. Idealism1, Naturalism, Realism, Pragmatism, Existentialism.
 Impact of philosophical suppositions on education made by school of Indian Philosophies (Vedanta,
Sankhya)
 A critical comparison of Indian & Western school of philosophy with reference to metaphysical
implications of education.

UNIT III : Epistemology and Education (10 Hours)

 Knowledge – it’s meaning.
 Methods of acquiring valid knowledge with reference to Analytical, Dialectical and Scientific
approaches.
 Methods of acquiring valid knowledge with reference to Nyaya and Yoga.

UNIT IV: Axiology and Education (10 Hours)

 Philosophy of Being-Learning to be, Learning the treasure within.

1
Unit III & IV: schools of philosophy given in unit II not to be dealt in epistemology and axiology
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The concept of value
 Value formulation and contribution to education with reference to Bhagavad-Gita, Buddhism, Jainism,
Christianity and Islam.
 Extraction of commonality of values for contemporary universalism.

TRANSACTIONAL STRATEGIES: Lectures, Seminars, Projects, Power Point Presentation, Small Groups
Interactions, Reading of Texts.

TESTS & ASSIGNMENTS: (10 Hours)

 Two tests of 10 marks each. Marks of best out of two will be taken
 Two Assignments of 10 Mark each. Suggested List:
- Writing reflecting journals related to various experiences (observation and review)
- Field visit two religious places / value centers for observation of activities overthere and
interaction with practices

SUGGESTED READINGS:
1. Butler, J.D.(1968) Four Philosophies and their practice in Education and Religion, Third Edition ,
NewYork, Harper and Row co., P.528.
2. Brubacher, J.S. (1950) Modern Philosophies of Education, New Delhi-Bombay. Tata McGraw-Hill
Publishing Co. Pvt. Ltd., P.393.
3. Hiryana, M. ( ). Introduction to Indian Philosophy.
4. Rusk, R.R. (1928) The Philosophical Bases of Education, London ,University of London Press Ltd.,
P205.
5. Cahn, S.M. The Philosophical Foundations of Education, P.433
6. Park, J. Selected Readings in the Philosophy of Education, London, Macmillan and Co. Ltd.P.440.
7. Sharma,Y.K.(2002)The Doctrines of the Great Indian Educators, New Delhi, Kanishka Publishers, P.371.
8. Rusk, R.R. and Scotland, J.(1979) Doctrines of the Great Educators, (Fifth Edition), NewYork, The
Macmillan Press Ltd.,P.310.
9. Rusk,R.R.(1990).Shiksha ke darshnik aadhar, Rajasthan Hindi Granth
Akadmi,Jaipur,Pp.164.(Translated by L.K.Ode)
10. Sinha,J.(2004).Outlines of Indian philosophy,Pilgrims publishing,Varanasi,Pp.435.
11. Radhakrishnan, S. (2004) Uddeshyapurna Jeevan, New Delhi, Hind Pocket Books., P.110.
12. Radhakrishnan, S. (2004) Bhartiya Sanskriti Kuchh Vichar, New Delhi, Hind Pocket Books., P.116.
13. Radhakrishnan,S. (2004) Hamari Virasat, New Delhi, Hind Pocket Books.,P.98.
14. Radhakrishnan,S. (2004) Upnishado Ka Sandesh, New Delhi, Hind Pocket Books., P.160.
15. Kirilenko,G. And Korshunova,L.(1988).What is philosophy? (Hindi translation by J.C.Pandey), Jaipur:
Rajasthan Pupils Publishing House,Pp.272
16. Upanishads (nine major), Gorakhpur: Gita Press
17. Negi,W.D.(2003). Dhammapad, The corporate body of Buddha educational foundation,Taipei,Taiwan.
18. UNESCO(1970).Learning to be.
19. UNESCO(1996). Learning the treasure within.
20. Vazhayil,J.(2001). Reflections on the philosophy of education, NCERT, New Delhi,.
21. Mishra,U.(2003).Bhartiya darshan,Uttar Pradesh Hindi Samsthan, Lucknow, Pp.504
22. Verma,V.P.(2004).Nitishashtra ke mool siddhant,Allied Publishers Pvt.Limited, Mumbai,Pp.472.
23. Sinha,J.(2004).A manual of ethics, New central book agency(P) Ltd.,Kolkata,Pp.388.
24. Agrawal.B.S.(2002).Paschatya darshan, Uttar Pradesh Hindi Samsthan, Lucknow, Pp.301
25. Devraj, N.K.(2002). Bhartiya darshan, Uttar Pradesh Hindi Samsthan, Lucknow, Pp.782
26. Sampurnanand. (2006). Yoga darshan, Uttar Pradesh Hindi Samsthan, Lucknow,
27. Tripathi, A.N. (2009). Human Values, New Age International (P) Limited Publishers, New Delhi,.
28. Shukla, R.P. (2004, 2007). Human value and Human Rights. Sarup & sons, New Delhi.

******

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MED-102: PSYCHOLOGICAL FOUNDATION OF EDUCATION

Credits 4 Hours 64 Marks 100(70+30)

OBJECTIVES:
To enable the students
 To understand the psychological orientation to education.
 To develop an understanding about theories of learning
 To develop an understanding about learners’ cognitive, thinking and learning styles.
 To develop an understanding about learners’ development and the characteristics
associated with it.
 To develop an understanding of classroom as social group and Group processes.
 To develop an understanding of concept, models and types of Intelligence
 To develop an understanding of concept, models and types of Meta-cognition.
 To develop an understanding of theories of personality and its measurement.

Unit- I: Theoretical approaches to learning (15 Hours)

 Theories of Learning- Bandura’s Social Learning, Gagne’s hierarchy of learning.
Constructivist Theories Bruner and Vygotsky theory, Toleman’s theory of learning,
Levin’s field theory.
 Learning Styles
 Thinking Styles: Synthesis, Idealist, Pragmatic, Analyst and Realist

Unit- II: Human Development and its theories (10 Hours)

 Human development and its stages.
 Freud’s Psychoanalytical theory
 Erickson’s theory of psycho-social development,
 Development task theory (Havighurst)
 Cognitive development (Piaget)
 Moral development (Kohlberg).

Unit III: Intelligence

(05 hours)
 Meaning and types (Spiritual, Artificial, Social, Crystallized, Fluid)
 Theories of intelligence
 Caroll Sternberg
 Goleman

Unit- IV: Metacognition (06 Hours)

 Meaning, Components and difference between Cognition and Meta cognition

 Models of Meta cognition: Flavell’s Model, Brown’s Model, Tobias and Everson’s
Hierarchical Model
 Developmental Process in Metacognition

Unit- V: Personality and Mental health (14 Hours)

 Integrated, Distorted, Neurotic personality, common forms of neurosis psychosis
and somatic disorders , Personality and its causes and characteristics.
 Theories of personality- Psychoanalytical, Roger and Maslow, Eysenck (Hierarchical
model), Allport, Carl Jung and Big Five Factor Theory.
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 Adjustment processes-Concept, Techniques of Enhancement of Adjustment and
Mental Health among students
 Stress and Conflict- Concept, Factors influencing stress, Strategies for coping with
stress. Meaning and types of conflict, Resolution of conflict.

Unit VI: Psychology of the class as social group (04 Hours)

 Meaning and nature
 Characteristics of classroom group.
 Group dynamics: Group process, Interpersonal relations in the class group
 Socio-emotional climate of the classroom and teacher.

Transactional Strategies: Lectures, Seminars, Projects, Power Point Presentation, Small

Groups Interactions, Reading of Texts.

TESTS & ASSIGNMENTS: (10 Hours)

There will be four practical activities (20 Marks) which will be examined by one
internal and one external examiner through practical examination at the end of
semester.

1 .Assessment of Personality: Thematic Appreciation Test(TAT)/Sentence completion

Tests/word –association test).
2. Adjustment Inventory
3. Assessment of Intelligence (Verbal/Non verbal/Performance)
4. Assessment of transfer of learning
SUGGESTED READINGS
1. Anderson, John R.: Cognitive Psychology and Its Implications (2nd Edition), W.H.
Freeman & Co., New York
2. Baron, Robert A.: Psychology (5th Edition), Pearson Education
3. Berk, Laura F.: Development Through the Lifespan (3rd Edition), Pearson Education
4. Bhatnagar, S. and Saxena, A.: Advanced Educational Psychology, R. Lall Book Depot,
Meerut
5. Chauhan, S.S.: Advanced Educational Psychology, Vikas Publishing House, New Delhi
6. Chopra, R.K.: Psychology of Mental Hygiene (Vol. I&II), Arise Publishers, Chandigarh
7. Feldman, Robert S.: Understanding Psychology (6th Edition), TATA McGraw-Hill
8. Flexner, William: Educational Psychology and Mental Health, Sarup & Sons
9. Lal, Raman Bihari & Manava, Ram Nivas: Shiksha Manovigyan, Rastogi Publications,
Meerut
10. Mangal, S.K.: Essentials of Educational Psychology, Prentice-Hall of India
11. Mangal, S.K.: Shiksha Manovigyan , Prentice-Hall of India
12. Mathur, S.S.: Shiksha Manovigyan, Agarwal Publications, New Delhi
13. Patri, Vasantha R.: Counselling Psychology, Authors Press, New Delhi
14. Santrock, John W.: Adolescence (11th Edition), TATA McGraw-Hill
15. Santrock, John W.: Educational Psychology: Classroom Update: Preparing for PRAXIS
and Practice, TATA McGraw-Hill
16. Allen, B. P. (2006). Personality Theories: Development, Growth, and Diversity (5th ed.),
Needham Heights, MA: Allyn and Bacon.
17. Ewen, R. B. (2009). An Introduction to Theories of Personality (7th ed.). Mahwah, NJ:
Lawrence Erlbaum Associates.
18. Burger, J. M. (2010). Personality (8th ed.). Belmont, CA: Wadsworth Publishing.
19. Chauhan, S.S.: Advanced Educational Psychology, Vikash Publishing House, New
Delhi.
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20. Mangal, S.K., Essentials of Educational Psychology, Prentice-Hall of India.
21. Mangal, S.K., Shiksha Manovigyan, Prentice-Hall of India
22. Carver, C. S., & Scheier, M. F. (2008). Perspectives on Personality (6th ed.). Needham
Heights, MA: Allyn and Bacon.
23. Crowne, D. P. (2010). Personality Theory (2nd ed.). New York: Oxford University
Press
24. Cloninger, S. C. (2008). Theories of Personality: Understanding Persons (5th ed.).
Englewood Cliffs, NJ: Prentice Hall
25. Engler, B. (2008). Personality Theories: An Introduction (8th ed.). Boston: Houghton
Mifflin.
26. Matthews, G., Deary, I. J., & Whiteman, M. C. (2009). Personality Traits (3rd ed.). New
York: Cambridge University Press.
27. Pervin, L.A and John, O. P (2006) Handbook of Personality: Theory and Research 2nd
Edition, New York, USA, Guilford Publications.
28. Schultz, D. P., & Schultz, S. E. (2009). Theories of Personality (9th ed.). Belmont, CA:
Wadsworth
29. Wiggins, J. S. (Ed.). (1996). The Five-Factor Model of Personality: Theoretical
Perspectives. New York: Guilford Publications
30. Berk L. E. (2010): Child Development , Eighth Edition, PHI Learning Private Limited,
New Delhi.
31. Smith, E.E., Hoeksema, S.N., Fredrickson, B.L., Loftus, G. R., Bem D.J Maren, S Atkinson
& Hilgard (2003) Introduction To Psychology United States of America, Thomson &
Wadsworth.
32. Weiten W & Lloyd M. A. (2007): Psychology Applied to Modern Life – Adjustment in
the 21stCentury , Eighth Edition, Akash Press Delhi, Indian Reprint.
33. Parmeshwaran, E.G and Beena, C (2002) An Invitation to Psychology, Hyderabad,
India, Neel Kamal, Publications Private Limited.
34. Dash Muralidhar (2009) : Educational Psychology, Reprinted Deep & Deep
Publications Pvt Ltd
35. Skinner C. E, (2003): Educational Psychology, Fourth Edition, Prentice Hall of India
Private Limited, New Delhi.
36. Skinner C. E, (2003): Educational Psychology, Fourth Edition, Prentice Hall of India
Private Limited, New Delhi.
37. Woolfolk, A (2009) Educational Psychology, Ninth Edition Singapore, Pearson
Education Inc.
38. Bandura, A. (1977). Social Learning Theory. New York: General Learning Press.
39. Douglas J. Hacker,John Dunlosky, Arthur C. Graesser .(editors) (1998) Metacognition
in Educational Theory and Practice, Lawrence Erlbaum Associates. Mahwah, New
Jersey.
40. Douglas J. Hacker,John Dunlosky, Arthur C. Graesser .(editors) (2009) Handbook of
Metacognition in Education (Educational Psychology). Routledge, Taylor and Francis,
New York. .
41. Bobbi DePorter (2000): Learning Styles: A guide for Teachers and Parents, Learning
Forum Publications.
42. R. Riding (1998): Cognitive Styles and Learning Strategies: Understanding Style
Differences in Learning and Behavior. London, David Fulton Publishers
43. Robert J. Sternberg (2001): Perspectives on thinking, learning, and cognitive
styles,The educational psychology series Routledge publication.
44. Schmeck Ronald.R ( 1988): Learning Strategies and Learning Styles (Perspectives on
Individual Differences), Springer Publication
45. Schunk, D. H. (2007). Learning Theories: An Educational Perspective (5th Edition).
New York: Prentice Hall.
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46. Senge, P. M (1990) The Fifth Discipline. The Art and Practice of Learning
Organization, New York USA, Currency and Doubleday.
47. Sternberg, R.J (1999) Thinking Styles. London, Cambridge University Press.
48. Susan Capel, Marilyn Leask and Tony Turner (2005): Learning To Teach in the
Secondary School‐ A companion to School Experience 4th Edition, Routledge Taylor
And Francis Group
49. Harry Morgan (1997): Cognitive Styles and Classroom Learning. Westport, CT,
Praeger Publisher.
50. Pina Tarricone (2011) The Taxonomy of Metacognition. Britain, Psychology Press
51. John Dunlosky, Janet Metcalfe (2008): Metacognition ( 1st ed). Sage Publications, Inc
52. Thomas O Nelson ( 1992 ): Metacognition : core readings, Allyn & Bacon
53. Waters and Schneider (2009): Metacognition, Strategy Use, and Instruction. New
York: The Guilford
54. Tauber R, T. (1999): Classroom Management –Sound Theory and Effective Practice,
Third Edition Greenwood Publishing Group, Inc.Press

******

MED-103: HISTORY AND POLITICAL ECONOMY OF EDUCATION

Credits 4 64 Hours Marks 100 (70+30)

COURSE OBJECTIVES:
 Unit 1& 2 of the course aims at providing an exposure to the historical development
of the education system in India.
 Drawing from the historical perspectives, the course would attempt to provide an
understanding of the linkage between colonial political factors and forces which
shaped modern institutional development of education.
 Unit 3 of the course aims at providing an exposure to the political perspective and
transformative role of education.
 Drawing from the theoretical and philosophical perspectives, the course would
attempt to provide an understanding of the linkage between education, state and
democracy, role of education in citizenship building and in expanding the realm of
freedom, rights, claims and entitlements.
 Unit 4 of the course aims at providing an exposure to the issues of educational
planning in its political perspectives and methods, modes of educational planning
and issues in financing of education.

Unit 1: Colonial Education and its Impact (14 hours)

 Impact of British rule and English education on political, social, economic and the
cultural life of the Indian people.
 Understanding Orientalist and Utilitarian debate
 Nationalist critique of English education during pre-independence period.

Unit 2: Education after Independence (8 hours)

 The growth and Diversification in Education system after independence (with

reference to the issues i.e., tri-language formula, common school system, women’s
education)
 Subaltern critique of Nationalist education after independence.
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Unit 3: Conceptual and Theoretical Aspect of Educational Policy (16 hours)

 Educational policy and State: Relationship between education and state, non-neutrality of
the state with special reference to the works of Althusser, Bourdieu.
 Liberal and neo liberal perspectives of Educational policy
 Democratic Politics, Social Justice and Multi-cultural Inclusion in Education: Group
Diversity, Identity Claims and Politics of Inclusion in Education; Equity and Multi-
cultural Education;
 Rights Discourse in Education: Rights, Claims and Entitlements; Child Rights,
Educational Rights of Minorities and Disadvantaged Groups, and Affirmative Action
in Education.

Unit 4: Political Economy of Education (14 hours)

 Educational planning at Micro, Macro and Institutional levels.
 Approach to educational planning: The Social Demand Approach, Cost Benefit
Approach, Social Justice Approach and Manpower Planning Approach.
 Modes of Educational Planning: Projections of enrolment and Manpower forecasting,
Estimation of equity and regional imbalances of education.
 Manpower planning and manpower forecasting
 Investment in human capital and human resource development.
 Issues in financing of education, Federal financing.

TRANSACTIONAL STRATEGIES: Lectures, Seminars, Projects, Power Point Presentation,

Small Groups Interactions, Reading of Texts, Documents and policy analysis.

TESTS & ASSIGNMENTS: (12 hours)

 Two tests of 10 marks each. Marks of best out of two will be taken
 Two Assignments of 10 Mark each. Suggested List

SUGGESTED READINGS
1. Althusser, (1971). Ideology and Ideological State Apparatuses ‘Notes towards an
Investigation’. Lenin and Philosophy and Other Essays. New Left Books.
2. Apple, M.W. (2008). Can schooling contribute to a more just society? Education,
Citizenship and Social Justice, 3(3), 239–261.
3. Banks, James A. (ed.) (2009): The Routledge International Companion to Multicultural
Education, Routledge : New York.
4. Basu, A. N. (1947): Education in Modern India. Orient Book Co.: Calcutta.
5. Basu, Aparna (1972). Essays in the History of Indian Education. New Delhi: Concept.
6. Bourdieu, P. Cultural Reproduction and Social Reproduction. In Karabel, J. and
Halsey , A.H. (1997). Power and Ideology in Education. New York: Oxford University
Press.
7. बोर्दि यु ,पी. (2010). पूँजी के रूप( अनु ).योगेन्द्र दत्त ,र्िक्षा र्िमिि िर्ि ,12 अंक/2-3/ मार्ि-
जन ,2010)संयुक्ां क( .
8. दे िपां डे ,एस .ि यादि ,योगेन्द्र (2010) उच्च .र्िक्षा में आरक्षण( अनु ).दे ियानी, र्िक्षा र्िमिि ,
िर्ि 12 अंक/2-3/ मार्ि-जन ,2010)संयुक्ां क( .
9. Dewey, John (1996): Democracy and Education: An Introduction to the Philosophy of
Education (1966 ed.), New York: Free Press
10. Dharmpal (1983). The Beautiful Tree: Indigenous Indian Education in the Eighteenth
Century. Delhi: Biblia Impex.

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11. Drèze, J., and A.K. Sen (1995). Basic Education as a Political Issue, Journal of
Educational
12. Planning and Administration 9 (1) (January): 1-26.
13. Ghosh, S .C. (2007): History of Education in India. Rawat Publication: New Delhi.
14. Hammarberg, T. (1997): A School for Children with Rights, Innocenti lectures,
UNICEF, Florence: Italy
15. Harber, Clive and Vusi Mncube (2012): Education Democracy and Development: Does
Education Contribute to Democratisation in Developing Countries? Symposium Books:
Oxford.
16. Kumar, Krishna (1987): Political Agenda of Education, Sage: New Delhi.
17. Kumar, Krishna and Oesterheld, J (ed) (2007). Education and Social Change in South
Asia. Hyderabad: Orient Longman.
18. Kumar, Krishna (2014): Politics of Education in Colonial India, Routledge: New
Delhi.
19. Mookerji, Radha Kumud (1940): Ancient Indian Education. Motilal Banarsidass:
Varanasi.
20. Naik, J.P. (1975): Equality, Quality and Quantity. The Elusive Triangle in Indian
Education. Allied: Bombay.
21. Narulla, S and J.P.Naik (1962): A Student’s History of Education in India, 1800-1961:
Calcutta.
22. Sharma, R.N. and R. K .Sharma (2004): History of Education in India. Atlantic
Publishers: New Delhi.
23. Stevenson, Nick (2011): Education and Cultural Citizenship, Sage Publications: Los
Angeles
24. थॉमस ,ई .िाईसकौप्फ़. (2010) भारत.में उच्च र्िक्षा में प्रिेि पर आरक्षण का प्रभाि( अनु ).प .
या .कुििाहा ,र्िक्षा र्िमिि ,िर्ि 12 अंक/2-3/ मार्ि-जन ,2010)संयुक्ां क( .

MED-104: FUNDAMENTALS OF EDUCATIONAL RESEARCH

Credits 4 Hours: 64 Marks 100(70+30)

COURSE OBJECTIVES
After undergoing this course the students will be able to:-
1. Identify a research problem and develop research questions.
2. Write a review of the literature and draw meaningful inferences.
3. Explain and describe the meaning of Scientific Method, Scientific Inquiry, Paradigm, Theory and their
implications for educational research.
4. Describe characteristics of philosophical, psychological and sociological research paradigms as they
apply to educational research.
5. Explain and adopt different strategies of research to solve educational problems.
6. Write scientific reports and research papers.
7. Acquire skills for evaluating and critiquing research in a meaningful way
COURSE CONTENT
UNIT- I: Understanding Research (6 Hours)
 Research Paradigm in Education: Positivist and Non-positivist approaches of Educational Research.
 Nature and sources of knowledge. Scientific method of inquiry and its role in knowledge generation.
 Meaning and nature of research, its need and purpose.
 Fundamental, applied and action research.
 Scope of educational research.

UNIT - II: Formulation of Research Problem (6 Hours)

 Criteria and sources for identifying the research problem.
 Characteristics of a good research problem.
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 Reviewing Literature and Writing the rationale for any research problem based on review.
 Delineating and operationalizing variables.
 Setting objectives of the study: primary, secondary and concomitant.

UNIT -III: Developing assumptions and hypotheses (6 Hours)

 Meaning and difference between assumptions, postulates and hypotheses.
 Nature and types of hypotheses: their sources.
 Characteristics of good hypotheses
 Role of hypotheses in theory building.
 Hypothesis testing

UNIT-V: Sampling (6 Hours)

 Concept of population and sample.
 Sample frame, units of sampling.
 Determiners of sample size.
 Various methods of probability and non-probability sampling.
 Characteristics of a good sample.
 Sampling errors and how to reduce them.

UNIT- VI: Quantitative Research (10 Hours)

 Descriptive research.
 Survey Research (Status, Type I and Type II surveys).
 Ex-post facto research.
 Experimental Research (Laboratory and field Experiments).

UNIT- VII: Qualitative Research (10 Hours)

 Case studies
 Ethnographic studies.
 Content Analysis
 Phenomenological research and naturalistic inquiry.
 Historical research.
 Meta analysis and Policy research

UNIT- VIII: Writing Research Proposals (5 Hours)

 Formats, style and essential elements of research proposals for doctoral degrees and a Research
Report.
 Writing References in research reports
 Steps in writing a research paper

TRANSACTIONAL STRATEGIES: Lectures, Seminars, Projects, Power Point Presentation, Small Groups
Interactions, Reading of Texts.

TESTS & ASSIGNMENTS: (15 Hours)

 Two tests of 10 marks each. Marks of best out of two will be taken
 Two Assignments of 10 Mark each. Suggested List:
-Writing a Research proposal with the following:
1. Title Page.
2. Abstract
3. Table of Contents
4. Introduction (including Statement of Problem, Purpose of Research, and Significance of
Research)
5. Background (including Literature Survey)
6. Description of Proposed Research (including Method or Approach)
7. Description of variables and constructs
8. List of References
9. Budget
 Writing a critique of 2 research articles (one qualitative and one quantitative).of about 500 words
each.
The critique should address the following
1) Describe the research question(s) and hypotheses/assumptions. Are they clear?

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2) Does the review of the literature establish the relationship between previous studies and the
current one? How well does the literature review argue for the importance of the current research?
How?
3) Is the method of selecting participants clear and appropriate? Why or why not? Could the sample
have influenced the results?
4) Describe the design that was used. Is it appropriate for the question(s) under study? Why or why
not? Describe another design that could have been used to address the question(s). For the
qualitative article, how would you design a quantitative study to address the question(s)? For the
quantitative article, how would you design a qualitative study to address the question(s)?
5) Describe the procedure that was used. Is it appropriate for the question(s) under study? Why or
why not? Describe another procedure that could have been used to address the question(s).
6) What are the major findings of this study?

SUGGESTED READING:
1. Mouley, George J.: The Science of Educational Research.
2. Kerlinger, Fred N. : Foundations of Behavioural Research.New Delhi: Surjeet Publications.
3. Keeves, John P. (Ed.) : Educational Research, Methodology and Measurement : An International
Handbook.
4. Best, John W. : Research in Education
5. Good, C.V. : Introduction to Research.
6. Dalen, Deobold B. Van : An Introduction to Educational Research.
7. Garrett, H.E. : Statistics in Education and Psychology.
8. Guilford, J.P. : Fundamental Statistics in Psychology and Education.
9. Verma, M. : An Introduction to Educational and Psychological Research.
10. Myros J.K. : Fundamentals of Experimental designs.
11. Fisher, R. : Designs of Experiments.
12. Johnson, B. & Christensen, L. Educational Research: Quantitaive, Qualitative and Mixed
Approaches.New Delhi: Sage Publication.
13. Mc Burney,D.H & White ,T.L(2007). Research Methods,7 th Ed. Delhi: Akash Publication.
14. Ary,Donald,Jacobs,L.C., Sorenson ,Chris(2010). Introduction to Research in Education.Canada:
Cengage Learning.
15. Bailey,C.A.(2007). A Guide to Qualitative Field Research. California: Pinus Forge Press.
16. Kothari,C.R.(). Research methodology
17. Cohen,Louis & Manion,Lawrence(1994). Research Methods in Education (4 th ed). London:
Routledge Falmer.
18. Van Dalen,D.B. & Meyer,W.J..(1962). Understanding Educational Research – An Introduction.New
York: McGraw-Hills Books Publication.
19. Koul, Lokesh (1997). Methodology of Educational Research. (3rd revised edn). New Delhi: Vikas
Publishing House.
20. Travers, Robert M.W. (1958). An Introduction to Educational Research. New York: Macmillan.
21. Denzin, Norman K. and Lincoln, Y.S.(eds). Handbook of Qualitative Research.New Delhi: Sage
Publications.
22. Patton, Michael Quinn (1982). Qualitative Evaluation Methods.London: Sage Publication.

******

MED-105: EDUCATIONAL TECHNOLOGY AND ICT

Credits 4 64 Hours Marks 100 (70+30)

COURSE OBJECTIVES
1) To enable the learner to understand the role of educational technology in education
2) To acquaint the learner with the challenges and opportunities emerging in integrating new
technology in Educational process.
3) To enable the learner to understand ICT and its applications in Education
4) To make the learner familiar with new trends, techniques in education along with e-learning.
5) To enable the learner to become a good practitioner of Educational technology and e-learning.

UNIT- I: CONCEPT OF EDUCATIONAL TECHNOLOGY (6 Hours)

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 Educational Technology: Concept, Definition, Scope & Significance
 Approaches and Types of Educational Technology. (Teaching Technology, Instructional
Technology, Behavioral Technology and Instructional design).

UNIT –II: MODELS OF TEACHING (7 Hours)

 Models of teaching: Meaning, Elements, and families of models
 Developmental Model
 Concept Attainment Model
 Advance Organizer Model
 Non Directive Learning Model

UNIT- III: COMMUNICATION PROCESS (6 Hours)

 Communication Process: Concept, nature, process, and models
 Classroom communication
 Barriers to Communication

UNIT - IV: INFORMATION AND COMMUNICATION TECHNOLOGY (9 Hours)

 Information Communication Technology: meaning, nature and advantages
 ICT mediated Communication: Using the Internet in Teaching-Learning
 ICT Tools: Synchronous & Asynchronous
 E-learning: concepts, types, characteristics, advantages and limitations

UNIT- V: TEACHING PROCESS (6 Hours)

 Modification of Teacher Behaviour: Simulation, Microteaching
 Multimedia approach to Teaching

UNIT- VI: DESIGNING INSTRUCTIONAL SYSTEM (6 Hours)

 Task Analysis
 Formulation of instructional objectives
 Types of Instructional design

UNIT –VII: STYLES AND PROCESS OF PROGRAM INSTRUCTION (8Hours)

 Origin and types – linear, branching
 Development of program instructional material
 Computer Assisted Instruction

UNIT- VIII: EMERGING TRENDS IN EDUCATIONAL TECHNOLOGY (6 Hours)

 Distance education, Open learning system
 Evaluation and Educational Technology
 Recent trends of Research in Educational Technology and its future with reference to Education.

TRANSACTIONAL STRATEGIES: Lectures, Seminars, Projects, Power Point Presentation, Small Groups
Interactions, Reading of Texts.

TESTS & ASSIGNMENTS: (10 Hours)

 Two tests of 10 marks each. Marks of best out of two will be taken
 Two Assignments of 10 Mark each. Suggested List:
- Preparing a written report on a visit to any one of the following:
a. Radio station
b. Doordarshan Kendra
c. Gyan Vani Kendra
The report should include the description of the complete process of broadcast/telecast of
educational Programs
- Preparing any one of the following:
d. Program Instruction material
e. Computer Assisted Instruction material.

SELECTED READINGS
1. Alberto, P.A. & Tontman, A.C. (1986). Applied Behaviors Analysis for Teachers.
2. London: Merrill Publishing Co.
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3. Das, R.C (1992) Educational Technology: A Basic Text. New Delhi : Sterling
4. Dececco. J.P. (1964) Educational Technolgy, New York: HRW
5. Joyce, B. & Others (1992) Models of Teaching New York: Holt, Rinehart & Winston.
6. Mukhopadhyaya, M, Educational Technology Year Book from 1988.
7. Rao. V. (1991) Educational Technology. Delhi: Himalayan Publishing House
8. Sampath, K Etal (1990) Educational Technology. New Delhi : Sterling.
9. Sharma. RA. (1983) Technology of Teaching. Meerut, International.
10. Shelly, Cashman, Gunter and Gunter Integrating Technology in the classroom, publication by
Thomson course technology
11. Essentials of Educational Technology, Madan Lal, Anmol Publications
12. Online Teaching Tools and Methods, Mahesh Varma, Murari Lal & Sons
13. Education and Communication for development, O. P. Dahama, O. P. Bhatnagar,
14. Oxford &IBH Publishing company, New Delhi
15. Information and Communication Technology, N. Sareen, Anmol Publication
16. Communication and Education, D. N. Dasgupta, Pointer Publishers
17. e-learning a Guidebook of principals, Procedures and practices, Son Naidu, Commonwealth of
Learning, Commonwealth Educational Media Centre for Asis
18. Education and Communication, O. P. Dham

Semester – II

MED-201: SOCIOLOGY OF EDUCATION

Credits 4 Hours 64 Marks 100 (70+30)

COURSE OBJECTIVES
1. To acquaint students with sociological perspectives and concepts that deal with key
aspects of social reality relevant to the study of education.
2. To enable students to understand how the ‘Education’ is embedded in social
structure and culture;
3. To enable students to understand education as a social institution and its complex
linkages with other major social institutions.
4. To enable students to understand educational problems and issues related to
educationally excluded / disadvantaged groups, deriving out of intersections of
gender, caste, class, culture, ethnicity, disability.
5. To enhance capacities of students for the critical evaluation of the role of education
in social change and for sociological reflection on educational issues.

UNIT I: Introduction (8 Hours)

 Definition and scope of Sociology of Education

 Interrelationship between sociology and education
 Studying Education as a Social Institution its Historical Evolution and Contemporary
Forms.

UNIT II: Social Structure and Education (6 Hours)

 The Concept of Social Structure.

 Theoretical perspectives on education as a social system: Structural-Functional
School, Conflict School

UNIT III: Education and Social Stratification (14 Hours)

 Conceptualizing Social Stratification: Social Differentiation and Social Inequality

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 Forms and Bases of Social Stratification: Caste, Class, Gender, Race, Ethnicity and
Disability
 Explaining Inequality: Functional, Conflict, Critical perspectives on the relationship
between education and inequality
 Social Mobility: concept, types; relative and absolute social mobility, role of
education in social mobility
 Education as a Mechanism of Selection, Exclusion, Control and Reproduction in the
context of educational situation of deprived sections and minority.

UNIT IV: Cultural Identity and Hegemony in Education (12 Hours)

 Culture, Power, Knowledge and Education

 Ideology, Hegemony and Curriculum; the Hidden Curriculum and nature of Conflict
 Role of Culture in Identity Formation,
 Cultural Diversity and Education: multi-cultural education

UNIT V: Education and Social Change (12 Hours)

 The Concepts of Social Change, Assessing the Role of Education in Social Change

 The Complex Interplay between Education and Social Change; Education for Planned
Change and social harmony.
 Education as an intervention for Social Transformation: Critical Pedagogy

TRANSACTIONAL STRATEGIES: Lectures, Seminars, Projects, Power Point Presentation,

Small Groups Interactions, Reading of Texts.

TESTS & ASSIGNMENTS:

(12 Hours)
 Two tests of 10 marks each. Marks of best out of two will be taken
 Two Assignments of 10 Mark each. Suggested List:
- Critically evaluate the role of social capital in your own educational journey.
- In Indian social context chances to complete elementary education successfully
heavily depends on individual’s class, caste, and gender. Critically evaluate this
statement in terms of the status of elementary education.
- Write at least five hidden curricular practices of any educational institution you
have attended with support hegemony.

SUGGESTED READINGS
1. Acharya, P., (1987). Education: Politics and Social Structure. In Ghosh. R. and
Zachariah, M. (eds.). Education and the Process of Change. New Delhi: Sage. pp. 64-79
2. Acharya, Poromesh, (1988). Is Macaulay Still Our Guru? Economic and Political
Weekly, Vol. XXIII, No. 22. May 28. pp. 1124-1130.
3. Aikara, J., (1994). Sociology of Education. Indian Council of Social Sciences Research,
New Delhi
4. Althusser, (1971). Ideology and Ideological State Apparatuses ‘Notes towards an
Investigation’. Lenin and Philosophy and Other Essays. New Left Books.
5. Annamalai, E., (2001). Managing Multilingualism in India: Political and Linguistic
Manifestations. New Delhi: Sage Publications.
6. Apple, Michael, (1979). Ideology and Curriculum. London: Routledge & Kegan Paul.
7. Apple, M.W., (1988). Teaches and Texts: A Political Economy of Class and Gender
Relations in Education. New York: Routledge.
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8. Bona, J. E. Di., 1973. Change and Conflict in the Indian Unversity. Lilavati Publishing
House: Bombay
9. Gore, M. S., 1995. Indian Education: Structure and Process. Jaipur: Rawat
Publications.
10. Ilaiah, K. (1996). Why I am not a hindu: A sudra critique of hindutva philosophy,
culture and political economy. Samya Publications: Kolkata.
11. Kumar, Krishna, 1989. Social Character of learning. New Delhi: SAGE.
12. Kumar, Krishna, 1991. Political Agenda of Education: A study of Colonialist and
Nationalist Ideas. SAGE: New Delhi
13. Kumar, K., 1983. Educational experience of scheduled castes and tribes. Economic
and Political Weekly, Vol. -17 No.36-37 Sept. 3-10
14. Nambissan, G.B. (2009). Exclusion and discrimination in schools: Experiences of dalit
children. Indian Institute of Dalit Studies and UNICEF
15. िुक्ल ,एस .सी .और कुमार ,के(,.संपा ).२००८ .र्िक्षा का समाज िास्त्रीय सन्दभि ( .अनु ).एम .सी .
डोर्नया .ग्रन्थ र्िल्पी :नई र्दल्ली .
16. कुमार ,के ,.१९९८ .िैर्क्षक ज्ञान और िर्िस्व .ग्रन्थ र्िल्पी :नई र्दल्ली .
17. कुमार ,के .2007 ,.मेरा दे ि तुम्हारा दे ि– भारत और पार्कस्तान के स्कली इर्तहास में स्वतंत्रता
संघर्ि .राजकमल प्रकािन :नई र्दल्ली .
18. तेत्सुको ,के ,.२०११ .तोत्तो र्ान( .अनु ).प .या .कुििाहा .नेिनल बुक ट्र स्ट ,नई र्दल्ली .
19. सदगोपाल ,अ ,.२००९ र्िक्षा में बदलाि का सिाल .ग्रन्थ र्िल्पी :नई र्दल्ली .
20. िानिर ,अ .सी ,.१९९६ .अध्यापक( .अनु ).प .या .कुििाहा .ग्रन्थ र्िल्पी :नई र्दल्ली.
21. होल्ट ,जे ,.२००२ .बच्चे असफल कैसे होते हैं ( ?अनु ).प .या .कुििाहा .एकलव्य प्रकािन : भोपाल
22. दोिी ,एस .एल ,.और जैन ,पी .सी .२००९ .प्रमुख समाज िास्त्रीय र्िर्ारक .राित पब्लिकेिन :
जयपुर

******

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MED-202: CURRICULUM STUDIES

Credits: 4 Hours: 64 Marks:100 (70+30)

COURSE OBJECTIVS:
The student teacher will be able to-
i- Be acquainted with basic concept of curricular content of various courses and its contribution to
education.
ii- To develop understanding of basic principles of curriculum design and construction.
iii- To develop and evaluate a model curriculum when required.
iv- Be oriented towards latest issues, trends and researches in area of curriculum construction.

Unit-I: Basics of curriculum. (10 hours)

 Concept and meaning.
 History of curriculum development.
 Theories and procedures.

Unit-II: Determinants of Curriculum development (10hours)

 Philosophical
 Sociological
 Psychological
 Discipline Oriented

Unit-III: Curriculum Designing (10hours)

 Principles and approaches of design- Subject-centred; environmentalist (incorporating local
concerns); behaviourist; competency-based (including 'minimum levels of learning'); learner-centred
and constructivist
 Models, Categories and types(: Core curriculum—significance in Indian context
 Meaning and concerns of 'hidden' curriculum)

Unit-IV: Curriculum Construction and Evaluation (10hours)

 Planning
 Analyzing
 Implementation
 Evaluating the curriculum-Formative,Summative

Unit-V Curriculum Transaction (8hours)

 Requirement for curriculum transaction (Duration, Intake, eligibility, content, human resource and
infra structural facilities.)
 Various approaches, methods and media (print, electronic) for curriculum transaction.

Unit-VI: Issues, Trends and Recent Researches in area of curriculum planning (6 hours)
 Curriculum at different levels: National-level; state-level; school-level; class-level and related issues
(Connections, relations and differences)
 Latest curriculum reforms,
 Need for a new curriculum.

TRANSACTIONAL STRATEGIES: Lectures, Seminars, Projects, Power Point Presentation, Small Groups
Interactions, Reading of Texts.

TESTS & ASSIGNMENTS: (10 Hours)

 Two tests of 10 marks each. Marks of best out of two will be taken
 Two Assignments of 10 Mark each. Suggested List:
- Analyze the secondary school curriculum of any school subjects. Find out whether the curriculum
requires any updating. It ‘yes’ suggest appropriate measures to be taken in this regard; if ‘no’ justify
giving reasons.
- Make a comparative analysis of the curriculum of different boards keeping in view educational
objectives content, transaction methodologies, Co-curricular activities and evaluation techniques.
Comment, with justification on their relative suitability in the light of contemporary needs of
society.
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- Critical Appreciation of any one dimension of National Curriculum Framework – 2005and
suggestion for a need of a New Curriculum Framework.
- Analysis of curricular material with reference to gender sensitivity, integration of environmental
concerns

SUGGESTED READING:
1. Aggarwal, Deepak (2007): Curriculum development: Concept, Methods and Techniques. New Delhi.
Book Enclave.
2. Aggarwal J.C. (1990) Curriculum Reforms in India: World Overview, Doaba House, New Delhi.
3. Diamond Robert M. (1986) Designing and Improving Courses in Higher Education: A Systematic
Approach, California, Jossey-Bass Inc. Publication.
4. Arora G.L. (1998) Curriculum and Quality in Education, NCERT, New Delhi.
5. Joseph, P.B. et al; (2000): Cultures of Curriculum (studies in Curriculum Theory). New York. Teacher
College Press.
6. Maitreya Balsara (2004) Principles of Curriculum Construction, Kanishka Publishers, New Delhi.
7. Marlow Ediger&DigumartiBhaskar (2006) Issues in School Curriculum, Discovery Publishing House,
New Delhi.
8. Mohd. Sharif Khan (2004) School Curriculum, APH, New Delhi.
9. NCERT (2005). National Curriculum Framework-2005, NCERT, Sri Aurobindo Marg, New Delhi.
10. NCERT (1999 & 2000) Special Issue on Curriculum Development Vol. I & II, Journal of Indian Education.
11. Oliva, Peter F. (1988) Developing the Curriculum. Scott, and Foresman and Co.
12. Ornstein A.C &Hunkins F.P. (1993) Curriculum Foundations: Principles and Issues, Allen & Bacon
Boston.
13. Reddy, B. (2007): Principles of curriculum planning and development.
14. S.R. Vashisht (2005) Curriculum Construction, Anmol Publishers, New Delhi.
15. Venkataiah, N. (2008). Curriculum innovations for 2000A.D. New Delhi: APH Publishing Corporation.
16. Wiles, J.W. & Joseph Bondi (2006): Curriculum Development: A Guide to Practice. Pearson Publication

*******

MED-203: TOOLS AND TECHNIQUES OF DATA ANALYSIS

Credits 4 Hours: 64 Marks 100(70+30)

COURSE OBJECTIVES
After undergoing this course the students will be able to:-
1. Develop various types of research tools for data collection.
2. Develop an understanding of principles of quantitative and qualitative research methods
3. Develop an understanding of principles of data analysis and interpretation
4. Develop the vision to carry out qualitative and quantitative research.
5. Apply important qualitative and quantitative statistical techniques for analyzing and interpreting
research data.
6. Use computers to code and analyze data.

COURSE CONTENT

UNIT- I: Types of research tools: their development and uses. (12 Hours)
 Basics of Behavioral Measurement: Concept, scope and need,
 Characteristics of a good research tool: Reliability, Validity and Norms
 Questionnaires, Interviews and observation schedules as tools of research.
 Tests: Aptitude, Achievement and Projective and non-projective tests,
 Norm-referenced and criterion-referenced tests
 Scales: Rating scales, Attitude scales., Semantic Differential, Q Methodology
 Socio-metric techniques.

UNIT- II (7Hours)
 Nature of educational data: Quantitative and Qualitative.
 Organization and analysis of qualitative data.
 Approaches to Qualitative data Analysis
 Organization and presentation of quantitative data.

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UNIT-III (8 Hours)
 Normal Probability Curve and its Applications
 Inferential statistics: Standard errors, confidence limits
 Hypothesis testing- type I and type II errors.
 Test of significance, two tailed and one tailed tests.
 Parametric and Non Parametric Test: Concept and Assumptions

UNIT-IV: Research Design (6 Hours)

Simple Random Design, Quasi-Experimental, Level X Treatment Design, Factorial design, Latin Square
Design

UNIT-V: Univariate and Bivariate Analysis (7 Hours)

 The t-test.
 The F-test - ANOVA
 Chi Square Test.
 Mann–Whitney U test
 Median Test
 The Goodness of Fit.
 Kruskal-Wallis H Test

UNIT- VI: Multivariate Analysis (10 Hours)

 The ANCOVA
 Principal component analysis, Factor Analysis
 Correlational Analysis- Biserial, point biserial, tetrachoric and phi-coefficient, Product moment,
partial and multiple correlations.
 Regression and prediction
 Discriminant analysis

UNIT -VII (4 Hours)

 Overview of computer software for data analysis
 Coding of data and Data entry in various computer software (Microsoft Excel, SPSS)

TRANSACTIONAL STRATEGIES: Lectures, Seminars, Projects, Power Point Presentation, Small Groups
Interactions, Reading of Texts.

TESTS & ASSIGNMENTS: (10 Hours)

 Two tests of 10 marks each. Marks of best out of two will be taken
 Two Assignments of 10 Mark each. Suggested List:
-Write a Review Paper for dissertation.
-Development of an appropriate Research Tool

SUGGESTED READING:
1. Mouley, George J.: The Science of Educational Research.
2. Kerlinger, Fred N.: Foundations of Behavioural Research.
3. Keeves, John P. (Ed.): Educational Research, Methodology and Measurement : An International
Handbook.
4. Best, John W. : Research in Education
5. Good, C.V.: Introduction to Research.
6. Dalen, Deobold B. Van: An Introduction to Educational Research.
7. Garrett, H.E.: Statistics in Education and Psychology.
8. Guilford, J.P.: Fundamental Statistics in Psychology and Education.
9. Verma, M.: An Introduction to Educational and Psychological Research.
10. Myros J.K.: Fundamentals of Experimental designs.
11. Fisher, R.: Designs of Experiments.
12. Asthana, H.S. & Bhushan, B.: Statistics for Social Sciences. Prentice Hall of India (2007)

******

MED-204: EDUCATIONAL SYSTEMS’ STUDIES

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Credits 4 64 Hours Marks 100 (70+30)

COURSE OBJECTIVES:
This course aims to help students to
1. Encompass education as social phenomena, practice and field of study.
2. Orient the students to the institutions, systems and structures of education in India and world
3. Understand the contemporary concerns of education policy and practice

Unit-1: General Perspective (12 hours)

 Education as a Discipline: Characteristics and Criteria. Education as a Process
 Interdisciplinary nature of education: its Relationship with other disciplines Viz Philosophy,
Sociology and Psychology, Political Economy
 Factors determining the educational system of a Country
 Teacher Education as Professional discipline
 Role of teacher in the educative Process

Unit-2: Educational Systems (10 hours)

 Development of Institutional Education Systems-historical perspectives
 Class vs. Mass education
 Challenges of mass education with special reference to India
 Equality, Quality and Quantity- The Elusive Triangle in Indian Education.

Unit-3: Principles and Methods of Comparative Education (12 hours)

 Definition, aim, scope and importance of Comparative Education.
 Growth and development of the science of Comparative Education.
 Approaches to the study of Comparative Education: Historical, Philosophical, Statistical and
global/cross-cultural.
 New research trends, innovations and problems in Comparative Education.

Unit-4: Comparative Study of Specific Educational Themes and Systems in Selected Countries.
(18 hours)
comparative survey of major educational innovations and changes in selected countries 2, illustrating
general similarities and differences, with emphasis on Indian educational perspectives and problems
in the context of the emerging global economy.
 Organization and problems of Elementary, Secondary and University education with reference to
U.K. and U.S.A.
 Organization and problems of Teacher Education, Technical Education and Vocational Education
with reference to Japan.
 Philosophy, organizational pattern and type of adult and social education, with special emphasis
on the developing countries in relation to their specific cultural milieu.
.
TRANSACTIONAL STRATEGIES: Lectures, Seminars, Projects, Power Point Presentation, Small Groups
Interactions, Reading of Texts, documents and policy analysis..

TESTS & ASSIGNMENTS: (12 hours)

 Two tests of 10 marks each. Marks of best out of two will be taken
 Two Assignments of 10 Marks each. Suggested list

SUGGESTED READINGS:
1. Banks, J.A. (1994a) An introduction to multicultural education. Boston: Allyn & Bacon.
2. Banrs, J.A(1996); Cultural Diversity and Education: Foundations Curriculum and Teaching(4th ed)
Borton, Alynand, Becon.
3. Boyle, E (1971) Politics of Education, Harmonds worth Penguin
4. Bruner,J.S (1996), Culture of Education, Cambridge, M.A: Harward University Press.
5. Cherry A. McGee Banks and Banks, J.A. Equity Pedagogy: An Essential Component of Multicultural
Education Theory into Practice, Vol. 34 (3)

2 Selected countries within the specified Units will include : India, Bangladesh, Japan, U.K. and U.S.A
.

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6. Colman, H.S (1965) Education and political Development, Princeton, N.J, Princeton University
PressDearden, R.F (1984) Theory and Practice in Education, Routledge & Kegan & Pual.
7. Dewey, J. (1996) Democracy and Education: An Introduction into Philosophy of Education, New York,
The Free Press.
8. Eugene F. Provenzo, Jr. (2009). Encyclopedia of the Social and Cultural Foundations of Education, SAGE
Publications, Inc.
9. Freire, Paulo (1993); Pedagogy of the oppressed, New rev. 20th-Anniversary ed. New York:
Continuum.
10. George D Spindler (Edt)(1987). Education and Cultural Process: Anthropological
Approaches, Waveland Pr Inc.
11. Goswami, M (2014); Principles & Foundations of Education, Lakshi Publications, New Delhi.
12. Haq, E. (1981) Education and Political Culture in India, Sterling Publishers, New Delhi.
13. Hans, N.L. (……..). Comparative Education.
14. Kumar, Krishna and Oesterheld, J (ed) (2007). Education and Social Change in South Asia. Hyderabad:
Orient Longman.
15. Kumar, Krishna (2014): Politics of Education in Colonial India, Routledge: New Delhi.
16. Mathepon, David(2004): An Introductin to the Study of Education(2nd Edition), David Fulton Publish
17. McNay, I & Ozga, J. (1985) Policy Making in Education, Oxford, Pergamon press.
18. Naik, J.P. (1975): Equality, Quality and Quantity. The Elusive Triangle in Indian Education. Allied:
Bombay.
19. Narulla, S and J.P.Naik (1962): A Student’s History of Education in India, 1800-1961: Calcutta.
20. Pathak, R.P(2012); Philosophical and Sociological principles of Education, Pearson Education, New
Delhi.
21. Ravi, S.S (2011); A Comprehensive Study do Education PHI Learning Pvt Ltd, New Delhi.
22. Rudolph, S.H & Rudolph,L.L.(Eds) (1972) Education and Politics in India, Oxford University Press,
23. Satya Pal Ruhela, (1999). Socialogy of Education, Associated Publishers., New Delhi
24. Sodhi, T.S. (2007). Textbook of Comparative Education. Vikas Publishing, Noida.
25. Varsheny, U. (1983) Education for Political Socialisation, Meenaksi Prkashan, Meerut.
26. Sharma, Rajesh R.(2012) Philosophical and sociological foundations of Education, A. P. H. Publishing
Corporation,New Delhi.

*******

MED-205: ACADEMIC WRITING AND COMMUNICATION SKILLS

Credits-2 64 Hours MARKS -50(35+15)

OBJECTIVES:
This paper will have the following objectives:
1. To enable the students to understand and develop a good academic writing style
2. To enhance their ability to listen, converse, speak, present, explain and exposit ideas in groups and
before an audience
3. To train them in effective presentation styles using available ict resources.

TRANSACTIONAL STRATEGIES
The transaction will involve workshops to address the following aspects of Academic writing and
Communication skills
 Write formal letters / covering letters
 Different kinds of writings and writing styles
 Essential features of good academic writing
 Academic sources and their referencing: Citing a source, paraphrasing and acknowledging the source
 Editing one’s own writing
 Making an effective presentation

Modality of the Workshops

Each workshop session will consist of
 Orientation
 Practice and Assignment
 Presentation related to the aspects of Academic writing and Communication skills mentioned above
Assignments
A. Any one of the following:
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1. Annotated Bibliography
2. Review of Book and research Paper
B. Writing an empirical research paper and Preparing a PowerPoint presentation based on the paper
C. Seminar presentation using ICT resources
Evaluation (50 marks)
15, 15, 20 marks for participation, assignments (A and B) and Seminar respectively.

******

MED-206: SELF DEVELOPMENT

Credits-2 Hours- 64 Marks- 50 (35+15)

Objectives:
This paper will have the following objectives:
1. To develop a holistic and integrated perspective about oneself –the self as a person and as a
professional.
2. To develop sensibilities, dispositions, and skills that will later help them in facilitating the personal
growth
3. To develop social relational sensitivity and fair, tolerant and just perspectives about various issues.
4. To develop effective communication skills, including the ability to listen and observe
5. To build resilience within to deal with conflicts at different levels to ensure mental and physical
wellbeing
6. To develop the habit to inculcate in self reflection leading to self development

Content:
S.No. Aspect Sessions/ duration
1. Mental and Physical Well being: 4 sessions 8hours
This dimension has been devoted to the mental (emotional),  Life and well being
physical and spiritual wellbeing of the individual and aspects of Life  Mental & physical well
satisfaction. It shall involve interventions of Music and Yoga for a being
wholesome life that helps the individual to be happy, healthy and  Yoga for better living
content.  Music for well being and
Detoxifying the mind, building positive attitudes, de-stressing and channelizing emotions
relaxation through Music and yoga.

2. Disability and Psychosocial Dimensions of Exclusion/ Inclusion: 4 sessions 8hours

This dimension is devoted to developing the right perspectives
towards exclusion in educational settings; towards people who are
disadvantaged due to certain disabilities; towards those who are
marginalised.
It shall also involve discussions on the psychosocial dimensions of
Exclusion/ Inclusion, on citizenship and related rights & duties,
certain ethical issues and issues of tolerance and mutualism with the
aim of building the right mindset of a fair & just individual with a
wider perspective (a true global citizen)
3. Gender and Education: 4 sessions 8hours
This dimension aims to address gender issues in education and
develop gender lens among students to analyse pedagogical,
curricular and educational ethos. They will be able use gender as a
basic analytical category to analyse self, society and its relation with
gendered identity.
4. Professional Self development: 4 sessions 8 hours
This dimension involves
- Identifying one’s strengths, weaknesses, skills, attitudes and
thereby becoming self aware.
-Identifying goals: (related to) Academics, career, family,
community, health, recreation etc.,
-defining the road map: strengths required, weaknesses to be
overcome and time frame for achieving these goals. (where do I see
myself - 5 years from now, 10 years from now, 20 years from now)
-creating one’s own customised personal development program to
nurture and develop oneself to one’s highest potential.
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In addition, issues of ethics, academic integrity, accountability and

professional values will also be covered.

Transactional Modality
The course will be transacted in Workshop mode with 16 sessions of two hours duration per session,
wherein the four broad dimensions mentioned above will be covered.
Each dimension will be covered in 4 sessions of two hours each.
1st session: Orientation, exposition, readings, film screening, playing audio tracks etc.
Subsequent sessions: discussions, reflections and related writing.
Different Faculty members will be dealing with each dimension. As per the requirement the course,
teachers shall provide readings, case-studies, videos, films and opportunities for group discussions
and practices.
Each dimension will also have assignments (covering 32 hours) for reflection, composition or report
writing which the students will have to complete and submit to the teacher dealing with the
dimension.
Evaluation (50 marks)
10 marks for participation and (4X10) 40 marks for the assignments.

SUGGESTED READINGS:
To be supplied by the concerned teachers as and when required.
1. Berne, Eric. 1962, Games People Play: The psychology of human relationships, Carmel, California.
2. Bly, Robert. W. Time Management: Make Every Second Count. Jaico Publishing House. India.
3. Bolles, Richard. Nelson. 2008, What Color is your parachute: A Practical Manual for Job-hunters and
Career-Changers. Simon and Schuster (Aus) ISBN 9781580087278.
4. Covey, Stephen. R. 1989, The 7 Habits of Highly Effective People: Powerful Lessons in Personal Change.
15th Anniversary Edition (2004.) ISBN 1-4165-0249-1. Simon & Schuster UK Ltd. Africa House, 67-74
Kingsway, London WC2B6AH.
5. Elgin, Suzette. Haden.1997. How to disagree without being disagreeable. John Wiley &Sons, Inc.
Professional, reference and Trade Group 605 Third Avenue, New York, N.Y. 10158-0012.
6. Harris, Thomas. A. 1995, I’m OK- You’re OK. Arrow Books, Cox& Wyman Ltd, Reading, Berkshire.
7. Sharbuno, Jeanne. 52 Ways to Live Success. Jaico Publishing House. India
8. Singh, S.K. (2008). Becoming a Teacher. Varanasi: Amrit Prakashan
9. Sullivan, Debra. R. 2006, Learning to Lead: Effective Leadership Skills for Teachers of Young Children
(Redleaf Press Series) ISBN-10: 0131727907, 13: 9780131727908. Merrill Publishers.

SUGGESTED VIDEOS
1. Jill Bolte Taylor 2008: My stroke of insight. Available at http://www.ted.com/playlists/219
/10_talks_you_won_t_be_able_to
2. Kelly McGonigal: How to make stress your friend. Available at http://www.ted.com/playlists/219
/10_talks_you_won_t_be_able_to
3. Megan Washington 2014: Why I live in mortal dread of public speaking Available at http://www.ted.
com/talks/megan_washington_why_i_live_in_mortal_dread_of_public_speaking
4. Julian Treasure 2013: How to speak so that people want to listen http://www.ted.com/talks
/julian_treasure_how_to_speak_so_that_people_want_to_ listen
5. Alain de Botton2009: A kinder, gentler philosophy of success available at http://www.ted.com/talks
/alain_de_botton_a_kinder_gentler_philosophy_of_success

******

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Semester – III
MED-301: TEACHER EDUCATION-I
Pre-service and In-service Teacher Education

Credits-4 64 hours Marks 100 (70+30)

COURSE OBJECTIVES
Students will be able to understand Pre-Service & In- Service Teacher Education Programmes with
reference to-
(i) Curriculum framework
(ii) Modes
(iii) Organization of components
(iv) Transactional approaches
(v) Skill & Competency development
(vi) Planning, Organization & Evaluation of Teacher Education Programme

COURSE CONTENT

UNIT-1: STRUCTURE, CURRICULUM AND MODES OF PRE-SERVICE TEACHER EDUCATION

(14 Hours)
 A review of the understandings developed on teacher roles and functions
 Pre-service teacher education – concept, nature, objectives and scope.
 The structure of teacher education curriculum and its vision in curriculum documents of NCERT and
NCTE
 Components of pre-service teacher education – foundation courses, subject specialisation and
pedagogy, special fields, school based practicum and internship – weightages in course work and
evaluation
 Modes of pre-service teacher education – face-to-face (linear and integrated), distance and online –
relative merits and limitations

UNIT-2: ORGANISATION OF DIFFERENT COMPONENTS OF TEACHER EDUCATION CURRICULUM

(12 Hours)
 The student teacher as an adult learner – characteristics. The concept of andragogy and its principles
 Organisation, transaction and evaluation of different components of teacher education curriculum –
existing practices.
 Transactional approaches for the foundation courses – Expository, Participatory, Collaborative, Peer
Coaching, and Inquiry. Scope and possibilities for organisation and evaluation
 Transactional approaches for the skill and competency development courses – need for awareness-
modeling-analysis-practice-feedback cycle – scope and possibilities for organisation and evaluation –
practicum records and portfolio assessment
 Concept and scope of school based practicum and internship – the existing practices, their nature,
objectives, organisation and duration. Activities and experiences in preinternship, internship and
post-internship

UNIT-3: IN-SERVICE TEACHER EDUCATION IN INDIA – CONCEPT, STRUCTURE AND MODES

(12 Hours)
 Concept, need for continuing professional development of a teacher – areas of professional
development. Purpose of an in-service teacher education programme – orientation, refresher,
workshop, seminar and conference – their meaning and objectives
 The structure for in-service teacher education – sub-district, district, state, regional and national level
agencies and institutions.
 Modes and Models of in-service teacher education:
- Modes of in-service teacher education – face-to-face, distance mode, online and mixed mode.
- induction, one shot, recurrent, cascade, multi-site, school based and course work scope, merits
and limitations of each of them

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UNIT-4: PLANNING, ORGANISING AND EVALUATING AN IN-SERVICE TEACHER EDUCATION
(14 Hours)
 Planning an in-service teacher education programme – preliminary considerations of purpose,
duration, resource requirements, and budget
 Designing an in-service teacher education programme – steps and guidelines – assessment of training
needs, formulation of training curriculum, preparation of course material
 Organising an in-service teacher education programme – common problems faced by a teacher
educator and guidelines for communication, arrangement, preparation, facilitating participation and
collecting feedback and evaluation.
 Qualities and characteristics of an effective in-service teacher educator

TRANSACTIONAL STRATEGIES: Lectures, Seminars, Projects, Power Point Presentation, Small Groups
Interactions, Reading of Texts.

TESTS & ASSIGNMENTS: (12 hours)

 Two tests of 10 marks each. Marks of best out of two will be taken
 Two Assignments of 10 Mark each. Suggested List:
- Critical Study of an In-Service Teacher Education Programme- Need, relevance, duration, planning,
organisation & outcome
- Analysis of Pre-Service Teacher Education Curriculum- Components, weightage, duration,
organization, transaction, evaluation
.
SELECTED READINGS:
1. Singh T, Singh R. & Rai U.C. (1982): Orientation Programme for University Teachers, Faculty of
Education, B.H.U. Varanasi
2. Curriculum Framework for Quality Teacher Education, 1998, NCTE document 98/30, National Council
for Teacher Education, New Delhi
3. Mangla, S.,2001, Teacher Education : Trends and Strategies, Radha Publications, New Delhi
4. Saxena, N. R. et. al.,2002, Teacher Education, Surya Publication, Meerut
5. Sharma, R.A., 2002, Teacher Education, International Pub. House, Meerut
6. Bhattacharya, G.C., 2003, Adhyapak Shiksha, Vinod Pustak Mandir, Agra
7. National Curriculum Framework for Teacher Education : Towards Preparing Professional and Humane
Teacher, 2009, NCTE document 2009/10, National Council for Teacher Education, New Delhi
8. Shukla, R.P. & others (2012). Quality Teachers Education in India. Bharati Publication, New Delhi.

******

MED-302: SCHOOL STRUCTURE AND SYSTEMS

Credits 2 32 hours 50 marks (35+15)

OBJECTIVES:
Students of this course will be able to:
1. Be familiar with the concept of school as a social system and as an organization
2. Understand Indian school structure and its specific characteristics
3. Visualize the administrative mechanism to effectively operate schools in the country
4. Identify and comprehend the role of various agencies like CABE, NCERT, SCERT, DIETs in functioning
of schools at different levels
5. Comprehend the essential components of a school, their role and significance

COURSE OUTLINE:
UNIT – 1: SCHOOL ORGANIZATION AND SCHOOL STRUCTURE (10 hours)
 School as an organization, functions of school as organization, elements of a social system
School as social system
 Essential components of a school: Physical infrastructure (School building and its different designs,
classroom, laboratory, library, administrative unit, staff room, school playground, other facilities and
equipment) Manpower resources (principal, supervisors, teachers, librarian, administrative staff,
pupil, community)
 Indian School Structure: Pre-school education, ten year schooling, higher secondary education
 Indian constitution and school education

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Unit – 2: SCHOOL ADMINISTRATION AND SYSTEMS (10 hours)

 Central provisions of school education: Central advisory board on education (CABE), national
council of educational research and training (NCERT), Central board of secondary education (CBSE),
National institute of open schooling (NIOS); critical examination of these bodies for enhancing their
effectiveness in management of school education.
 State provision of school education: State council of educational research and training (SCERT),
Boards of secondary education, District institutes of education and training (DIETs); critical
examination of these bodies for enhancing their effectiveness in management of school education.

Unit – 3: SCHOOL CLIMATE AND EFFECTIVENESS (06 hours)

 Concept of organization climate, parameters of organization climate of a school
 School climate and effectiveness
 Organizational evaluation

Transactional Strategies: Lectures, Seminars, Projects, Power Point Presentation, Small Groups Interactions,
Reading of Texts, Preparation of focus teaching learning material.

TESTS & ASSIGNMENTS: (6 hours)

 Two tests of 5 marks each. Marks of best out of two will be taken
 Two Assignments of 5 Mark each. Suggested List:
 Critical analysis of primary/elementary/secondary/higher secondary education in reference of
any socio-politico-economical issue like gender, discrimination, finance, any policy initiative etc.
 Analysis of any contemporary policy on school education like SSA, RMSA, MDM

SUGGESTED READDINGS:
1. Adolph and Turner Harold, E. Supervision for change & Innovation. Houghton Miffin Company.
2. Agarwal, J.C. : School Administration, Arya Book Depot, Delhi, 1971
3. Bhatnagar and Verma. Educational Supervision. Meerut: International Pub. House.
4. Kimbrough, S.Ralph, Michall & Nunnery. Educational Administration. New York: Mc Millan Company.
5. Kimprough, R.B. and Nuunery, M.Y. : Educaitonal Administration : An Introduction, MacMillan
Publishing Co. Inc., N.Y. 1983
6. Maleya, K.C. Shiksha Prashaasan and Paryaveshana. Bhopal: Madhya Pradesh Granth Academy.
7. Mehta, D. shaikshik prabandhan. New Delhi: PHI Learning Pvt. Ltd.
8. Mukerji, S.N.. Administration of Educational Planning and Finance. Baroda: Acharya Book Depot.
9. Newman and Summer. The process of Management: Concept, Behaviour and Practice. New Delhi :
Prentice Hall of India Pvt. Ltd.
10. Owens, Robert G. : Organizational Behaviour in Schools, Prentice Hall Inc., Englewood Cliffs, N.J.,
1970 ( 43 )
11. Robin Stepher P. Organizational Behaviour. Prentice Hall Pub. Pvt. Ltd.
12. Safaya, R.N. and Shida,B.D. : School Administration and Organization Dhuapat Rai and Sons, Delhi
1978
13. Simon, Herbart A. Administrative Behaviour. New York: McMillan Company.
14. Waber, Clarence A. Fundamentals of Educational Leadership. New York: Exposition Press.

******

MED-303: SECONDARY EDUCATION: POLICIES, PRACTICES, ISSUES AND CONCERNS

Credits: 4 64 hours Marks:100 (70+30)

OBJECTIVES
After pursuing this course the learners will be able to:
 To enable the students to comprehend and critically examine the changes in policies
and practices in secondary level curriculum in Independent India.
 To enable the students to analyze the policies and practices in secondary level
curriculum after independence with regard to national aspirations (Indian
Constitution).

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 To enable the students to compare the policies and practices in secondary level
curriculum of South East Asian countries, (China, Japan), European countries
(Norway) and USA.
 To analyze the status of secondary education in India
 To trace out the prevailing hindrances in universalization and quality sustainance.
 To identify the issues and concerns in secondary education and qualitatively trace
out the reasons and visualize their solutions.

CONTENTS
Unit I: Policy and Status of Secondary School Education (15 hours)
 Secondary Education Commission (1952-53) (Mudaliar Commission)
 Indian Education Commission (1964-66) (Kothari Commission)
 NPE 1986,
 POA 1992,
 NCF,
 RMSA: Attempt of Universalization

Unit II: Curriculum for secondary education under different boards and alternative
schools. (10 hours)
 CBSE, ICSE, State Boards.
 Different Ideology Schools (Madarassah, Uttar Pradesh Madhyamik Sanskrit Shiksha
Parishad).

Unit III: Curriculum for secondary education in other countries (15 hours)
Comparison of Policies and Practices in:
 South East Asian countries (China, Japan)
 European countries (Finland )
 U.S.A

Unit IV: Issues and Concerns in Secondary Education (12 hours)

 Enrolment and problems of wastage, stagnation ,drop-outs
 Inequality and stratification
 Language problem
 Vocationalization of Secondary Education
 Skills and creativity development
 Student Unrest and stress among students
 Student Assessment (Scholastic and co-scholastic aspects)
 Management and Finance related issues

Transactional Strategies: Lectures, Seminars, Projects, Power Point Presentation, Small

Groups Interactions, Reading of Texts, Document Analysis, Field trips.

TESTS & ASSIGNMENTS: (12 hours)

 Two tests of 10 marks each. Marks of best out of two will be taken
 Two Assignments of 10 Mark each. Suggested List:
 Study of policy documents

SUGGESTED READINGS:
1. Report of the Secondary Education Commission - Mudaliar Commission Report
October 1952- June 1953,Ministry of Education, Government of India, New Delhi
2. RMSA ,Government of India, New Delhi
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3. Mohanty, J. (1994) Indian Education in the Emerging Society, New Delhi: Sterling
Publishers Pvt. Ltd. Pp 262.
4. NCERT (1970). Education and National Development- Report of the Education
Commission (1964-66), New Delhi: NCERT.
5. Anand, C.L., et. al.(1984). Teacher and Education in Emerging Indian Society, New
Delhi: NCERT.
6. Rama Jois, M. (1998) Human Rights and Indian Values, New Delhi: N.C.T.E. Pp. 80.
7. Uppal, S. (Ed.) (2014).Basics in Education Textbook for B.Ed. Course, New Delhi:
N.C.E.R.T. Pp. 269.
8. The World Bank. (2009).Secondary Education in India: Universalizing Opportunity,
Human Development Unit South Asia Region, Document of the World Bank, January.
9. Reports of the All India Education Survey, Government of India, New Delhi.
10. Continuous and Comprehensive Evaluation (in different Subjects),Published by NCERT,
New Delhi
11. Bordia, A. (1988). India. Encyclopaedia of Comparative Education and National
Systems of Education. Oxford: Pregamor Press.
12. Ministry of Education (1953). Mudaliar Commission Report. New Delhi: NCERT.
13. Ministry of Education (1966). Report of the Education Commission. New Delhi:
NCERT.
14. National Policy on Education (1986). Ministry of Human Resources Development,
GOI. New Delhi.
15. National Policy on Education (1986). Programme of Action, Ministry of Human
Resources Development, GOI. New Delhi
16. Chaubey, S.P., Features of comparative education, Vinod Pustak Mandir. Agra.
17. Chakravarti,B.K., (2016). A Textbook of Comparative Education. Wisdom Press.

*******

MED-DIS-1: DISSERTATION

III Semester 4 Credits Marks: 100

 Selection of Problem
 Preparation of Synopsis
 Tool development/ selection

Inter semester Break

 Data Collection

MED-SSI: STAGE SPECIFIC INTERNSHIP

(Three weeks) 4 Credits Marks: 100

Objectives-
1. To acquaint teacher- interns about administrative and managerial practices in schools at various levels
2. To provide experience to MEd interns regarding supervision of practice teaching
3. To develop the capability among interns to do case analysis of schools at various levels
4. To enable the interns in identification the problem and school level and conduct Action Research

Course Content (To be completed under a mentor teacher educator) -

 Observational visit to schools for survey of their administrative and managerial practices.
(Organization chart, Activities,Hierarchical transmission of orders, co-curricular and curricular
committees, Authority, responsibilities and control, Discipline, Planning, etc)..
 Observation & supervision of practice teaching by interns.( 10 lessons to be supervised)

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 Views of pupil teacher regarding activities & experiences in pre internship( Activities as mentioned in
B. Ed. school internship program diary) and during Internship
 Case analysis of different schools (Government and Private /Board of Studies etc.) in light of their
vision and mission.
 Identification of specific educational reforms undertaken by the school and assessing its origin,
implementation and after effects with challenges to overcome by the Interview of principals’
/teachers/ head masters / administrators.
 Action research on any problem related to school education
 Maintenance of Daily Activities Report

******

Semester-IV
MED-401: TEACHER EDUCATION-II
PERSPECTIVES, RESEARCH AND ISSUES IN TEACHER EDUCATION
Credits-4 64 hours Marks 100 (70+30)

COURSE OBJECTIES:
1. Students will be able to understand Perspectives & Policies of Teacher Education Programmes with
reference to –
(i) Approaches
(ii) Policies
(iii) Structure, Management of Teacher Education & factors influencing quality of Teacher Education
2. Students will be able to review the researches conducted on effectiveness of teacher education
programme & analyze its trends
3. Students will be able to know about various challenges in professional development of teachers &
partnership involve in secondary teacher education

UNIT-I: PERSPECTIVES AND POLICY ON TEACHER EDUCATION (18 Hours)

 Teacher Development – Concept, Factors influencing teacher development – personal, contextual.
 Teacher Expertise – Berliner’s stages of development of a teacher.
 Approaches to teacher development – self-directed development, cooperative or collegial
development, change-oriented staff development.
 National and state policies on teacher education – a review
 Different organisations and agencies involved in teacher education – their roles, functions and
networking
 In-service teacher education under DPEP, SSA and RMSA
 Preparation of teachers for art, craft, music, physical education and special education – need, existing
programmes and practices
 Initiatives of the NGOs in designing and implementing in-service teacher education programmes

UNIT- II: STRUCTURE AND MANAGEMENT OF TEACHER EDUCATION (17 Hours)

 Structure of teacher education system in India – its merits and limitations
 Universalisation of Secondary Education and its implications for teacher education at the secondary
level
 Preparing teachers for different contexts of school education – structural and substantive
arrangements in the TE programmes
 Vertical mobility of a school teacher - avenues
 Professional development of teachers and teacher educators – present practices and avenues
 Systemic factors influencing the quality of pre and in-service education of secondary school teachers

UNIT- III: RESEARCH IN TEACHER EDUCATION (17 Hours)

 Paradigms for research on teaching – Gage, Doyle and Shulman.
 Research on effectiveness of teacher education programmes – characteristics of an effective teacher
education programme
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 Methodological issues of research in teacher education – direct versus indirect inference,
generalisability of findings, laboratory versus field research, scope and limitations of classroom
observation
 Trends of research in teacher education – review of a few recent research studies in teacher
education with reference design, findings and policy implications
Unit IV: Problems and Issues in Teacher Education
 Challenges in professional development of teachers – relevance to school education, improperly
qualified teacher educators, assurance of quality of teacher education programmes,
 Sufficiency of subject matter knowledge for teaching at the senior secondary level, · Single subject
versus multiple subject teachers – implications for subject combinations in initial teacher preparation
 Issues related to enhancing teacher competence, commitment and teacher performance
 Partnerships in secondary teacher education – TEI with school and community, Government Agencies
with University, with NGOs, between teacher education institutions preparing teachers for different
levels of school education

TRANSACTIONAL STRATEGIES: Lectures, Seminars, Projects, Power Point Presentation, Small Groups
Interactions, Reading of Texts.

TESTS & ASSIGNMENTS: (12 hours)

 Two tests of 10 marks each. Marks of best out of two will be taken
 Two Assignments of 10 Mark each. Suggested List:
- Review of researches in Teacher Education & Specification of policy implications
- Review of research articles in Teacher Education with specification of implication for Teacher
Educators
- Study of the Annual Reports of SCERT/RIE/NCERT/NUEPA to identify the various programmes for
professional development of teacher educators.

******

MED-402.1: MATHEMATICS EDUCATION

Credits 4 64 Hours Marks 100(70+30)

OBJECTIVES:
On completion of this course students will be able to:
1. appreciate the abstract nature of mathematics
2. distinguish between Science and Mathematics
3. Understand the concept of Pure and Applied Mathematics
4. develop the skill of solving real-life problems through mathematical modeling as an art
5. develop the understanding of using constructivist approach in Mathematics
6. develop the skill of using various methods of teaching Mathematics
7. develop problem solving skills
8. highlight the significance of Mathematics Laboratory
9. develop the skills required for Action Research in Mathematics

COURSE CONTENT
UNIT-I: NATURE, DEVELOPMENT AND SIGNIFICANCE OF MATHEMATICS (8Hours)
Abstractness of Mathematics,
 Distinction between Mathematics and Science
 Concept of Pure and Applied Mathematics,
 Aesthetic aspect of Mathematics,
 Historical development of Mathematical concepts with some famous anecdotes such as Gauss, Euclid,
Rene Descartes,
 Teaching of Mathematical Modeling ,
 Need of Mathematics for All.

UNIT- II: OBJECTIVES AND STRATEGIES OF TEACHING-LEARNING MATHEMATICS (6 Hours)

 Aims and Objectives of teaching Mathematics at various levels of school mathematics
 Constructivist approach in teaching of Mathematics
 Methods of teaching Mathematics- Heuristic Method, Project Method & Problem Solving
 Mathematics Teaching strategies for Gifted/Slow learners

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UNIT- III: INFORMAL APPROACH IN MATHEMATICS TEACHING (6 Hours)

Ecreational aspect of mathematics- mathematical games, puzzles and amusements
 Computer aided learning and Computer based instructions in Mathematic
 Teaching aids: preparation and use
 Thought provoking activities
 Mathematics Laboratory and Mathematics Club

UNIT- IV: FORMAL APPROACH IN MATHEMATICS TEACHING (10 Hours)

 Preparation of lesson plans and unit plans
 Selecting appropriate instructional strategies related to various topics included in secondary classes
of the CBSE in the following areas:
1. Teaching of Algebra
2. Teaching of Coordinate Geometry
3. Teaching of Trigonometry
4. Teaching of Statics
5. Teaching of Dynamics
6. Teaching of Calculas

UNIT- V: SOME STRUCTURE OF MATHEMATICS (8 Hours)

 Undefined Terms and Axioms
 Proofs and Verification in Mathematics and distinction between them
 Types of Theorems such as Existence and Uniqueness theorems
 Types of Proofs- Direct proofs, Indirect proofs, Proof by Contradiction, Proof by Exhaustion, Proof by
Mathematical Induction
 Examples and Counter Examples

UNIT-VI: CURRICULUM PLANNING (4 Hours)

 Curriculum objectives, Principle for designing curriculum
 Task Analysis.
 Qualities of a good Mathematics textbook and its evaluation
 Evaluation of Mathematics curriculum at different stages

UNIT- VII: ASSESSMENT IN MATHEMATICS (6 Hours)

 Concept of Assessment 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 items in Mathematics such as Long answer type, Short answer type, Very Short answer
type and objective type
 Construction and standardization of Achievement test

UNIT-VIII: PROFESSIONAL DEVELOPMENT OF MATHEMATICS TEACHER (4 Hours)

 Characteristics of a good Mathematics Teacher
 Role of mathematics teachers Association in Professional Development
 Professional Growth- Participation in Conferences/Seminar/Workshop
 Role of Research Journal and other Resource Material in Professional Development
 Role of Action Research in Professional Development
 Action Research in Mathematics

Transactional Strategies: Lectures, Seminars, Projects, Power Point Presentation, Small Groups Interactions,
Reading of Texts.

TESTS & ASSIGNMENTS: (10 hours)

 Two tests of 10 marks each. Marks of best out of two will be taken
 Two Assignments of 10 Mark each. Suggested List:
 Reflective writing on Mathematician.
 Preparation of Teaching aids
 Prepare a report on mathematical recreational games like puzzles, riddles, magic square etc. and
demonstrate that how can you use this game for teaching of mathematics.
 Action Research
 Critically Evaluation of one Mathematics Book
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 Construction of test

SUGGESTED READINGS
1. Richard Courant & Herbert Robbins (1941). What is Mathematics, Fai Lawn: Oxford University
press.
2. Rechard Copelard (1975). How Children Learn Maths: Teaching Implications of Piaget’s Research,
Macmillan: New York.
3. Fraser Cillam (1971). The Principle of Objective Testing in Mathematics.
4. Shultz.The Teaching of Mathematics.
5. Dharambir & Agrawal, V.N. The Teaching of Mathematics in India.
6. Sidhu, Kulbir Singh. The Teaching of Mathematics, Delhi: Sterling Publishers Private Limited.
7. Butler and Wren. The teaching of Secondary Mathematics, New York: McGraw Hill Book Company.
8. XXXIII Yearbook (1970). The Teaching of Secondary School Mathematics, Washington: NCTM.
9. National curriculum framework for teacher education (2000). New Delhi: NCERT.
10. National curriculum framework (2005). New Delhi: NCERT.
11. National curriculum framework for teacher education (2009). New Delhi: NCERT.
12. Agarwal, S.M. Teaching of Modern Mathematics, Delhi: Dhanpat Rai and Sons.
13. Ediger, Marlow (2004). Teaching Math Successfully, Discovery Publication.
14. Tyagi, S.K. (2004). Teaching of Arithmetic, Commonwealth Publications.
15. Davis David, R. (1960). Teaching of Mathematics, Addison Wesley Publications.
16. James, Anice (2005). Teaching of Mathematics, Neelkamal Publication.
17. Kapur, S.K. (2005). Learn and Teach Vedic Mathematics, Lotus Publication
18. Kulshreshtha, S.P. Teaching of Mathematics, Meerut: R. Lal and Sons.
19. Prabhakaran, K.S. Concept attainment model of Mathematics teaching, Discovery Publications.
20. Alice F. Art and Eleanan Armaer Thomas. Becoming a Reflective Mathematics Teacher
21. Baw, G.R. and George, L.U. (1976). Helping Children Learn Mathematics-A Competency Based
Laboratory Approach, California: Cummings Publishing Co.
22. Bhanumurthy, I.S. (1992). Ancient Indian Mathematics, New Delhi: Wiley Eastern Ltd,
23. Gronlund, N.E., (1990) Measurement and Evaluation in Teaching, New York: Macmillan.
24. Heimer, R.T. and Trueblood, C.R. (1970) Strategies for Teaching Children Mathematics; Reading.
Massachusetts: Addison Wesley Publishing Co.
25. Kenneth, Kidd P, et al. (1970). The Laboratory Approach to Mathematics. Chicago, Science Research
Associates.
26. Lieback, Pamela (1984). How Children Learn Mathematics. Penguin Books.
nd
27. Polya, G (1957). How to Solve it.2 edition, Garden City, N.Y.: Doubleday and Company.
28. Polya, G Mathematical Discovery on Understanding, Learning and Teaching Problem Solving. John
Wiley & Sons.
29. Resonik, L.B. and W.W. Ford (1980). The Psychology of Mathematics for Instruction. New Jersey:
Lawrence Eribaurn Associates.
30. Sawyer, W.W. Mathematics in Theory and Practice. Udhams Press Ltd, London.

MED-402.2: SCIENCE EDUCATION

Credits 4 48+32 hours Marks 100 (70+30)

COURSE OBJECTIVES
To enable the student teacher to:
1. Develop an understanding of the perspectives of science and science education.
2. Appreciate the role of different thinkers and researchers in developing the bases of science
education.
3. Develop an understanding of the modern trends in science curriculum.
4. Enrich their understanding of the research trends in science education.
5. Understand the basic principles and techniques for assessing science learning.

UNIT I: Philosophical Bases of Science Education (10Hours+ 6 Hours)

 Epistemic bases of science education: Sources of knowledge and their validity (rationalism,
empiricism and constructivism).
 Nature of scientific Knowledge: Objectivity vs Subjectivity; Observation vs Inference, Discovery vs
Creation of Scientific Theory; Tenativeness in science;
 Scientific Method: Deductions, Inductions, Problem of Induction, Hypothetico-Deductive Method,

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Probability in Science
 Structure of Scientific Revolution in science and Falsifiability Theory.

UNIT II: Sociological Bases of Science Education (6+2 Hours)

Science and Society: The Reciprocal Relationships
Science Education and Social Issues (Equity, Gender and Multiculturalism)
Science Technology and Society: The relationship and the Interactions
Socio-Scientific Issues and Science Education

UNIT III: Psychological Bases of Science Education (10+4 hours)

Development of child’s thinking process:
Constructivism in science education
Contribution of Piaget and Bruner, Vygotsky, Ausubel, Suchman and Gordon to science education.
Psychological bases of Heutagogical Approaches

UNIT IV: Modern trends in Science Curricula (10+4 hours)

 Goals of Science Education: Scientific literacy; Scientific Attitude; Problem Solving and Creativity in
science.
 Curricular Initiatives in Science: Science: A Process Approach; Science Technology and Society
Approach; Curricular Approach to teach NOS; National Curriculum Framework, 2005 (Science) IISER,
NISER, Eklavya Project
 Emerging Perspectives on Science Curriculum: Peace; Values; Democratic Citizenship
 Text books – criteria used for developing science text books. Student work books, teacher handbooks
and reference books; use of on-line search for information.
 New Perspectives on Science Instruction: Narratives, History of Science, Argumentation , Socio
Scientific Issues, etc.

UNIT V: Research Trends in science education (6+4 hours)

 A critique of research trends in science education and their relevance
 Trends in Contemporary Research Areas and Methods in Science Education:
 Design Educational Research in Science Education
 Discipline Based Research in Science
.
UNIT VI: Assessment in Science Education: (6+2 hours)
 Changing Trends in Asessment:
 Performance based Assessment
 Assessment of affective measures in Science (Attitude and Creativty): Study of Scientific Attitude
Scale and Creativity Questionnaire
 Self-assessment and peer assessment
 Portfolios: Planning and assessment of Portfolios in Science learning.
 Assessment of Laboratory skills and procedural knowledge.

TRANSACTIONAL STRATEGIES: Lectures, Seminars, Projects, Power Point Presentation, Small Groups
Interactions, Reading of Texts.

TESTS & ASSIGNMENTS: (10 Hours)

 Two tests of 10 marks each. Marks of best out of two will be taken
 Four Assignments of 05 Marks each.
Suggested List:
 Preparing a report on the any one issue of importance in contemporary science education
research.
 Identification of the learning activities for group learning and individualised learning in a unit
 Review journals and periodicals to study the trend in science education research
 Analysis of science textbooks of NCERT and states
 Designing constructivist based lesson plans and their presentation.
 Presenting a Seminar on any topic from Unit I

SUGGESTED READINGS
1. Sandra K. Abell, Norman G. Lederman: Handbook of Research on Science Education. Routledge 2007.
2. Bruce J. Biddle, Thomas L. Godd, Ivor F. Goodson: International handbook of teachers and teaching,
Volume 2. Springer1997.
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3. Julie Gess-Newsome, Norman G. Lederman: Examining Pedagogical Content Knowledge: The Construct
and Its Implications for Science Education. Springer2001.
4. Lawrence Flick, N.G. Lederman: Scientific Inquiry and Nature of Science: Implications for Teaching,
Learning, and Teacher Education. Springer2004.
5. Barry J. Fraser, Herbert J. Walberg: Improving Science Education: International Perspectives.
University of Chicago, Press. 1995.
6. Collette, A. T. and Chaipetta E. A. (1994), Science Instruction in the Middle and Secondary School, New
York : Macmillion Publishing Company.
7. Driver R. (1983), The Pupil as Scientist, England: Open University Press.
8. Driver, R., Guensne, E. and Tiberghien, A. (1985), Children's Ideas in Science, England: Open University
Press.
9. Ellin, J. T., Glenman S, and Resich, G. (1999). The Nature of Science: A Perspective from the Philosophy
of Science, Journal of Research in Science Teaching, 36, 1.
10. Harlen, W. (1992). The Teaching of Science, London: David Fulton Publishers.
11. Husen T. and Keeves J. P. (1991), Issues in Science Education, Great Britain: Pergamon Press.
12. Pfeiffer, A. (1967), Science and Philosophy, Berlin : Pergamon Press Limited.
13. Solomon, J. and Aikenhead, G. (1994) STS Education: Perspectives for Reform; Teachers College Press,
New York.
14. Shamos, M. H. (1965), Great Experiments in Physics, San Franscisco: Holt, Rinehart and Winston
15. Tobin, K.: The practice of Constructivism in Science Education , Lawrence Erlbaum Associatrs,NJ,1993.
16. Tony L., Matt C., Bernie K. and Judith T., 2010.Teaching Science Sage Publication India Pvt .Ltd

******

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MED-402.3.1: ENGLISH LANGUAGE EDUCATION
Credits 4 64 Hours Marks 100(70+30)

OBJECTIVES:
1. The learner of the course would understand the English teaching in reference to it policies as well as
the desired leaning outcome in English.
2. A theoretical understanding regarding philosophical, sociological and psychological basis of English
teaching would also be developed.
3. The primary focus of the paper is to develop higher command in understanding teaching of basic
linguistic skill in listening, speaking, reading and writing. design of ideal test items for testing English
competence and the whole evaluation process is also an important area in the paper.

Unit-1: Teaching English: The Indian perspective (8 hours)

 English teaching in colonial & post colonial perspective
 Constitutional provisions and policies of language education: Position of Languages in India; Articles
343-351, 350A; Kothari Commission (1964-66); NPE-1986; POA-1992; National Curriculum
Framework-2005 (language education).

Unit-2: Essentials of English Teaching (11 hours)

Different Approaches/Theories of Language Learning And Teaching:
 Philosophical, social and psychological bases of approaches to Language
 acquisition and Language learning; inductive and deductive approach;
 whole language approach; constructive approach; multilingual approach to language teaching (John
Dewey, Bruner, J. Piaget, L. Vygotsky, Chomsky, Krashen).
A critical evaluation of language teaching methodologies:
 Grammar translation method, Direct method, Structural-situational method, Audio-lingual method,
Natural method; Communicative approach, Total Physical Response, Thematic Approach (inter-
disciplinary).

Unit-3 Teaching English Pronunciation (7 hours)

 The organisation of sounds; The structure of sentences; Basic concept in phonology, morphology,
syntax and semantics.
 Method of teaching pronunciation
 Causes of defective pronunciation

Unit- 4 Development of listening and speaking skill (6 hours)

 Importance of listening and speaking skill
 Storytelling, dialogues, situational conversations, role plays, simulations, speech, games and contexts,
pictures, authentic materials and multimedia, Organizing a discussion, Asking questions, speech
defect

Unit- 5 Teaching of Reading (8 hours)

 Importance of reading skill
 Teaching reading for comprehension
 Causes of defective reading
 Reading aloud and silent reading; Extensive and intensive reading; Study skills, including using
thesauruses, dictionary, encyclopedia, etc.
 Preparing reading material, asking questions, diagnosing reading difficulties, organizing practice
sessions, organizing reading games

Unit- 6 Teaching of Writing (6 hours)

 Importance of writing skill
 Teaching mechanics of writing
 Teaching composition - Formal and Informal writing, such as poetry, short story, letter, diary, notices,
articles, reports, dialogue, speech, advertisement, etc;

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 M.Ed. Curriculum/FOE/K-15
Unit- 7 Evaluation of linguistic competence (6 hours)
 Construction of a blue print
 Development of achievement test
 Development of test items for evaluation of LSRW skills

TRANSACTIONAL STRATEGIES: Lectures, Seminars, Projects, Power Point Presentation, Small Groups
Interactions, Reading of Texts.

TESTS & ASSIGNMENTS: (12 hours)

 Two tests of 10 marks each. Marks of best out of two will be taken
 Two Assignments of 10 Mark each. Suggested List:
Visit five schools in the neighbourhood and prepare a report on the three language formula being
implemented in the schools.
- Critical evaluation of English curriculum of selected boards
- Action research on problems related to English teaching
- Construction of a blue print
- Language games for English teaching
- Practice for lesson using drama as a technique
- Evaluation of English textbook

SUGGESTED READINGS:
1. Allen & Campbell: Teaching English as a second language, TMH Edition. New Delhi : Tata McGraw Hill
Publishing Company.
2. Baruah, T.C.: The English Teacher’s Handbook. New Delhi: Sterling Publishers Pvt. Ltd.
3. Bechhold, H. F. and Behling: The Science of Language and the Art of Teaching, Charles Scribners Sons,
New York.
4. Bhandari and others : Teaching of English – Longmans
5. Billows, F. L.: The Techniques of Language Teaching, London Longman.
6. Bista, A.R.: Teaching of English. Agra: Vinod Pustak Mandir
7. Bright, J.A.: Teaching English as Second Language. London: Long Man Group.
8. Catarby, E. V.: Teaching English as a Foreign Language in School Curriculum India, New Delhi, NCERT.
9. Chaudhary, N.R.: Teaching English in Indian Schools. New Delhi: H.. Publishing Corporation.
10. Doughty, Peter: Language ‘English’ and the Curriculum. Schools Counselling Programme in Linguistic
and English Teaching.
11. Frisby : Teaching English – Longmans
12. Gurrey, P. Teaching English as a Foreign Language Longmans
13. Jain, R.K.: Essentials of English Teaching. Agra: Vinod Pustak Mandir, Agra.
14. Kela, John: Teaching English. London: Methuen & Company.
15. Kohli, A.L.: Teaching English. New Delhi: Dhanpat Rai and Sons.
16. Menon, T.K.N. and Patel, M.S. : The teaching of English as a Foreign Language : Acharya Book Depot,
Baroda
17. Morris, I.: The Art of Teaching English as a Living Language. London: The English Book Society and
McMillan Co. Ltd.
18. NCERT: Reading in Language and Language Teaching Book I, Publication div. NCERT, New Delhi.
19. Newton and Handley: A Guide to Teaching Poetry. London: University of London Press.
20. Pandey, K.P. Teaching of English in India, Varanasi: Vishwavidyalaya Prakashan, Varanasi.

*******
MED-402.3.2: mPPkrj fgUnh v/;kiu fo/kk
ØsfMV&4 64 ?k.Vs dqy vad% 100
¼70+30½
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voxr djkukA
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 fgUnh Hkk"kk dh lajpuk] fofHkUu dkS'kyksa ¼Jo.k] cksyuk] iBu ,oa ys[ku½ dh
fof/k;ksa ls ifjfpr djkukA
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 fgUnh Hkk"kk vf/kxe ds fofHkUu mikxe ,oa fof/k;ksa dk Kku djkukA
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 M.Ed. Curriculum/FOE/K-15
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 fofHkUu f”k{kk vk;ksx ,ao uhfr;ks esa Hkk’kk lEcU/kh izko/kku
 dksBkjh vk;ksx ¼1964&66½
 jk"Vªh; f'k{kk uhfr&1986
 dk;Z ;kstuk&1992
 jk"Vªh; ikB~;p;kZ&2005 ¼Hkk"kk v/;;u½

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bdkbZ&7 fgUnh f'k{k.k ij ,d n`f"V

10 ?k.Vs
 Hkk"kk dk nk'kZfud] lkekftd ,oa euksOkSKkfud vk/kkj
 lexz Hkk"kk mikxe] jpukRed mikxe ,oa cgqHkkf"kd mikxe ¼tkWu Mhoh] czwuj]
fi;kts] ok;xksLVdh½
 Hkkjrh; Hkk"kk mikxe ¼ikf.kuh] fd”kksjh nkl cktis;h ds lUnHkZ esa½
 Hkk"kk f'k{k.k dh izpfyr fof/k;k¡ ,oa mudk fo'ys"k.k&
 vuqokn fof/k
 izR;{k fof/k
 lajpukRed fof/k
 lEizs"k.kkRed fof/k

bdkbZ&8 fgUnh Hkk"kk f'k{k.k esa ewY;kadu

7 ?k.Vs
 Cyw fizUV dk fuekZ.k
 Jo.k] ekSf[kd] vfHkO;fDr] iBu ,oa ys[ku dkS'ky ds ewY;kadu gsrq inksaa dk
fuek.kZA
 ,d miyfC/k ijh{k.k dk fuekZ.k
 funkukRed ,oa mipkjkRed ijh{k.k

TRANSACTIONAL STRATEGIES: O;k[;ku] lewg okrkZyki] fo|ky; Hkze.k] fujh{k.k] iqLrd iBu ,oa
fofHkUu 'kh"kZdks ij ys[ku rRi'pkr~ okrkZykiA
TESTS & ASSIGNMENTS: (12 Hours)
 Two tests of 10 marks each. Marks of best out of two will be taken
 Two Assignments of 10 Marks each. Suggested list:

izk;ksfxd dk;Z&
 lehiLFk fLFkr ik¡p fo|ky;ksa dk Hkze.k djuk ,oa fgUnh f'k{k.k dh d{kkvksa dk
fujh{k.k dj budh vk[;k rS;kj djukA
 fgUnh ikB~;Øe ,oa ikB~;&iqLrd dk vkykspukRed ewY;kadu djukA
 fgUnh Hkk"kk f'k{k.k ls lEcfU/kr fØ;kRed vuqla/kku djukA
 Cyw fizUV dk fuekZ.k djukA
 lquus] cksyus ,oa ys[ku ls lEcfU/kr fØ;kvksa dk lEiknu&okrkZyki] Hkk"k.k] lwpuk]
foKkiu] y?kq dgkuh] i= ys[ku] /;s; okD; ys[ku] fucU/k ys[ku vkfnA
 ukV~; eapu ds ek/;e ls fo"k;&oLrq dk vH;kl ,oa vfHkO;fDr

lgk;d iqLrdsaa
1. jke'kdy ik.Ms; ¼2009½& fgUnh f'k{k.k] vxzoky ifCyds'ku] vkxjk&2
2. jeu fcgkjh yky ¼2013½& fgUnh f'k{k.k jLrksxh ifCyds”ku] esjBA
3. “kekZ] MkW0 ekrZ.M ¼2008½ fgUnh f”k{k.k] “kkjnk iqLrd Hkou] bykgkcknA
4. lq"kek tks'kh ¼uohure~ laLdj.k½& fgUnh Hkk"kk f'k{k.k] vkyksd izdk'ku] y[kuÅ
5. lkfo=h flag& fgUnh f'k{k.k] b.Vjus'kyu ifCyf'kax gkml] esjB
6. HkkbZ ;ksxsUnz thr& fgUnh Hkk"kk f'k{k.k] fouksn iqLrd efUnj] vkxjk
7. fujatu dqekj flag& ek/;fed fo|ky;ksa esa fgUnh f'k{k.k] jktLFkkuh fgUnh xzzUFk
vdkneh, t;iqjA
8. frokjh mn;ukjk;.k] fgUnh Hkk’kk dk mn~xe ,oa fodkl] Hkkjrh Hk.Mkj] yhMj izsl
bykgkcknA
9. HkxornÙk]Hkk’kk dk bfrgkl vkRekjke ,.M lUl fnYyh&6A
10. Ckktis;h] fd'kksjhnkl] Hkkjrh; Hkk’kk&foKku] du[ky izdk'ku] gfj}kjA
11. Ckktis;h] fd'kksjhnkl] jk’VªHkk’kk dk izFke O;kdj.k] du[ky izdk'ku] gfj}kjA
12. Ckktis;h] fd’kksjhnkl] fgUnh “kCnku’klu] du[ky izdk’ku] gfj}kjA
13. j?kqukFk lQk;k& fgUnh f'k{k.k fof/k] gfj;k.kk lkfgR; vdkneh] p.Mhx<+A
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 M.Ed. Curriculum/FOE/K-15
14. Ckktis;h] fd'kksjhnkl] fgUnh “kCn&ehekalk du[ky izdk'ku] gfj}kjA
15. ikf.kuh] ikf.kuh; f'k{kk] pkS[kEck laLd`r fljht] fo|kHkou] okjk.klh¼1976½A
16. Chandra Sekhar, A, A New Approach to language teaching, to linguistic circle of Delhi,(1965).
17. Piaget, Jean: The language and thought of the child, Routledge, (1926).
18. Bruener, J.S. and others, A study of thinking, wiley (195-6).
19. Bhattacharya lndrajit.(1998): An approach to Communication Skills. New Delhi: Dhanapathi Rao &
Co.
20. Brooks, N. (1964). Language and Language learning theory and practice (2nded). New York:
Harcourt Brace.
21. Brown, H. (1980). Principles of Language and Teaching. N.J: Prentice Hall Regents.
22. . Bhai Yogendra Jeeth. (1986). Siksha Mem Audunik Pravrithiyam. Agra: Vinod Pustak Mahal.
23. Kadambari Sharma & Tripat Tuneja (1988). Teaching of Language and Linguistics. New Delhi:
Commonwealth Publishers.
24. Krashen S.D (1980). Second Language Acquisition and Second Language Learning, Pergamon
Press.18.
25. Larsen, D.F (1995). Techniques and principles of language teaching. Oxford University Press.
26. Vygotsky, L (1986). Thought and Language. MIT Press. Cambridge: Mass.
27. Chomsky, N (2000). New Horizons in the study of Language and Mind Cambridge University Press.

******

MED-402.3.3: mPprj laLd`r v/;kiu

Credit: 4 64 Hours Marks: 100 (70+30)

ikB~;Øe ds mn~ns';
 laLd`r Hkk"kk dk mn~Hko] fodkl ,oa fofHkUu uhfr;ksa esa laLd`fr dh fLFkfr ls voxr
djkukA
 laLd`r Hkk"kk dh lajpuk] fofHkUu dkS'kyksa ¼Jo.k] cksyuk] iBu ,oa ys[ku rFkk
vuqokn½ dh fof/k;ksa ls ifjfpr djkukA
 laLd`r Hkk"kk esa 'kq) mPpkj.k ,oa orZuh ds egRo ls voxr djkukA
 laLd`r Hkk"kk vf/kxe ds fofHkUu mikxe ,oa fof/k;ksa dk Kku djkukA
 laLd`r Hkk"kk f'k{k.k esa izHkko'kkyh ewY;kadu izfØ;k ls ifjfpr djkukA

ikB~;Øe dh :ijs[kk

bdkbZ&izFke laLd`r Hkk"kk dk ifjp;%

5 ?k.Vs
 laLd`r Hkk"kk dk mn~Hko ,oa fodkl
 laLd`r Hkk"kk dh fo'ks"krk,a
 laLd`r Hkk"kk ,oa lkfgR;
 laLd`r Hkk"kk dh vU; Hkk’kkvks ¼fgUnh]vxzsth½ ls rqyuk

bdkbZ&f}rh; Hkkjr esa laLd`r Hkk"kk

6 ?k.Vs
 laokS/kkfud izkfo/kku ,oa uhfr;k¡ ¼vuqPNsn 343&351] 350&d½
 dksBkjh vk;ksx ¼1964&66½
 jk"Vªh; f'k{kk uhfr&1986
 dk;Z ;kstuk&1992
 jk"Vªh; ikB~;p;kZ&2005 ¼Hkk"kk v/;;u½
 laLd`r vk;ksx

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bdkbZ&r`rh; laLd`r Hkk"kk dh lajpuk ds ewy rRo
5 ?k.Vs
 laLd`r Hkk"kk dk /ofu foKku& /ofu dh mRifÙk ,oa oxhZdj.k
 laLd`r Hkk"kk ds /ofu foKku dk vU; Hkk’kvks ds /ofu foKku ls rqyukRed v?;;u
 laLd`r Hkk"kk dk 'kCn foKku&”kCn fuekZ.k ,oa oxhZdj.k
 laLd`r Hkk"kk esa okD;&jpuk&Lo:i ,oa okD; xBu dh fo”ks’krk,a

bdkbZ&prqFkZ Jo.k ,oa cksyuk dkS'ky

5 ?k.Vs
 Jo.k ,oa cksyuk dkS'ky dk egRo
 Jo.k ,oa cksyus ds dkS'ky&fodkl ds lzksr ,oa lkexzh&dgkuh lqukuk] laokn]
ifjfLFkfr tU; laokn] Hkk"k.k] [ksy] fp=] Hkwfedk fuokZg] eYVhehfM;k dh lgk;rk ls
lEizs"k.kkRed okrkoj.k dk fuekZ.kA

bZdkbZ- iape iBu f'k{k.k

5 ?k.Vs
 iBu dkS'ku ds fodkl dk egRo
 ekSf[kd ,oa ekSu iBu] xgu ,oa nzqr iBu] v/;;u dkS'ky]
 'kCn dks"k] fo'o Kku dks"k vkfn dk egRo@mi;ksx

bdkbZ&"k"Be~ laLd`r Hkk"kk esa mPpkj.k rFkk orZuh

4?k.Vs
 mPpkj.k&nks"k] Hksn] dkj.k] fuokj.k
 mPpkj.k f'k{k.k dh fof/k;k¡
 orZuh&fofHkUu v'kqf);k¡] v'kqf);ksa ds dkj.k ,o fuokj.k
 orZuh f'k{k.k dh fof/k;k¡

bdkbZ& lIre~ laLd`r f'k{k.k esa vuqokn ,oa jpuk

6 ?k.Vs
 vuqokn&vFkZ] Hksn] fof/k;k¡
 jpuk f'k{k.k ds izdkj&ekSf[kd ,oa fyf[kr
 jpuk f'k{k.k dh fof/k;k¡
 ys[ku izfØ;k&vkSipkfjd rFkk vukSipkfjd ys[ku] tSls&dfork] y?kq dgkuh] i=]
nSufUnuh] lwpuk] ys[k] vk[;k] laokn] Hkk"kk.k] foKkiu] lekpkj vkfnA

bdkbZ&v"Ve~ laLd`r Hkk"kk f'k{k.k ij ,d n`f"V

10 ?k.Vs
 lexz Hkk"kk mikxe] jpukRed mikxe ,oa cgqHkkf"kd mikxe ¼tkWu Mhoh] czwuj]
fi;kts] ok;xksLVdh½
 Hkkjrh; Hkk"kk mikxe ¼ikf.kuh] fd'kksjh nkl cktis;h ds lUnHkZ esa½
 laLd`r Hkk"kk f'k{k.k dh fof/k;k¡&
 ikB~; iqLrd fof/k
 vkxeu fuxeu fof/k
 vuqokn fof/k
 izR;{k fof/k
 lajpukRed fof/k

bdkbZ& uoe~ laLd`r Hkk"kk f'k{k.k esa ewY;kadu

6 ?k.Vs
 Cyw fizUV dk fuekZ.k
 ,d miyfC/k ijh{k.k dk fuekZ.k
 funkukRed ,oa mipkjkRed ijh{k.k
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TRANSACTIONAL STRATEGIES: O;k[;ku] lewg okrkZyki] fo|ky; Hkze.k] fujh{k.k] iqLrd iBu ,oa
fofHkUu 'kh"kZdkas ij ys[ku rRi'pkr~ okrkZykiA
TESTS & ASSIGNMENTS: (12 Hours)

 Two tests of 10 marks each. Marks of best out of two will be taken
 Two Assignments of 10 Marks each. Suggested list

izk;ksfxd dk;Z&
 lehiLFk fLFkr ik¡p fo|ky;ksa dk Hkze.k djuk ,oa laLd`r f'k{k.k dh d{kkvksa dk
fujh{k.k dj budh vk[;k rS;kj djukA
 laLd`r ikB~;Øe ,oa ikB~;&iqLrd dk vkykspukRed ewY;kadu djukA
 laLd`r Hkk"kk f'k{k.k ls lEcfU/kr fØ;kRed vuqla/kku djukA
 Cyw fizUV dk fuekZ.k djukA
 lquus] cksyus ,oa ys[ku ls lEcfU/kr fØ;kvksa dk lEiknu&okrkZyki] Hkk"k.k]
lwpuk] foKkiu] y?kq dgkuh] 'yksd ys[ku vkfnA
 uhfrijd 'yksd ,oa izkFkZukvksa dk orZeku ifjis{; esa egRo dk fu/kkZj.kA

lgk;d iqLrdsaa
1. jke'kdy ik.Ms;¼2010½& laLd`r f'k{k.k] vxzoky ifCyds'ku] vkxjk&2
2. xks;y] MkW0 izhfrizHkk ¼1987½] laLd`r lkfgR; dk bfrgkl] jktLFkkuh xzUFkkxkj]
tks/kiqjA
3. j?kqukFk lQk;k& laLd`r f'k{k.k fof/k] gfj;k.kk lkfgR; vdkneh] p.Mhx<+
4. jes'kpUnz 'kkL=h& laLd`r f'k{k.k
5. izHkk'kadj feJ& laLd`r f'k{k.k
6. HkkxornÙk] Hkk’kk dk bfrgkl vkRekjke ,.M lUl fnYyh&6A
7. Cktis;h] fd'kksjhnkl] Hkkjrh; Hkk’kk&foKku] du[ky izdk'ku] gfj}kjA
8. Ckktis;h] fd'kksjhnkl] jk’VªHkk’kk dk izFke O;kdj.k] du[ky izdk”ku] gfj}kjA
9. ikf.kuh]ikf.kuh; f'k{kk] pkS[kEck laLd`r fljht] fo|kHkou] okjk.klh¼1976½A
10. Chandra Sekhar, A, A New Approach to language teaching, to linguistic circle of Delhi,(1965).
11. Piaget, Jean: The language and thought of the child, Routledge, (1926).
12. Bruener, J.S. and others, A study of thinking, wiley(195-6)
13. Apte, D.G. and Dongre, P.K., teaching of Sanskrit in secondary school, Acharya Book Depot, Baroda
(1960).
14. V.P. Bokil and N.R. Paarasnis : A New Approach to Sanskrit (V.G. Kelkar, Poona)
15. Raghunath Safaya : The teaching of Sanskrit
16. Pt. Sitaram Chaturvedi : Sanskrit ki Shiksha
17. Micaael Weak : The teaching of Sanskrit
18. D.G. Apte : The Teaching of Sanskrit A.B. Keith : Classical Sanskrit Grammar
19. M.R. Kale : Higher Sanskrit Grammar
20. Jahangirdar : Introduction to Comparative Philology
21. Sanskrit Commission Report 1956, Government of India
22. P.C. Chakravarti : Philosophy of Sanskrit Grammar.

******

MED-402.4: SOCIAL SCIENCE EDUCATION

Credits: 4 64 Hours Marks: 100 (70+30)

COURSE OBJECTIVES
After undergoing this course students will be able to:
1. Understand the meaning, nature, scope of social sciences as a discipline.
2. Understand Interdisciplinary, Multidisciplinary & Trans-disciplinary aspect of social sciences.
3. Distinguish between social sciences, humanities and liberal arts.
4. Understand role of various approaches and methods of teaching social sciences
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5. Design and develop curriculum and textbooks of social sciences.
6. Analyze the textbooks, curriculum frameworks, syllabus of different levels/grades with special
reference to social sciences
7. Observe and supervise practice teaching of social science teachers effectively.
8. Use different media, materials and resources (including latest ICT based media & tools) for teaching
and learning of social sciences effectively.
9. Construct and employ appropriate assessment tools for social science learning.
10. Understand the different role of teacher and teacher educator of social science.
11. Use of innovations and research findings in social science education for improving practices related
to social science education.

UNIT I: Social Science as a discipline (09 Hours)

 Concept, nature and scope of social sciences as a discipline
 Interdisciplinary, Multidisciplinary & Trans-disciplinary knowledge : concept & significance in social
sciences
 Distinguishing between social sciences, humanities and liberal arts
 Place of social sciences in school curriculum : Philosophical, Sociological and Psychological bases
 Aims & Objectives of teaching social science at various stages of education
 Core elements as reflected in National Policy of Education(NPE) 1986 & POA regarding social science
education
 Research perspectives in social sciences education

UNIT II: Social Science Curriculum (08 hours)

 Approaches to planning, formulation and organization of social science curriculum
 Social science curriculum at various stages of education
 Development of curricular materials viz. text books, reference books, workbooks, teacher hand
books/manuals for social sciences; their conceptualization and processes
 Curriculum concerns as reflected in NCFSE-2000, NCF-2005 and NCFTE-2010
 Curriculum Evaluation- content analysis of social science textbooks, curriculum frameworks, syllabus
of social sciences at different levels/grades

Unit III: Pedagogy of Social Sciences (11 Hours)

 Difference between concepts: Approach, Method, Technique, Tactice, Skill
 Critical appreciation of approaches to teaching social sciences – behaviorist approach; constructivist
approach; interdisciplinary approach, integrated approach; multidisciplinary approach; trans-
disciplinary approach; child-centered approach; environmental approach; the overlap between these
approaches
 Critical appreciation of various teaching learning strategies viz., lecture method, project method,
social discussion method, problem solving, role-play, dramatization, field visits, and case studies;
 Critical appreciation of various learning strategies - SQ3R (Survey, Questioning, Reading, Recite and
Review), RAFT (Role, Audience, Format and Topic), Discussion and graphic organizers; cooperative
learning
 Various techniques, tactics and skills needed for social science teaching
 Andragogy: theoretical perspective and its application in social science learning
 Latest trends in pedagogical and Andragogical aspects of social science teaching

Unit IV: Assessment in Social Sciences (8 Hours)

 Assessment in social sciences : issues and challenges
 Continuous and Comprehensive Evaluation(CCE) in social sciences : its critical analysis
 Formative and Summative evaluation in social sciences
 Assessment tools in social sciences: development, application and limitations
 Construction of an achievement test for social sciences
 Alternative assessment: rubrics, portfolios and projects;
 Typology of questions as related to different subject areas viz. History, Geography, Political Science,
Economics etc.

Unit V: Media, Materials and Resources for Teaching and Learning in Social Sciences (08 Hours)
 Effective use of print media and audio visual materials for social science
 Uses of ICT applications (Information and Communication Technologies) in teaching-learning process
of social science
 Use of Open Education Resources (OER) in Social Science teaching & learning
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 M.Ed. Curriculum/FOE/K-15
 Development of teaching learning materials (TLM), workbook, activity book and self instructional
materials.
 Effective utilization of resources for teaching; textbook and supplementary materials; literature and
biographies, environment and community resources; low cost improvised teaching aids.
 Innovative(new) e-leaning tools for social science education

Unit VI:Professional Development of Teacher and Teacher Educator of Social science (10 Hours)
 Qualities of teacher and teacher educator of social science
 Role of teacher educator as
 A vision builder (visualizing aims and objectives for Teacher Educator preparing pedagogues for
various levels)
 Effective supervisor of practice teaching of social science teachers
 Trainer/educator of teaching techniques and teaching skills needed for social science teaching
 Effective practitioner of micro-teaching technique in social science teaching
 Developer of curriculum, textbooks and teaching learning materials for social science teaching
and learning
 Manager of different media and resources for social science teaching and learning
 Researcher in social science teaching and learning
 Role of following Resources, Activities and Institutions in professional development of teacher &
teacher educator of social science
 Social Science teachers’ Association
 Social Science Clubs
 In-service training programs/ Conferences/ Seminars/ Workshops/ Refresher course/
Orientation programme / Faculty development programme/Capacity Building programme
 NCERT, SCERT,DIET, NUEPA, & NCTE
 Research Journal, Magazines and other Resource Material

TRANSACTIONAL STRATEGIES: Lecture cum Discussion, Problem Solving Skills, Demonstration, Role
Playing, Projects, Seminars, Group Discussion, Penal discussion

TESTS & ASSIGNMENTS: (10 hours)

 Two tests of 10 mark each. Marks of best out of two will be taken
 Two Assignments of 10 Mark each. Suggested List:
 Assignment/term paper on selected themes from the course and presentation
 Preparation and teaching two lessons using integrated approach
 Conducting a survey in the neighborhood and preparation of a brief report on the resources
available for teaching social science and presentation
 Application of specific methods of teaching and learning during field experience
 Development of questions and achievement tests in social science subjects
 Organizing goal oriented activities like quiz, mock-parliament, field trip, exhibitions and any
other co-curricular activities in schools
 Analysis of a social science textbook

SUGGESTED READINGS:
1. Ashley Kent, (2001) Reflective Practice in Geography Teaching, Paul Chapman Educational
Publishing, Ltd.
2. Arora, GL (1988), Curriculum and Quality in Education, NCERT, New Delhi.
3. Ashley Kent, (2001) Reflective Practice in Geography Teaching, Paul Chapman Educational
Publishing, Ltd.
4. Avijit Pathak, (2002) Social Implications of Schooling: Knowledge, Pedagogy and Consciousness,
Rainbow Publishers, New Delhi.
5. Binning and Binning (1952), Teaching Social Studies in Secondary Schools, McGraw Hills, New
York.
6. David Lambert and David Balderstone (2000), Learning to Teach Geography in Secondary School:
A Companion to School Experience, Routledge Falmer, London.
7. Digumarti Bhaskara Rao (ed.), Techniques of Teaching Social Sciences, Sonali Publications, Delhi.
8. Digumarti Bhaskara Rao and Ranga Rao (2007), Techniques of Teaching Economics, Sonali
Publications, New Delhi.
9. Ferris, J.Pamela (2003), Elementary and Middle School Social Studies: An Interdisciplinary
instructional approach, McGraw Hills, New York.
10. GOI (1993), Learning Without Burden: Report of the National Advisory Committee appointed by the
Ministry of Human Resource Development, Department of Education, New Delhi.
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 M.Ed. Curriculum/FOE/K-15
11. 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.
12. Indian Economic Association Trust for Research and Development (1991), Teaching of Economics
in India, Interest Publications, New Delhi.
13. 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.
14. James Hemming (1953), Teaching of Social Studies in Secondary Schools, Longman Geen & Co,
London. • Krishna Kumar, (2002), Prejudice and Pride, Penguin Books India, Delhi.
15. Maggie Smith (2002), Teaching Geography in Secondary Schools: A Reader, Routledge Falmer,
London,
16. NCERT (1972), Preparation and Evaluation of Textbooks in Geography: Principles and Procedures,
National Council of Educational Research and Training, New Delhi.
17. NCERT (1976), The Curriculum for the Ten-Year School: A Framework, Reprint Edition, National
Council of Educational Research and Training, New Delhi.
18. NCERT (1988), National Curriculum for Elementary and Secondary Education: A Framework,
Revised Edition, National Council of Educational Research and Training, New Delhi.
19. NCERT (2001), National Curriculum Framework for School Education, Reprint Edition, National
Council of Educational Research and Training, New Delhi.
20. NCERT (2005a) National Curriculum Framework Review 2005 National Focus Group Position
Papers Vol.II, Systemic Reforms (Position Paper on Curriculum, Syllabus and Textbooks) ,
National Council of Educational Research and Training, New Delhi.
21. NCERT (2005a) National Curriculum Framework Review 2005 National Focus Group Position
Paper on Curriculum, Syllabus and Textbooks, National Council of Educational Research and
Training, New Delhi.
22. NCERT (2005a) National Curriculum Framework Review 2005 National Focus Group Position
Paper on Teaching of Social Science, National Council of Educational Research and Training,
New Delhi.
23. NCERT (2005b), National Curriculum Framework 2005, National Council of Educational Research
and Training, New Delhi.
24. NCERT (2006a), Syllabi for Secondary and Higher Secondary Classes, National Council of
Educational Research and Training, New Delhi.
25. NCERT (2006b), Syllabus for Classes at the Elementary Level, National Council of Educational
Research and Training, New Delhi.
26. Rajni Kumar, Anil Sethi and Shalini Sikka, (2005) School Society and Nation: Popular Essays in
Education, Orient Longman, Delhi.
27. Williams E. Becker, Michael Watts and Suzanne R. Becker (2006) Teaching Economics: More
alternatives to chalk and Talk, Edward Elgar Publishing, Northampton, USA.

JOURNALS:
• Economic and Political Weekly (published from Mumbai, India).
• Journal of Economic Education (published from United States of America).
• Teaching of History (published from United Kingdom).
• Journal of Social Sciences Social Science Quarterly.
• Journal of Curriculum Studies (published by Routledge, United Kingdom)
OTHERS:
• Encyclopaedia of the Social Sciences.
• Encyclopaedia Britannica
Websites:
• www.ncert.nic.in
• http://www.history.org.uk (for accessing e-version of teaching history).
• www.epw.in (for accessing e-version of journal of economic and political weekly).
• www.geographyteachingtoday.org.uk
• http://www.indiana.edu/~econed/ (for accessing e-version of journal of economic education).
 http://en.wikipedia.org/wiki/Andragogy

******

MED-403.1: EDUCATION OF CHILDREN WITH SPECIAL NEEDS

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Credits 4 64 Hours Marks 100(70+30)

OBJECTIVES

After completing this course, the student teachers are expected to realize the following objectives:
1. To acquire knowledge &understanding of special education and inclusive education.
2. To acquire knowledge of characteristics of various types of disability.
3. To get knowledge of various educational options of children with special needs.
4. To understand the role of parents, peers and society in rehabilitation
5. To knowTechnological advancement in this field and its application
6. To know the role of National and International institutes related to children with special needs.
7. To know the contemporary trends in Special Education through Constitutional Provisions

UNIT-1: CONCEPT AND HISTORICAL PERSPECTIVE (15 hours)

 Historical Perspective of special education( Indian & Abroad)
 Concept of impairment, disability & handicap
 Concept of integration, inclusion and special education
 Issues related to integration, inclusion and special education
 Principles of special education
 Objective of special education
 Models of Disability: The Charity Model, The Bio centric Model, The Functional Model, The Human
right model

UNIT-2: CHARACTERISTICS AND NEED OF CHILDREN WITH SPECIAL NEEDS (13 hours)
 Definition -Mentally retarded, Hearing impaired, Orthopaedically impaired, Visually impaired,
Learning Disabled, Autism
 Characteristics and need of children with special needs :
 Mentally retarded, Hearing impaired, Orthopaedically impaired, Visually impaired, Learning Disabled,
Autism

UNIT-3: PROGRAMMES AND PROVISIONS (14 hours)

 Educational provisions and Educational Programmes for children with special needs.
 Technological advancement and its application- ICT, adaptive and assistive devices, equipments and
other technologies for children with special needs.
 (Mentally retarded, Hearing impaired, Orthopaedically impaired, Visually impaired, Learning
Disabled, Autism)

UNIT-4: ROLE OF VARIOUS AGENCIES IN THE EDUCATION OF CHILDREN WITH SPECIAL NEEDS
(10Hours)
 Constitutional Provisions: PWD Act1995, RCI Act1992; and RTE Act, 2009.
 Importance of parents and community in the education of differently abled children
 Role of special school and normal school in Rehabilitation of differently abled children

Transactional Strategies: Lectures, Seminars, Projects, Power Point Presentation, Small Groups Interactions,
Reading of Texts.

TESTS & ASSIGNMENTS: (12 hours)

 Two tests of 10 marks each. Marks of best out of two will be taken
 Two Assignments of 10 Mark each. Suggested List:
- Visit to special schools and submission of Report
- Analysis of Policy Documents
- Content Analysis of Newspapers regarding representation of diability
- Case study of differently abled child

SUGGESTED READINGS
1. Bhargava, M.,(2003) Vishistha Balak– Unkisiksha Evam Punarvasa, Vedanta Publications, Lucknow.
2. Bist, A.R., Vishistha Balak, Vinod Pustak Mandir,Agra. ( Hindi )
3. Cruickshank, W.M. (1975), Psychology of Exceptional Children and Youth, Englewood Cliffs
NJ,Prentice Hall.
4. Dash, M.,(2000) Education of Exceptional Children, New Delhi, Atlantic Publishers and Distributors.
5. Drishtibadha,(2012)AICB,New Delhi.(Hindi)
6. Guilford, (1971), Special Education Needs, RoutlegeKagan Paul.
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7. Hallahan, D. and Kauffman, JM (1978), Exceptional Children: An Introduction to Special Education
Englewood Cliffs NJ, Prentice Hall.
8. Kundu C.L.,(2000)Editor in Chief, Status of Disability in India , RCI , New Delhi.
9. Kumar,Sanjeev, VishishthaBalak.(Hindi)
10. Mangal, S. K., (2009), Educating Exceptional Children: An Introduction to SpecialEducation, Prentice
Hall of India private Limited, New Delhi.
11. Panda, K.C.,(1997) Education of Exceptional Children, New Delhi,Vikas Publishing House Pvt.Ltd
12. Shikshak Prashikshak Lekhmala, (2004), AICB, New Delhi.(Hindi)
13. Yesseldyke, E James, Bob A.,Special Education, A Practical Approach forTeachers, Kanishka
Publishers, Distributors, New Delhi.
14. Werts, Culatta & Tompkins, G. Margaret, A. Richard& R. James., (2011). Fundamentals of Special
Education What every teacher needs to know, PHI Learning Private Limited, New Delhi.
15. Ysseldyke & Algozzine, James E. & Bob, (2009). Special Education, A Practical Approach for Teachers,
Kanishka Publishers, Distributors, New Delhi.
16. Joseph, R. A.,(2004). Vishesh Shiksha avam Punarvas, Samakalan Publishers, Varanasi.
17. Ram, P. S.,(New Edition). Exceptional Children, Alok Prakashan, Lucknow.

******

MED-403.2: EDUCATIONAL MANAGEMENT

Credits 4 Hours 64 Marks 100(70+30)
OBJECTIVES
1. To enable the student teachers to understand meaning, nature, scope, function, principle and
approaches of educational management.
2. To develop an understanding in the students about various approaches to educational planning.
3. To develop an understanding of required educational leadership and accountability to be maintained
by the teacher and administrator.
4. To orient students with the concept of educational supervision, inspection and improvement in the
field of education.
5. To acquaint the students with specific trends in educational management.

UNIT-I: DEVELOPMENT OF MODERN CONCEPT OF EDUCATIONAL MANAGEMENT FROM 1900 TO

PRESENT DAY (12 Hours)
 The scientific management movement
 Fayol’s process theory.
 Administration as a bureaucracy.
 Human Relations Approach to management.
 Social Systems Approach to management.
 The Integrated Approach (1970 onwards)

UNIT- II: EDUCATIONAL PLANNING (09 Hours)

 Meaning, Nature and Need.
 Approaches to Educational Planning
 Institutional Planning.

UNIT III: LEADERSHIP IN EDUCATIONAL MANAGEMENT: (10 Hours)

 Meaning and Nature of Leadership.
 Theories of Leadership.
 Leadership Styles.
 Evaluating styles of Leadership.
 Functions of Educational Leader/Manager.

UNIT-IV: EDUCATIONAL SUPERVISION (9 Hours)

 Meaning, Nature, Scope, Need & Functions.
 Supervision as a process.
 Evaluation of Supervisory Effectiveness.
 Inspection vs Supervision.

UNIT- V: SPECIFIC TRENDS IN EDUCATIONAL MANAGEMENT (12 Hours)

 Total Quality Management.

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 MBO (Management by Objectives)
 Organizational compliance.
 Decision Making.
 PERT
 Participatory Management
 Conflict Management
 Research relating to Educational management.

TRANSACTIONAL STRATEGIES: Lectures, Seminars, Projects, Power Point Presentation, Small Groups
Interactions, Reading of Texts.

TESTS & ASSIGNMENTS: (12 hours)

 Two tests of 10 marks each. Marks of best out of two will be taken
 Two Assignments of 10 Mark each. Suggested List:
 Two class tests each consisting 10 marks.
 Review of two research papers / a book in the field of educational Management.
 Study of Educational Institution (any one) with specific reference to its management practices.
 Study of Educational Institution (any one) with specific reference to its management problems.

SUGGESTED READDINGS:
1 Adolph and Turner Harold, E. Supervision for change & Innovation. Houghton Miffin Company.
2 Agarwal, J.C. : School Administration, Delhi: Arya Book Depot.
3 Bhatnagar and Verma. Educational Supervision. Meerut: International Pub. House.
4 Kimbrough, S.Ralph, Michall & Nunnery. Educational Administration. New York: Mc Millan
Company.
5 Kimprough, R.B. and Nuunery, M.Y. : Educaitonal Administration : An Introduction, N.Y.: MacMillan
Publishing Co. Inc
6 Maleya, K.C. Shiksha Prashaasan and Paryaveshana. Bhopal: Madhya Pradesh Granth Academy.
7 Mehta, D. Shaikshik Prabandhan. New Delhi: PHI Learning Pvt. Ltd.
8 Mukerji, S.N. Administration of Educational Planning and Finance. Baroda: Acharya Book Depot.
9 Newman and Summer. The process of Management: Concept, Behaviour and Practice. New Delhi: PHI
Learning Pvt. Ltd.
10 Owens, Robert G. : Organizational Behaviour in Schools, Englewood Cliffs,N.J. : Prentice Hall Inc.
11 Robin Stepher P. Organizational Behaviour. Prentice Hall Pub. Pvt. Ltd.
12 Simon, Herbart A. Administrative Behaviour. New York: McMillan Company.
13 Waber, Clarence A. Fundamentals of Educational Leadership. New York: Exposition Press.

******

MED-403.3: GENDER AND EDUCATION

Credits 4 Hours 64 Marks 100(70+30)

COURSE OBJECTIVES:
 To develop an understanding of the historical perspectives and experiences of women’s education
across different socio-cultural contexts.
 To develop the ability to discern gender in educational contexts (pedagogy and curriculum, school
setting and policies).
 To understand the gradual paradigm shift from women's studies to gender studies and some
important landmarks in connection with gender and education in the historical and contemporary
period.
 To gain a critical perspective on the ways in which education maintains and legitimates gender
relations in society and
 To critically analyse policies and programmes for their gendered basis and outcomes.
 To develop the understanding of feminist epistemology and build the capacity of teacher educators to
use feminist method of research and analysis.

UNIT I: AN OVERVIEW OF BASIC CONCEPTS IN GENDER STUDIES (16 Hours)

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 Patriarchy, Biological determinism Feminism/s, Femininity and Masculinity, Social construction of
gender and Identity

UNIT II: FEMINIST EPISTEMOLOGY AND RESEARCH METHODS (17Hours)

 Feminist Empiricism and Standpoint Epistemology: Double Consciousness, Strong Objectivity and
Feminist Pedagogy
 Feminist Approaches to Research Methods and Methodology:
 Feminist In-Depth Interviewing
 Feminist Practice of Content Analysis
 Feminist Practice of Oral History

 Feminist Practice of Ethnography

 Feminist Survey Research
 Feminist Approaches to Mixed Method Research

UNIT III: NATIONALISM, GENDER AND EDUCATION (7 Hours)

 Definition, Concept and construction of Nationalism
 Relationship between nationalism and gender
 Role of Education in the construction of Nationalism and gender

UNIT IV: GENDER, POWER AND KNOWLEDGE (8 Hours)

 Gender, Ideology and School Curriculum
 History of Women’s Education in India
 Gender and Educational Discourse in Post-Independence in India; Gender, Education and Nation.

UNIT V: WOMEN IN HIGHER EDUCATION (6 Hours)

 Subject Choices and Gender.
 Privatization of Higher Education and Its Effects.

TRANSACTIONAL STRATEGIES: Lectures, Seminars, Projects, Power Point Presentation, Small Groups
Interactions, Reading of Texts, documentaries, movies and fields based projects, Document Analysis.

TESTS & ASSIGNMENTS: (10 hours)

 Two tests of 10 marks each. Marks of best out of two will be taken
 Two Assignments of 10 Mark each. Suggested List:
- Using mass media clippings/narratives prepare a project on the hegemonic discourse of
Instrumentalist Approach to Women Education with Special Reference to India).
- (Do content/discourse analysis of textbooks and other textual materials for the representation of
masculinity and nationalism

SUGGESTED READINGS
1. Bagchi, Jasodhara, Guha, Jaba and Sengupta, Piyali (eds). (1997). Loved and Unloved: the Girl Child in
West Bengal. Kolkata: Stree Publishers.
2. Batliwala, Srilatha.(1993). Empowerment of Women in South Asia: Concepts and Practices.
3. Bhasin, Kamla.(2000). Understanding Gender. New Delhi: Kali for Women.
4. Bhasin, Kamla.(2004). Exploring Masculinity. New Delhi: Women Unlimited.
5. Chanana, Karuna(ed.). (1988). Socialisation, Education and Women: Explorations in Gender Identity.
New Delhi: Orient Longman.
6. Colombo: Asian-South Pacific Bureau of Adult Education.
7. Gould, S. J. (1981). The Mismeasure of Man. London: Penguin Books.
8. Govinda, R. (ed.). (2002). India Education Report: A Profile of Basic Education. New Delhi: Oxford
University Press.
9. Kathleen, Weiler. (1988). Women Teaching for Change: Gender, Class, and Power. New York: Bergin
Garvey.
10. Kushwaha, Madhu (2014). Gender aur Shiksha. Varanasi: Gangasaran & Grand Sons.
11. Menon, N. (2012). Seeing like a feminist. India: Penguin.
12. NCERT (2006). 3.2 Position paper, National Focus Group on Gender Issues in Education. New Delhi:
NCERT.
13. Ramachandran, Vimala. (2004). Gender and Social Equity in Education: Hierarchies of Access. New
Delhi: Sage.
14. Sharlene, N. Hesse-Biber & Leavy, P. Lina (2007). Feminist Research Practice-A Primer. New Delhi:
Sage Publication.
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******

MED-403.4: EDUCATION FOR DEMOCRATIC CITIZENSHIP

Credits 4 64 Hours Marks 100(70+30)

COURSE OBJECTIVES:
Students will be able to –
 Understand concept of Democracy and its different interpretations
 Develop sound understanding of Education for Democratic Citizenship.
 Perceive need & importance of Citizenship Education in present modern world.
 Understand issues and trends in providing quality citizenship Education
 Learn methodology for developing qualities of good citizenship in schools.
 Comprehend ideal teaching learning process for citizenship and its enrichment

Unit I: Democracy: The Basic Concepts (12 Hours)

 Meaning of Democracy
 Democracy as an ideal, Democracy as a mechanism of governance
 Qualities of a good Democratic Citizen: Democracy and Responsible Citizenship

Unit II: Essentials of Citizenship Education (16 Hours)

 Education for Democratic Citizenship: Concept and meaning
 Components of Democratic citizenship education
 Citizenship education: its teaching learning process
 Teachers dispositions for providing quality citizenship education

Unit III: Trends in Education for Democratic citizenship (10 Hours)

 Global citizenship education
 Seven proposals for twenty-first century citizenship education
 Teaching peace: its content and pedagogy
 Human Rights Education : Concept and Meaning

Unit IV: Quality Education for Quality Citizenship (12 Hours)

 School Citizenship Education Climate Assessment
 Practising democracy in primary education
 Experiencing democracy in secondary education
 Typology of Pupil Participation in School

Transactional Strategies: Lectures, Seminars, Projects, Power Point Presentation, Small Groups Interactions,
Reading of Texts.

TESTS & ASSIGNMENTS: (14 hours)

 Two tests of 10 marks each. Marks of best out of two will be taken
 Two Assignments of 10 Mark each. Suggested List:
- Analysis of any text book in light of its worth in developing citizenship qualities
- Display of graphics in practice teaching centers/institutions regarding awareness of citizenship
qualities
- Analysis of voting turnouts in different elections and drawing important conclusion for
citizenship education
- Action research based on problems related to citizenship qualities and its development
- Analysis of any education reform (scheme/strategy/policy/act/program) in light of scope and
significance to citizenship education
 Interview of public representative/school principal/school social studies teacher in view of suggested
input in citizenship education in schools
 Survey of related literature on different variables related to citizenship education
 Case studies on selected activities of selected schools for promotion of democratic citizenship
qualities.
 Development of Lesson plans on different citizenship competencies

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SUGGESTED READINGS
1. Fogelman, K., Citizenship in Schools, London: David Fulton Publications.
2. Ottaway, A.K.C., Education and Society. London: Routledge and Kegan Paul Ltd.
3. Cummings, K. William. The Revival of Value Education in Asia and the West. New York : Pergamon
Press Inc.
4. Sharma, K. Yogendra, Sociological Philosophy of Education, New Delhi : Kanishka Publication
Distributors.
5. Begum, S.M., Human Rights in India, New Delhi: A.P.H. Publishing Corporation.
6. Lawsan, E. Encyclopaedia of Human Rights, USA : Taylor and Francies
7. Freedomo, S. Discriminations & Human Rights, New York: Oxford University Press. Agrawal, H. O.
Human Rights, Allahabad: Central Law Publication.
8. Human rights: a Source book, New Delhi: NCERT
9. National curriculum framework (2005). New Delhi: NCERT
10. नई स िंह, जेलसनिंग .आई.एच.पी :अवधारणायें एविं स िंद्ािं त सिल्ली : माजशास्त्र .)२००९( .पी.
.प्राइवेट सलसमटे ड
11. Dürr, Karlheinz (2005). The School: A Democratic Learning Community. Germany: Council of Europe
12. KERR, D. (1999a). ‘Re-examining citizenship education in England’ in J. TORNEY-PURTA, J.SCHILLE and
J-A AMAAED (Eds.) Civic Education Across Countries: 24 Case Studies from the IEA Civic Education
Project. Amsterdam: Eburon Publishers for the International Association for the Evaluation of
Educational Achievement (IEA).
13. KERR, D. (1999b). ‘Changing the political culture: the advisory group on education for citizenship and
the teaching of democracy in schools.’; Oxford Review of Education, 25,1 and 2, 25-35.
14. MARSHALL, T.H. (1950). Citizenship and Social Class. Cambridge: Cambridge University Press.
15. McLAUGHLIN, T.H. (1992). ‘Citizenship, diversity and education: a philosophical perspective.’; Journal
of Moral Education, 21,3, 235-46.
16. Heath, Marguerite; Rowe, Don.; and Breslin, Tony (2006) Citizenship Education in the Primary
Curriculum. London: Citizenship Foundation

********

MED-403.5: GUIDANCE & COUNSELLING

Credits 4 64 Hours Marks 100(70+30)

Course objectives:
Course content in this paper will enable the students:
 To understand the meaning, principles, needs and types of guidance and counseling
 To understand Theoretical approaches of guidance and counseling
 To organize guidance and counseling program
 To develop counseling skill in conducting counseling sessions
 To prepare case history, doing case analysis and preparing profile of the case.
 To understand online counseling services
 To understand various intervention programs
 To understand Applications of Guidance and Counseling

Theory
Unit-I: Introduction to guidance and counseling (15
Hours)
 Guidance and counseling – meaning, goal, principles, types of guidance and
counseling.
 Characteristics of counselor
 Process of counseling-steps, stages and procedures
 Assessment in guidance and counseling: method of assessment (interview,
observation, case history, Sociometry, Narratives) and use of psychological test.
 E- counseling: benefits and challenges
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 Ethics in guidance and counseling

Unit- 2: Theoretical approaches of guidance and counseling

(15 Hours)
 Psychoanalytic approach( Freud)
 Phenomenological approach(Adler)
 Person centered approach(Carl Roger)
 Self actualization(Maslow)
 Existential approach
 Gestalt approach
 Behavioral approach(Skinner)
 Individual versus group counseling

Unit- 3: Planning and organizing guidance and counseling program

(10 hours)
 Rationale and purpose of guidance and counseling program
 Organizing guidance and counseling program in schools
 Evaluation of guidance and counseling program: steps, accountability bridge
model and methods of evaluation (case study, survey and experimental)
 Teaching and training for counseling

Unit- 4: Intervention programs

(12 hours)
 Rational emotive therapy
 Behavioral therapy
 Reality therapy
 Aversion therapy
 Solution focused brief therapy
 Person centered therapy
 Drama and art therapy
 Yoga and management therapy

Unit- 5: Applications of Guidance and Counseling

(15 hours)
 Career guidance and counseling: meaning and theories (super’s segment , Holland,
Ginsberg)
 Person with disabilities (educationally backward child, attention deficit hyperactive,
learning disabilities)
 HIV/AIDS, eating disorder, gender identity crisis, addiction, sexual violence, panic
attack, street children, seasonal affective disorders (SAP).
 Anxiety disorder
 Students with physical disabilities and their parents, family and peers.

Tests and Assignment Marks: 30

 Two tests of 5 marks each and their average will be counted.

 Two Assignments of 10 marks each (20 Marks)

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Reference Books:
1. Aggarwal J.C, (2005). Career Information in Career Guidance Theory &
Practice Doaba House, Delhi.
2. Aggarwal R. (2010) Elementary Guidance and counselling, Shipra Publication,
New Delhi:
3. Aggarwal R. (2006) Educational Vocational Guidance and counselling, Shipra
Publication, Delhi.
4. Chandra R. (2009). Career Information and Guidance &Counselling, Isha
Books, Descr Delhi
5. Chandra R. (2007). Career information and Guidance and Counseling. Isha
Books, Delhi
6. Chauhan S.S. (2007). Principle and Techniques of Guidance: Vikas Publishing
House, New Delhi
7. David A. (2009) Guidance and counseling. Commonwealth Publisher. Delhi
8. Gibson .&M.Mitchell (2008). Introduction Counseling and Guidance, PHI
Learning Pvt.Ltd. New Delhi.
9. Gibson R. L. & Marianne M. H. (2008). Introduction to Counseling and
Guidance.. Prentice Hall of India Ltd.: New Delhi.
10. Kinra A. (2008)Dorling Kindersley (India) Pvt. Ltd, Guidance and counseling,
South Asia
11. Kochhar S K.(2006). Educational and vocational guidance in secondary
education, Sterling Publications, Delhi'.
12. Koshy J. (2007) Guidance and counselling (Vol.IV) -. Dominant Pub &
Distributors, New Delhi.
13. Kottler J A & Shepard D. S(2008)., Counseling Theories & Practices Cenage
Learning: 1st Edition
14. Mathur S S : Fundamentals of Guidance & Counseling. Aggarwal Publication:
Agra:2nd Edition
15. Naik D. (2007) Fundamentals of Guidance and counselling.
Adhyayanpublishers New Delhi.
16. Pandey V.C. (2006) Educational Guidance &Counselling, IshaBooks,Delhi
17. Rao S N.(2006) Counselling and guidance. McGraw hill, Delhi' Rao S N &Hari
H S.(2004) Guidance and counselling. Discovery Pub house, New Delhi.
18. Seligman L &Lourie W(2010)., Theories of Counseling and Psychotherapy
Systems: strategies & Skills: New Delhi
19. Sharma S.(2007)., Career Guidance & Counseling Kanishka Publishers: New
Delhi
20. Varky B G &Mukhopadhyay M.(2006). Guidance and Counselling: Sterling
Publications: New Delhi
21. Welfel E R. & Lewis P.E(2008)., The Counseling Process Cenage Learning

(1)Prepare case study of two students. (2)To visit an integrated school and
prepare a report on counseling services provided to students. (3) To identify
your own problem and how you cope up with that situation. Write in brief .

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MED-403.6: ECONOMICS OF EDUCATION

Credits 4 64 Hours Marks 100(70+30)

COURSE OBJECTIVES:
 To enable the students to understand the Concept of Economics of Education, Relationship,
Consumption, Investment and Economic Thoughts.
 To enable the students to understand the Concept of Human Capital, Knowledge Industries &
Knowledge Occupations and population quality.
 To enable the students to understand the Education and Labour Market and Economics of Brain-
Drain.
 To acquaint the students with Economic Growth and Development and Economics of Teacher Supply.
 To acquaint the students with Manpower Planning and Forecasting of manpower requirements &
Planning and Management of teacher supply and demand.
 To develop understanding of Educational Financing, Cost Analysis and Rate Return Approach in
Education among the students.
 To acquaint the students with need and importance of Economics of Education for development of
individual and Nation at present scenario.

UNIT-I: ECONOMICS OF EDUCATION-BASIC CONCEPTS (08 Hours)

 -Economics of Education: Concept, Need, Functions and Scope
- Relationship: Education and Economics

- Education as an Economic Good, Consumption and Investment

- Education as Industry: A Critical Analysis
- Economic Thoughts on Education: Classical, Neo-Classical and Modern

UNIT-II: HUMAN CAPITAL AND EDUCATION (12 Hours)

 Human Capital: Concept, Need and Importance
 Formation of Human Capitals
 Role of Human Capitals in Economic Development
 -Concept and Importance of Human Resource Development
 -Knowledge Industries and Knowledge Occupations
 -Education and Population Quality
 -Contribution of Education in Development of Human Capitals and HRD

UNIT-III: EDUCATION AND ECONOMIC DEVELOPMENT (10 Hours)

 Concept of Economic Growth and Development
 Contribution of Education in Economic Growth
 Education and the Labour Market
 Significance of Education in Economic Development with reference to India
 Economics of Brain Drain

UNIT-IV: MANPOWER PLANNING (10 Hours)

 Concept and Functions of Manpower Planning
 Relevance of Education in Manpower
 Skills Excess and Shortages
 Forecasting of Manpower Requirements
 Economics of Teacher Supply
 Planning and Management of Teacher Supply and Demand

UNIT-V: EDUCATIONAL FINANCING (12 Hours)

 Concept and Functions of Educational Financing
 School Finance and Budget
 Public Finance in Education
 Cost Analysis in Education
 Rate of Return Approach (Cost-Benefit Analysis)
 Educational Loans-Institutions and Students

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TRANSACTIONAL STRATEGIES: Lectures, Seminars, Projects, Power Point Presentation, Small Groups
Interactions, Reading of Texts.

TESTS & ASSIGNMENTS: (12 hours)

 Two tests of 10 marks each. Marks of best out of two will be taken
 Two Assignments of 10 Mark each. Suggested List:
Critical Analysis of Current Educational Budget-

SUGGESTED READINGS:
1. Ansari, M.M. Education and Economic Development, New Delhi, AIU Publication, 1987.
2. Blaug Mark Economics of Education & the Education of an Economist New York, University Press,
1987.
3. Blaug Mark An Introduction to Economics of Education, England, Penguin Books Ltd. 1980.
4. Garg, V.P. The Cost Analysis in Higher Education, New Delhi, Metropolitan Book Co., 1985.
5. Harbison & Myers Education, Manpower and Economics growth, New Delhi, Oxford & IBH. (Indian
Edition) 1968.
6. Kneller, G. F. Education & Economic Growth, New York, John Wiley, 1968.
7. Nagpal C.S. & Mittal A.C.(eds) Economics of Education, New Delhi, Anmol Publications,1993.
8. Pandit, H. N Measurement of cost Productivity & Efficiency of Education,
9. New Delhi, NCERT, 1969.
10. Prakash Sri. & Choudhury, S. Expenditure on Education: Theory, Models and Growth, New Delhi, NIEPA,
1994.
11. Pscharo Pulos, G. & Woodhall, M Education for Development- An Analysis of Investment choices,
London, World Bank Publisher, 1985.
12. Schultz, T. W The Economic Value of Education, Columbia, Columbia University Press, 1963.
13. Sethi, Vinita Educational Development and Resource Mobilization, New Delhi, Kanishka Publication,
1997.
14. Sodhi, T. S Education and Economics Development, Ludhiana, Mukand Publications, 1978.
15. Tilak, J.B.G. Economics of Inequality in Education, New Delhi, Sage Publications, 1987.
16. Vaizey John Economics of Education, London, Faber & Faber, 1962.
17. Varghese, NV & Mehta A.C Investment Priorities and Cost Analysis NIEPA, New Delhi.
18. Marshall, Alfred. (1890) Principles of Economics.
19. Jevons, W. Stanley. The Theory of Political Economy, 1879, 2nd ed. p. xiv.
20. Groenwegen, Peter. (1987 [2008]). "'political economy' and 'economics'", The New Palgrave: A
Dictionary of Economics, v. 3, pp. 905-06. [Pp. 904–07.]
21. Alesina, Alberto F. (2007:3) "Political Economy," NBER Reporter, pp. 1-5. Abstract-linked-footnotes
version. Image of "Priorities of the College of William and Mary"
22. Weingast, Barry R., and Donald Wittman, ed., 2008. The Oxford Handbook of Political Economy. Oxford
UP.
23. Brandt, Loren, and Thomas G. Rawski (2008). "Chinese economic reforms," The New Palgrave
Dictionary of Economics, 2nd Edition. Abstract.
24. Helsley, Robert W. (2008). "urban political economy," The New Palgrave Dictionary of Economics, 2nd
Edition. Abstract.
25. Gilpin, Robert (2001), Global Political Economy: Understanding the International Economic Order,
Princeton. Description and ch. 1, “The New Global Economic Order" link.
26. Mitra, Devashish (2008). "trade policy, political economy of," The New Palgrave Dictionary of
Economics, 2nd Edition. Abstract.
27. Tullock, Gordon ([1987] 2008). "public choice," The New Palgrave Dictionary of Economics. Abstract.
28. Arrow, Kenneth J. (1963). Social Choice and Individual Values, 2nd ed., ch. VIII, sect. 2, The Social
Decision Process, pp. 106-08.
29. Mueller, Dennis C. (2008). "constitutions, economic approach to,' The New Palgrave Dictionary of
Economics, 2nd Edition. Abstract.
30. Buchanan, James M., and Gordon Tullock (1962). The Calculus of Consent. University of Michigan
Press. Chapter-preview links.
31. Hayek, Friedrich A. (1973). Rules and Order, Description and chapter-preview links.
32. Brennan, Geoffrey, and James M. Buchanan (1985). The Reason of Rules: Constitutional Political
Economy , Chicago. Chapter links, Econlib.
33. Buchanan, James M. (1990). "The Domain of Constitutional Economics," Constitutional Political
Economy, 1(1), pp. 1-18.
34. Lohmann, Susanne (2008). "rational choice and political science," The New Palgrave Dictionary of
Economics, 2nd Edition. Abstract.

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35. Shubik, Martin (1981). "Game Theory Models and Methods in Political Economy," in K. Arrow and M.
Intriligator, ed., Handbook of Mathematical Economics, Elsevier, v. 1, pp. 285-330.
36. Peter C. Ordeshook (1990). "The Emerging Discipline of Political Economy," ch. 1 in Perspectives on
Positive Political Economy, Cambridge, pp. 9-30.
37. James E.; Shepsle, Kenneth (eds.) (1990), Perspectives on Positive Political Economy (Cambridge [UK];
New York: Cambridge University Press). Description and content links and preview.
38. Rose, N. L. (2001). "Regulation, Political Economy of," International Encyclopedia of the Social &
Behavioral Sciences, pp. 12967–12970. Abstract.
39. Krueger, Anne O. (1974). "The Political Economy of the Rent-Seeking Society," American Economic
Review, 64(3), p. 291–303.
40. Becker, Gary S. (1983). "A Theory of Competition among Pressure Groups for Political Influence,"
Quarterly Journal of Economics, 98(3), pp. 371-400.
41. Weingast, Barry R., Kenneth A. Shepsle, and Christopher Johnsen (1981). "The Political Economy of
Benefits and Costs: A Neoclassical Approach to Distributive Politics," Journal of Political Economy,
89(4), pp. 642-664.
42. Breyer, Friedrich (1994). "The Political Economy of Intergenerational Redistribution," European
Journal of Political Economy, 10(1), pp. 61–84.
43. Williamson, Oliver E. (1995). "The Politics and Economics of Redistribution and Inefficiency," Greek
Economic Review, December, 17, pp. 115-136, reprinted in Williamson (1996), The Mechanisms of
Governance, Oxford University Press, ch. 8, pp. 195-218.
44. Krusell, Per, and José-Víctor Ríos-Rull (1999). "On the Size of U.S. Government: Political Economy in
the Neoclassical Growth Model," American Economic Review, 89(5), pp. 1156-1181.
45. Galasso, Vincenzo, and Paola Profeta (2002). "The Political Economy of Social Security: A Survey,"
European Journal of Political Economy, 18(1), pp. 1–29.
46. Drazen, Allan (2008). "Political business cycles," The New Palgrave Dictionary of Economics, 2nd
Edition. Abstract.
47. Nordhaus, William D. (1989). "Alternative Approaches to the Political Business Cycle," Brookings
Papers on Economic Activity, (2), pp. 1-68.
48. Alesina, Alberto, and Roberto Perotti (1995). "The Political Economy of Budget Deficits," IMF Staff
Papers, 42(1), pp. 1-31.
49. Timothy, Besley (2007). Principled Agents?: The Political Economy of Good Government, Oxford.
Description.
50. Torsten Persson (2008). "political institutions, economic approaches to," The New Palgrave
Dictionary of Economics, 2nd Edition. Abstract.
51. North, Douglass C. (1986). "The New Institutional Economics," Journal of Institutional and Theoretical
Economics, 142(1), pp. 230-237.
52. (1990). Institutions, Institutional Change and Economic Performance, in the Political Economy of
Institutions and Decisions series. Cambridge. Description and preview.
53. Ostrom, Elinor (1990). Governing the Commons: The Evolution of Institutions for Collective Action.
Cambridge University Press. Description and preview links. ISBN 9780521405997.
54. Dixit, Avinash (1996). The Making of Economic Policy: A Transaction Cost Politics Perspective. MIT
Press. Description and chapter-preview links. Review-excerpt link.
55. Beck, Thorsten et al. (2001). "New Tools in Comparative Political Economy: The Database of Political
Institutions," World Bank Economic Review,15(1), pp. 165-176.
56. Bolton, Patrick, and Gérard Roland (1997). "The Breakup of Nations: A Political Economy Analysis,"
Quarterly Journal of Economics, 112(4), pp. 1057-1090.
57. Alesina, Alberto, and Roberto Perotti (1994). "The Political Economy of Growth: A Critical Survey of
the Recent Literature," World Bank Economic Review, 8(3), pp. 351-371.
58. Keefer, Philip (2004). "What Does Political Economy Tell Us about Economic Development and Vice
Versa?" Annual Review of Political Science, 7, pp. 247–72. PDF.
59. Mukand, Sharun W. (2008). "policy reform, political economy of," The New Palgrave Dictionary of
Economics, 2nd Edition. Abstract.
60. Sturzenegger, Federico, and Mariano Tommasi (1998). The Polítical Economy of Reform, MIT Press.
Description and chapter-preview links.
61. Roland, Gérard (2002), "The Political Economy of Transition," Journal of Economic Perspectives, 16(1),
pp. 29-50.
62. Manor, James (1999). The Political Economy of Democratic Decentralization, The World Bank. ISBN
9780821344705. Description.
63. Drazen, Allan (2000). Political Economy in Macroeconomics, Princeton. Description & ch. 1-preview
link., and review extract.
64. Dietz, Simon, Jonathan Michie, and Christine Oughton (2011). Political Economy of the Environment An
Interdisciplinary Approach, Routledge. Description and preview.

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65. Banzhaf, H. Spencer, ed. (2012). The Political Economy of Environmental Justice Stanford U.P.
Description and contents links.
66. Gleeson, Brendan, and Nicholas Low (1998). Justice, Society and Nature An Exploration of Political
Ecology, Routledge. Description and preview.
67. John S. Dryzek, 2000. Rational Ecology: Environment and Political Economy, Blackburn Press. B&N
description.
68. Barry, John 2001. "Justice, Nature and Political Economy," Economy and Society, 30(3), pp. 381–394.
69. Boyce, James K. (2002). The Political Economy of the Environment, Edward Elgar. Description.
70. Zajac, Edward E. (1996). Political Economy of Fairness, MIT Press Description and chapter-preview
links.
71. Thurow, Lester C. (1980). The Zero-sum Society: Distribution and the Possibilities For Economic
Change, Penguin. Description and preview.
72. Persson, Torsten, and Guido Tabellini (2000). Political Economics: Explaining Economic Policy, MIT
Press. Review extract, description and chapter-preview links.
73. Laffont, Jean-Jacques (2000). Incentives and Political Economy, Oxford. Description.
74. Acemoglu, Daron (2003). "Why Not a Political Coase Theorem? Social Conflict, Commitment, and
Politics," Journal of Comparative Economics, 31(4), pp. 620–652.
75. Mayer, Charles S. (1987). In Search of Stability: Explorations in Historical Political Economy,
Cambridge University Press, Cambridge, pp.3–6. Description and scrollable preview. Cambridge.
76. Baker, David (2006). "The political economy of fascism: Myth or reality, or myth and reality?", New
Political Economy, 11(2), pp. 227–250.
77. Cohen, Benjamin J. "The transatlantic divide: Why are American and British IPE so different?", Review
of International Political Economy, Vol. 14, No. 2, May 2007.
78. McCoy, Drew R. "The Elusive Republic: Political Economy in Jeffersonian America", Chapel Hill,
University of North Carolina.
***********

MED 403.7: ENVIRONMENTAL EDUCATION

Credits 4 Hours 64 Marks 100 (70+30)

Course Objectives
1. To help learners acquire an awareness of and sensitivity to the total environment and its allied
problems (Awareness).
2. To help learners acquire a set of values and feelings of concern for the improvement and
protection(Knowledge, Attitude)
3. To help learners acquire the skills for identifying and solving environmental problems (Skills).
4. To enable learners to develop environmental education (EE) curriculum, teaching methods and
evaluation procedures for students at various levels of school education, teacher education and non-
formal/informal education.
5. To provide learners with an opportunity to be actively involved at all levels in working toward
resolution of environmental problems (Participation)

Theory Marks 70
COURSE CONTENTS

Unit I: Perspective of Environment, Life and Sustainability (12 Hours)

 Perspective of Environment and life: concept, definition and interrelationship (scientific,
Philosophical- socio-cultural).
 Knowledge base of environment; Yoga and harmony-the world-view and life-view of human beings in
environment.
 Global Changes: influences on quality of environment and quality of Life - reflections and critique.
 Sustainability – concept, definition and need; Education for Sustainable Development (ESD)-concept,
overview of policies for infusion in education (UN and National) and critique.

Unit II: Environmental Education (EE) and its Curriculum (16 Hours)
 Environmental Education (EE): Concept, nature, history- international concerns and genesis, goals,
objectives and guiding principles.
 Space in various education commissions, national policies on education and curriculum frameworks-
NCF 2005, NCFTE 2010,NCFTE 2014.
 EE curriculum framework, curriculum (need and principles),syllabus and textbooks, reference books
 Development of EE curriculum and Syllabus for different levels (NCERT as nodal agency for EE in
schools in India, Role of UGC,NCTE and RCI and educational institutions)
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 Subjects and forms of understanding related to environment (discipline, subject and multidisciplinary
approach, infusion)

Unit III: Pedagogy of Environmental Education (16 Hours)

 Concept of Pedagogy, Teaching Method, Strategy, Technique, and Tactics.
 Agencies of Education and evolution of teaching methods -Pedagogical shifts in formal education
:process of construction of knowledge (knowledge, attitude, skills and participation);Every teacher as
teacher of EE- Moving from syllabus and textbooks to planning teaching learning materials (TLM),
improvisation ,ICT integration; democratic trends- Traditional Methods and Progressive Methods of
teaching in EE , inclusion, critical pedagogy
 Role of informal and non-formal agencies of education in EE, Contributions of ICT in lifelong learning
and construction of knowledge; role of mass media, role of individuals (Sundarlal Bahuguna, Rajendra
Singh, Medha Patekar etc.) in initiating movements and generating mass awareness in India.
 Role of mass media, popular programs related to environmental awareness-Earth Matters, Bhoomi
etc.
 Some activities for skill and participation-Tree rearing, social and agroforestry, Cleanliness Campaign
(Swachhata Abhiyan), waste decomposition and recycling.

Unit IV: Assessment for Learning in Environmental Education (12 Hours)

 Evaluation in EE and Assessment for learning, Identification of indicators – Continuous
Comprehensive Evaluation-procedure for assessment.
 Methods and tools for assessment of indicators (assessment for scholastic and co-scholastic abilities
related to Environment), Record preparation, Reporting and follow-up procedures.
 Evaluation of EE – Evaluation of curriculum, text-books, evaluation practices and teachers, teacher as
curriculum developer, teacher and action research (steps with example). Evaluation of curriculum,
syllabi and text-books for different levels of education-content analysis meaning and procedure,
content analysis of upper primary/secondary/senior secondary level textbooks for infusion of EE.

Unit V: Future Society and Environmental Ethics Education (EEE) (08 Hours)
 Contemporary environmental issues and crises, challenges for the Future Society,
 Environmental Ethics as a remedy : Concept and Need.
 Environmental Ethics (overview of Western and Eastern Concepts).
 Values for quality life, Environmental Ethics Education (EEE) and role of policy framers & teacher
educators.
 Research trends in EE.

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Transactional Strategies
The transactional strategies will consists of lectures, discussions, reading, writing reflective journals,
assignments, workshops, seminar presentations, Debates, Content-analysis, question-answer sessions,
Fields visits, library work and review.

Tests and Practicum/Assignments Marks: 30 (16 Hours)

 Two tests of 10 marks each and best one will be counted.(10 Marks)
 Four Assignments/practicals out of the below given list of activities (4x5=20 Marks).
1. Development of an environmental calendar for working in own educational institution.
Plantation/gardening Bulletin Board maintenance etc. in the campus of the institution as per
calendar. (05 marks)
OR
Development of Eco-Club: Planning and Management of the club to ensure plantation/gardening
Bulletin Board maintenance etc. in the campus. Above 80 percent Attendance and Regularity of
participation in club activities has to be ensured (05 marks)
2. Developing a model of Continuous Comprehensive Evaluation in EE for B.Ed./M.Ed. students
(Identification of indicators, various methods/tools for their evaluation, record preparation,
reporting and follow-up procedures). (05 marks)
3. Content analysis of any one lesson of environmental studies/any subject text- book prescribed under
any one board for class VI to XII. (05 marks)
4. Planning and execution of an environmental awareness campaign for M.Ed. students/Teacher
Educators. (05 marks)

OR

An individual/ group project to survey a degraded area and to submit a report.

5. Writing research notes (report of researches in five years), identification of research trends in EE and
presentation before peers. (05 marks)

Note: Each student will prepare a chart showing attendance and work status for self evaluation. The
activities will be assessed and marked on the basis of regularity and attendance and the practical record
note-book.

Suggested Readings
1. Guri,G.(1992). Tree Rearing: Social and Agroforestry work experience manual, NCERT New Delhi,Pp.80
2. Bahuguna, Sundarlal(1996) Dharti ki Pukar, Radhakrishna Publication, Delhi, Pp. 111.
3. Kaushik,A. and Kaushik, C.P.(2004). Perspectives in Environmental studies,New Age International(P)
Ltd. Publishers, New Delhi
4. Leelakrishnan,P. (1999) Environmental Law in India, Butterworths India, New Delhi, Pp. 194
5. Goel, M.K. (2006) Paryavaran Addhyayan, Vinod Pustak Mandir, Agra, Pp. 581.
6. Ramakrishnan, P.S.(2001) Ecology and Sustainable Development, N.B.T., New Delhi, Pp.198.
7. Rathore, H.C.S., Bhattacharya, G. C.,Singh, S.K., Singh, M. and Gardia,A.(2008) Society and
Environmental Ethics, Seema Press, Varanasi, Pp. 242.
8. Sharma,R.C., Mahajan, B., Premi,K.K., Nuna, S.C., Menon,P.(1994). Source Book
on environmental education For Elementary Teacher Educators, NIEPA, New Delhi.pp.278.
9. Sharma,P.D.(2001).Ecology And Environment, Rajson Printers ,New Delhi,pp660.
10. NCERT (2004) Environmental Education in Schools, NCERT, New Delhi, Pp.112.
11. Srivastava, P. (2005) Paryavaran Shiksha, Madhya Pradesh Hindi Granth Academy, Bhopal, Pp. 195.
12. Singh, S.K.( 2006) Environmental Education , Sapna Ashok Prakashan , Varanasi,Pp.176
13. Singh,S.K. and Singh,N.(2007)”Environmental Ethics : A Reorientation of Environment related Ethical
Perspective” University News A Weekly Journal of Higher Education , 45 : 44,Oct.29 – Nov.4, New Delhi
, Association of Indian Universities, Pp.54-58.ISSN NO 0566-2257
14. Singh,S.K.(2007)Environmental Education and its concern in Educational Policies in Independent
India, in Trivedi, B. and Jain, S. (Ed.) Environmental Issues in India ,New Delhi, Discovery Publishing
House,Pp.73-82.ISBN 978-81-8356-224-9.
15. Singh, S.K.(2007).Environmental Education: A Remedy for Environmental Crisis, inTiwari,
S.(Ed.)Education in India ,Vol.-IV ,NewDelhi, Atlantic Publishers,Pp.83-90.ISSN 978-81-269-0529 – 4
16. Shukla, C.S.(2007) Paryavaran Shiksha, Alok Prakashan, Lucknow, Pp.311.
17. Singh, S.K.( 2008) Environmental Education and Ethics , Amrit Prakashan , Varanasi,Pp.114
18. Uppal,S.(Ed.).(2008).National curriculum framework 2005 position paper national focus group on
curriculum,syllabus and textbooks , NCERT New Delhi,Pp.46

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19. Singh, S.K.( 2010) Fundamentals of Environmental Education , Sharda Pustak Bhawan , Allahabad
,Pp.175
20. NCERT (2011). Teachers’ Handbook on Environmental Education for the Higher Secondary Stage,
DESM, NCERT, New Delhi, Pp.316.
21. Ram,P.S. and Singh,R.(2013). Paryawaran Shiksha ke ubharate aayam, Allahabad: Sharda Pustak
Bhawan.

MED-TEI: TEACHER EDUCATION INTERNSHIP

Marks: 100 4 credits (Three weeks)

Objectives -
 To train teacher interns to conduct Interview of practicing teachers to identify the nature of in
service teacher education received and the felt needs.
 To acquaint teacher interns the process of evaluation of courses of pre-service teacher education
 To train teacher- interns to observe & supervise practice teaching done by BEd Interns
 To develop the capability and provide knowledge to study the teacher education institution on
instructional and evaluation practices.

Course Content (To be completed under a mentor teacher educator) -

 Visit of two teacher education institutions (preferably one private and one government) and prepare
a copmapartive analytical report pertaining to issues related to ethos, financial support, authority
structure, autonomy, and challenges it face.
 Interview of practicing teachers to identify the nature of in service teacher education received and
the felt needs.
 Evaluation of training input in any programme of pre- service teacher education
 Select any one current practice in teacher education and trace the background of its formulation as a
policy.
 Interview (structured) of teacher educators/educational managers regarding challenges & issues of
teacher education.
 Records submitted on reflections of interns during teacher education internship
 Report of Daily activities.

Selected Readings:
1. Policy Perspectives in Teacher Education: Recommendations of Various National Commissions &
Committees on Education, NCTE document 95/4, National Council for Teacher Education, New Delhi
2. Curriculum Framework for Quality Teacher Education, 1998, NCTE document 98/30, National Council
for Teacher Education, New Delhi
3. Mangla, S., 2001, Teacher Education: Trends and Strategies, Radha Publications, New Delhi
4. Saxena, N. R. et. al., 2002, Teacher Education, Surya Publication, Meerut
5. Sharma, R.A., 2002, Teacher Education, International Pub. House, Meerut
6. Bhattacharya, G.C., 2003, Adhyapak Shiksha, Vinod Pustak Mandir, Agra
7. National Curriculum Framework for Teacher Education: Towards Preparing Professional and Humane
Teacher, 2009, NCTE document 2009/10, National Council for Teacher Education, New Delhi.
8. Shukla, R.P. & others (2015). Professionalisation of Education in India. Bharati Publication, New
Delhi.

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MED-DIS-2: DISSERTATION

IV Semester 4 Credits Marks: 100

 Analysis of Data
 Compilation of Report

MED-DIS-3: DISSERTATION PRESENTATION AND VIVA-VOCE

IV Semester 2 Credits Marks: 50 (Viva- Voce)

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