2 M EdSyllabus
2 M EdSyllabus
2 M EdSyllabus
R.5.1 Any person who has taken the degree of Bachelor of Teaching & Bachelor of
Education of this University or a degree of another university recognized as equivalent there to may
be admitted to the examination for the degree of Master of education after having fulfilled the
requirements as mentioned in R 5.2
Students passing the B.Ed (Physical Education) or equivalent there to of any statutory
University will be held eligible for the admission to the M.Ed course.
The medium of instruction of this course is either English or Marathi. The candidate
appearing for M.Ed Examination will have the option of answering all papers either in English or in
Marathi provided that the option is exercised paper wise only and not section wise or question
wise.
R 5.2
(a) The examination for the degree of M.Ed shall be by papers only
(b) A candidate desiring to appear for the M.Ed examination must either
I. Attend the college or other institution recognized for the purpose and shall
keep two terms (one year’s) to the satisfaction of the Head of the college or
Institution.
OR
II. Complete the course under guidance of a recognized teacher to the satisfaction
of the Head of the college or Institution during two academic years.
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(ii) To master the methods and techniques of developing competencies, commitments
and performance skills of a secondary school teacher in Maharashtra
(iii) To explain the nature of issues and problems faced by the state system of education
and some innovative remedies tried to solve them.
(iv) To appreciate the national education policies and provisions made in the plan to
spread quality secondary education in the country, and the ways and means to equip
would be secondary teachers for the same.
(v) To understand, in the light of recent global developments, the new thrusts in
education, and the ways and means to inculcate intellectual emotional and
performance skills among secondary pupils, the “Global citizens of tomorrow”.
(vi) To Imbibe in them attitudes and skills required of ‘life-long learners “ on the ‘ICT
influenced world’ of today and tomorrow.
(vii) To acquire the skills required of a ‘consumer’ and a ‘consumer’ and a ‘practitioner’ of
educational research and innovations.
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Group B – Optional Papers (Any two) (Course 4, 5)
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Total 400 Marks
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R.5.5 the following are the syllabi for papers- Part I- Theory Course- Group A-
Student should do the practical work for three compulsory papers and two optional papers as
prescribed in the syllabus.
Student should impart instructions of two advanced technology lessons for B Ed course or peer
group.
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7. (i) Tutorials 100 Marks
There will be two Internal Tests for all the five theory courses.
8. Seminar Reading
Student should give seminar on the Research proposal which is selected for his/ her short Research
work.
Student should give seminar on any topic related to contemporary issues in Education.
Student should give seminar on Internship programme which he/she has experienced in Internship
programme.
For external assessment one external examiner (to be appointed by the University) and one
Internal Examiner (who is the guide of the particular student) will work as the member of the
committee.
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5.6 Standard of Passing
(a) To pass the M.Ed. Examination the candidate must secure at least 50% marks in each of the
eleven Heads of passing.
(b)Such of the successful candidates who appear for part I, part II, and part III at one and the same
time have secured at least 55% marks in each part and 60% marks or above in aggregate will be
declared to have secured 65% in each part, 70% in aggregate will be declared to have passed in first
class with Distinction.
(c)The candidate who has obtained minimum 50% marks or more in any of the Heads of passing
but failed in the examination shall be eligible to claim exemption in such Heads of passing.
Candidate claiming exemption will not be eligible for first class, first class with Distinction or merit.
His/her will be declared to have passed in second class.
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5. Library Based Self Directed Study 6 Periods
6. Internship (Planning & Guidance) 1 Period
TOTAL 36 Periods
Eligibility for Admission procedure same as M.Ed. (Full- time), only in-service candidates are
eligible for M.Ed. (part time of the committee e)- In-service Teacher Educators and Jr. college
teachers will be given preference for admission.
Curriculum Transaction
First Year
Second Year
TOTAL 18 Periods
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II Year-2 Optional paper 2x4= 8 Periods
Tutorial 1 Period
Seminar 2 Periods
T0TAL 18 Periods
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Field work for dissertation & practicum 4 weeks
Total 30 Weeks
OR
First Year
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Second year
Total Work load for 1st & 2nd Year 972 Hours
In addition to this 4 weeks for dissertation work according to the convenience of candidate are
allotted.
_________
720 Hours
__________
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Total 144 hours
Seminar 96 hours
__________
_________
(A) Dissertation/ Research Guidance on individual basis (as far as possible not more than five
schools should be allotted to a teacher educator for supervision of dissertation work)
(iii) Part III for External assessment one external (to be appointed by the University) and ne
internal examiners (who is guide of the particular student) will work as the member of the
committee
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Course I- EDUCATION IN CONTEMPORARY SOCIETY
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PAPER I – EDUCATION IN CONTEMPORARY SOCIETY
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SECTION II
Unit – 5 Sociology & Education
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Unit- 8 SOCAIL FORCES AND EDUCATION
8.1 Education for maintaining the peace in diverse religious beliefs.
8.2 World problems and terrorism – its causes, its impact on Society and remedies through
Education.
8.3 concept of Secularism in India and World prospect and building of Secularism through
Education
9.1 Totalitarian: Meaning, Main features, aims of Education, curriculum, Methods of teaching
and School administration.
9.2 Democracy: Meaning, Values, Main features of democratic Education, aims, curriculum
methods of teaching and School administration.
(i) Study of the comparison between one western school with one Indian school of
philosophy.
(ii) Case Study of economically under developed student.
(iii) Study of the impact of modern Technology in one secondary school.
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List of reference books
1. A Sociological Approach to Indian Education (Vinod Pustak mandir, Agra 2 , by S.S. Mathur)
2. The Philosophical and Sociological foundations of Education (Doaba House, Book-sellers and
Publishers, Delhi-110006) by Kamla Bhatia and Baldev Bhatia
3. Groundwork of Theory of Education – by Ross
4. Modern Philosophy of Education – by Brubacher
5. Foundations of Education – V.P. Bokil
6. Educational Sociology – Brown
7. De Schooling Society- Evan Illich.
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COURSE – II Advanced Educational Psychology.
OBJECTIVES:
To enable students:
SECTION – 1
Unit-2 “Development”
2.1 Development – Concept, stages, dimensions, methods of study, developmental tasks
2.2 Factors influencing development – genetic, biological environmental and physical.
2.3 Theories of development
- Piaget’s Cognitive development
- Freud’s Psycho-sexual development
- Erikson’s psycho-social development
- Having Hurst’s developmental tasks
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- Kohlberg’s moral development
- Gessel’s Maturation theory.
2.4 Cognitive development –concept and development of thinking and problem solving
2.5 Affective development – Concept and development of attitudes, interests and values.
2.6 Psychomotor development – development of skills, objectives, task-analysis, practice,
feed back .
2.7 Language development with reference to syntax and structure
2.8 Social development – Erisco’s Psycho-socio test.
2.9 Moral Development- Theories of Piaget and Kolhers.
2.10 Emotional development – Aesthetic development.
Unit – 3 Personality
(ii)Type
3.3 Personality variables and learner –motivation, achievement motivation, locus of control.
SECTION II
Emotional intelligence
Social Intelligence
Creative Intelligence
Practical intelligence
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4.2 Theories of intelligence by – Guilford J.P
Gardener
Sternberg
Goleman
Non-Verbal
Performance
4.5 Creativity Concept, Factors and process, techniques for development of Creativity.
Brain-Storming (Osborn)
Synectics (Gorden)
Unit- 5 Learning
5.1 (A) Theories of Learning
(i)Operant conditioning (Skinner)
(ii) Conditions of Learning (Gagne)
(iii)Information processing (Donald Norman)
(iv) Mastery learning (Bloom)
(V) Hull’s reinforcement theory
(Vi) Toleman’s theory of learning
(Vii) Levin’s field theory
Unit-6 Teaching
Practical Work
Books Recommended
1. Ausubel D.P. and Robison F.G. : School learning An introduction to Educational Psychology
New York Holt, Rinehart & Winston Inc 1969.
2. Bernard H.W. : Psychology of learning & Teaching, New York Macgraw Hill B
3. Gage and Berlinger : Educational Psychology, Boston Houghton Miffins Company 1984.
4. Hays J.R. : Cognitive Psychology, Thinking and Creating. Homewood Illinoins. The Dorsey
press 1978
5. Joyce Bruce and well Marsha. Models of Teaching prentice Hall of India Ltd. 1985.
6. Mangal S.K. : advanced Educational Psychology; New Delhi, Prentice Hall of India Pvt,Ltd;193
7. Moully George J : Psychology of teaching botton Allyn & Decan Inc.
8. Wordsworth B.J. piaget’s : Theory og cognitive and affective Development, New York,
Longman incorporated, 1989.
9. Bower G.H. and Hilgard E.R. : theories of Learning New Delhi Prentice Hall india Pvt. Ltd.
10. Michael Green : Theories of Human Development prentice Hall, englewood cliffs, New
Jersy,1989
11. S. Owen, H. Parker Blount, Heny Moscow : Educational Psychology – An Introduction Little,
Brown and Company Boston, Toronto, 1978.
12. C.L. Kundu : Personality Development, Sterling publishers Pvt. Ltd., New Delhi, 1989
13. Charles N. Newmark : Major Psychological assessment Instruments : Allyn And Becan Inc.
Boston, London, Sydney, Totonto, 1985.
14. Jayaswal, R.L. : Foundation of Educational Psychology : Allied Publishers, Bombay.
15. Bigge M.L. : Learning Theories for Teachers, Harper and Tow publishers, 1971.
16. Hilgard and Atkinson : Introduction to Psychology, Oxford and IBH Publisher, Bombay.
17. Bower G.H. and Hilgard E.R. : Theories of Learning Prentice Hall of India, New Delhi. 1980
18. Anastasi Anne: Psychological Testing, McMillan Co. New York.
19.Passi B.K. : Creativity ineducation NPC Agra 1982.
20.Da^. na.ra. parsanaIsa : p`gat SaOxaiNak maanasaSaasHa, naUtna
p`kaSana, puNao
21.Daniel Goleman : Emotional Intelligence, Bantam books 1995
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22.Daniel Goleman ‘Working with Emotional Intelligence 1998’
23.saMpadk Da^. h.naa.jagatap, SaOxaiNak maanasaSaasHa, Anamaaola
p`kaSana puNao (1999, vaa.naa. daMDokr, p`itYzanatFo- saMpaidt)
24.Da^. h.naa. jagatap Aqyayana ]pp%tI naUtna p`kaSana puNao 1992
25. Bichler R.F. and Jack Snowman : psychology Applied to Teaching Houghton Miffin Company,
Boston 1986
26. Herenhahn B.R. : ‘An Intriduction to Theories of Learining Prentice Hall International
Edition, 1988.
27. Wittrock, Merlin C. : Handbook of Research on Teaching, Rand MaNally, Chicago,1966.
28. Sarah-Jayne Blackmore and Uta Frith : The learning brain, Blackbell publishing, 2005
Page 22 of 71
PAPER III: EDUCATIONAL RESEARCH METHODOLOGY
OBJECTIVES :
SECTION I
1.1 Meaning and nature, need and importance and scope of educational research.
1.2 Scientific Inquiry and Theory Development- some emerging trends in research.
1.3 Areas of educational research and different source of generating knowledge
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2.3 Recording of various references- notes taking etc.
4.1 Source, selection and criteria of research problem- based on experience, discussion.
Literature- scope and delimitations, statement of the problem indifferent forms.
4.2 Concept, nature characteristics and types of variables- inter relationship of different
variables.
4.3 Concept, importance, characteristics and forms of hypothesis- formulation and testing.
4.4 Assumptions- meaning and role
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5.2 Sampling- Concept and Need ,characteristics of good sample
5.3.1 probability sampling : Simple Random sampling, use of random number table,
Cluster, Stratified and multistage sampling
(a) Observation
(b) Interview Schedule
(c) Questionnaire
(d) Tests-achievement, intelligence, aptitude, and personality.
(e) Opinionative-attitude scale, rating scale, check list
(f) E tools – Email, fax, website, Internet, tale conference.
(g) Qualities of a good measuring tool and standardization procedure
SECTION II
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(b) Implementation of tools
(c) Collection of information.
(d) Methods of collection
(i) Histogram
(iii) Ogive
(i) Correlation – Concepts, types and uses; assumption and uses of rank difference
,computation of rank difference correlation and Product Moment Method,
(ii) Concepts- Bi-serial, point bi-serial- partial and multiple correlation, tetra choric and phi-
coefficient.
(iii) Regression equation and predictions
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10.2 Levels of significance, confidence, limits and intervals, degrees of freedom, types
of error- Types I, Type II; Tests of significance of mean and of difference between
means (both large and small samples) one and two tailed tests.
10.3 F-test (one way and ANOVA)
10.4 Parametric and non-parametric Statistics: uses and computation of Chi-square
test and Contingency coefficient.
10.5 Data analysis using computers – Excel/SPSS
Page 27 of 71
Course III- Reference Books
Books Recommended
1. Best, J.W. and Kahn research in Education (9th Ed. Prentice of India, Pvt, Ltd, New
Delhi,1982)
2. Tuckman Bruce W: Conducting educational Research (Harcourt Brace Javanovich, Inc. New
York, 1978)
3. Garrett H.E. Statistics in Education and Psychology (Yakills Fitter & Simsons Pvt. Ltd.,
Bombay, 1973)
4. Kuriz Albert J. and Samuel T. Mayo, Stastitics in Education and Psychology ( Narousa
Publishing House, New Delhi, 1981)
5. Buch M.B., A survey of Research in Education (Centre of advanced Studies in Education, M.S.
University Baroda, 1974)
6. Buch m.B. et al’ second Survey of research in Education.
7. Donald Ary, Lucy Cheser Jacobs, Asghar Razavich “Introduction in research in Education”
(Holt Rinehrt and Winston, New York, 19790.
8. Kreppendorff Kians contents analysis: An Introduction to its Methodology, Sage Publications.
Beverly Hills, London, 1985.
9. Action research – Corery.
10. Fox David J : Techniques for the Analysis of Quantitative Data, Holt, Rinehart, & Winson, Inc.
1969.
11.George Aegyrous , Statistics for research II edition Sage Publication, 2006.
12. Bieger and Gerlach ,Educational Research :A Practical Approach, Thomson Wadsworth Pup.
13.kRitsaMSaaoQana ma. rajya pazyapustk inaima-tI va saMSaaoQana
maMDL “baalaBaartI” saonaapatI baapT maaga- puNao 4
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14.SaOxaiNak saMSaaoQana Da^ Baa.gaao. baapT naUtna p`kaSana iTLk
raoD puNao
15.SaOxaiNak saMSaaoQana mauLo va ]maazo EaI ivaVa p`kaSana.
Group B
OBJECTIVES:
(1) To enable the learner to become effective manager of teaching /Administration of Education.
(2) To enable learner to become & agents of change in various aspects of education i.e.
classroom management, curriculum construction, examination systems, Educational policies.
(3) To acquaint the learner with the challenges and opportunities emerging in the management
and administration in education.
(4) To acquaint the learner with the Central and State machinery for educational administration
and management.
(5) To make the students understand about the finance, management of Education.
(6) To make the student familiar with the new trends and techniques of education.
(7) To enable the students to get some insight into supervision, inspection and know trends of
development
(8) To development an understanding of the planning of education in India and its Socio-
economic context.
SECTION I
Unit- 1 Management concept and process
1.1 Management – concept, Need of Management, Characteristics of good
Management.
1.2 Management at different levels-Elementary Higher, secondary Higher Education,
Time Management.
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1.3 Development of modern concept of Educational Management from 1900 to
present –day. Taylorism, Management as process, Management as bureaucracy,
Human relations to Management.
4.4 Institutional planning, its importance, Man Power planning, Man power forecasting.
SECTION II
Unit – 5 Communication,
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5.3 Information Systems- Modern Information Technology.
6.3 Roll of Central Govt., State Govt., and local bodies in education at all levels.
7.1 Decision Making – Nature, division of work, Centralization action and Decentralization
of decision making, their merits and limitations.
7.4 PERT
8.4 Source of Income Govt, Private and co-operative patterns of investment in education-
past, present and future.,
8.5 Grant – in-aid principles, practices, types and procedure in- respect of University
level.
1.5 Modern Supervision ,New trends and techniques and planning, controlling in service training
Page 32 of 71
List of reference books
1. SaOxaiNak vyavasqaapna va p`Saasana : Da^. ArivaMd dunaaK Da^
homalata parsanaIsa naUtna p`kaSana puNao.
2. School Organisation and Administration- M.S. Sachdeva
3. Management in Education- Namita Roy chaudhary A. P.H. Publishing corporation, New
Delhi.
4. Educational Planning and Management Premila Chandrasekaran, sterling Publication Pvt.
Ltd.
5. Educational Administration and Management – S.S. Mathur
6. Theory of Educational Administration- S.R. Vashost
7. Efficient School Management and Role of Principals- Alka Karla
8. Administrative Strategy and Decision making- Hardwick Landuyt
9. Administration and management of Education- dr. S.R. Pandya, Himalaya Publishing
House
10. Educational Administration Planning and Supervision- T.P. Lambal, V.R. Saxena,
V.Murthy, Delhi Daoba house
11. School Organisation and Administration- U.S. Sidhu
12. Administration of Education in India- S.N. Mukharji
13. Educational Administration Principles and Practices- S.S. Mathur
Page 33 of 71
Optional Paper- II Comparative Education
OBJECTIVES :
(1) To acquaint the student with concept, scope, Need, History and development of
Comparative Education.
(2) To acquaint the student with the methods of Comparative Education
(3) To study the Problems of Education in World perspective.
(4) To understand the factors and forces and forces influencing practice of Education.
(5) To create awareness and develop understanding of system of Education in developing
and developed countries.
(6) To develop the sense of international understanding.
(7) To acquaint the students with the current trends and problems in world in world
Education.
SECTION I
Unit- 1
Unit- 3 Education in Developing and Under Developed countries with reference to following
problems
(iii)Adult Education
(iv)Finance
(i)Women Education
SECTION II
Unit – 5 Factors and Forces Influencing theory and Practice of Education in Country.
(i)Racial
(ii) linguistic
(iii)Technological
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(iv)Scientific
(V)Historical
(VI)Sociological
(VII)Political
(VIII)Economical
(IX)Religious
Unit- 6 Study of education in Developed Countries- U.K., U.S.A. and Australia with reference
to the following problems:
Japan, China, Pakistan and India with reference to above mentioned six points from Unit-6
Practical Work:
Study the effect of any one of the following factors on educational atmosphere in one of the schools
with students have visited.
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(i)Linguistic
(ii)Technological
(iii)Scientific
(iv)Historical
(v)Sociological
Page 37 of 71
22. www.britanica.com
23. Education in Israel – by Equal Brothers
24. Tulanatmak Shikshan – Dr. Seeteram Jaiswal, Dr. Ramdas Barkale, Dr, Nalini Pichad
Objectives:
SECTION – 1
4.1 Demonstrations
4.2 Experimentation
4.3 Practice teaching and observations
4.4 Significance and Supervision of Practice teaching
4.5 Internship
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SECTION II
Page 40 of 71
Unit- 9 Types of Teacher Education Programmes and Agencies:
9.1 In-service T.E. - Concept, Meaning, Need and nature
9.2 Preserves T.E. - Concept, Meaning, Need and nature
9.3 Orientation and Refresher courses
9.4 Agencies of T.E.-UGC, NCTERT, SCERT, Colleges of T. E., Open University.
Academic Staff colleges, University Department of Education and Teacher Organization.
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Books Recommended
1. Sualemeyarl indsey – working with student, Teachers, Eurasla Publishing House (Pvt.) Ltd.,
New Delhi-55.
2. William Taylor – Society and the Education of Teachers, Faber 7 Faber
3. Dr. G. Chaurasia- New Era in Teacher Education, Sterling Publishing Pvt.,Ltd.
4. Edited by S.N. Mukarji – Education of Teachers in India, Valun 1 e I& II – S Chand & Co., Delhi
5. K.L. Shrimali-Better Teacher Education. Ministry of education, Government of India
6. Dr. S. S. Dikshit- Teacher education in modern Democracies- Sterling Publishers Pvt., Ltd.,
Delhi- G
7. Report of the study Group on the Education of Secondary Teachers in India Association of
Training College.
8. Four Year Courses in Teacher Education- All India Association of Teacher Educations, B-1/G-A,
Model Down, Delhi-9.
9. Investigations, Studies, and Projects Relating to Internship in teaching- N.C.E.R.T., New Delhi.
10. Report of the Committee on Teacher Education in Maharashtra State, Government of
Maharashtra.
11. Richardson C.A. and others – Education of Teachers in France and U.S.A. Unesco, 1953.
12. Commission on teacher Education- The Improvement of teacher Education, Washington.
13. The process of Education-Burner S S The Education Harvard University Press 1961.
14. The future of teacher Education Edited by J.W. Tibble Routledge & Kegan Paul, London
15. Innovation in Teacher Education- J.J. Hayson & C.R. Sutton, M.C. Graw Hill book company(UL)
Ltd.
16. Teachers Education in India (INSET)- Nizam Elahi.
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17. Emerging Trends in Teacher Education- R S Shukla
18. Teacher Education modern Trends – Mohit Chakrabarti
19. Teacher education- Theory, Practice & Research – R.A. Sharma.
20. Education of Teachers in India- Volume I & II –S. N. Mukerji
21. Policy perspectives in Teacher education – Critique & documentation- NCTE, New Delhi
22. Teacher Education-Shashi Prabha Sharma ,Kanishaka Pub. New Delhi.
OBJECTIVES
(1) To acquaint the learner with the historical perspective of special education
(2) To promote in the learner an extensive purview of the knowledge about all exceptionalities and
comprehend their inter-relatedness
(3) To enable the learner to understand the policies and legislation in special Education in India.
(4) To understand the current and future needs, trends and issues related to special education.
(5) To develop awareness of researches in special education in India.
SECTION I
1.2 Evolutionary Approaches in Attitudinal change towards persons with special Needs
(nomenclature)
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5.3 National Legislation :
(i)RCL Act, 1992
(ii)PWD Act,1995.
(iii)National Trust Act, 1999.
5.4 National policy on Education: 1986
5.5 The Integrated Education Scheme 1992 9for children with disabilities)
5.6 The Programme of Action 1992
3.2 Concept, nature, characteristics and causes of Hearing, Speech and Language
Impairment
Disability.
(iii)Intellectual Impairment
(iv)Giftedness
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SECTION II
5.7 Family
5.8 Regular and Integrated schools
5.9 Special Schools
5.10 Vocational Guidance Institution and Clinics
5.11 Residential rehabilitation centers
6.1Curriculum
(c)Research in Assessment
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8.2 Recent Development of research Focus in India
Reference Book
1. Curickshank W. and Jonson O. (1965) Education of Exceptional Children, Prentice Hall.
2. Deno E (1973) – Instructional Alternatives for Exceptional Children Reston – VAE.F.
3. Dunn. L.M. (1963)- exceptional Children in the schools. Holt,Rinehert and Winston
4. Evans R.C. and Laughlin P.J. (1993) – recent advances inSpecial education and
rehabilitation –Boston: Andover Medical Publishers.
5. Evans, P and Verma, V(Eds) – Special Education, Past,Present & Future- The Falmer Press
(1990).
6. Frank M Hewett and Steven R. Forness- (1983) eduction of Exceptional Learners
7. Fogell, J and Long R.,(1997) – Emotional and Behavioral Difficulties – Stafford NASEN,
ISEN 0906730937
8. Panda, K.C. (1997) – Education of Exceptional Children, New Delhi: Vikas publishing
House.
9. Pandey,R.S. and Advani l.(1995) – Perspectives in Disability and Rehabilitaion,New
Delhi.Vikas Publishing House.
10. Hughes,. M (1986)- Children and Number – Oxford Black Well ISEN 0631135812
11. Montgomery, D. (1996) Educating the Able. London Cassell, ISEN 0304325872
12. Montgomery, D. (1998) – Reversing Lower Attainment London Falton ISEN 1853465615
13. Panda K.C. (1997)- education of exceptional Children, New Delhi: Vikas Publishing
House.
14. Pandey, R.S. and Advani L., (1995) Perspectives in Disability and Rehabilitation. New
Delhi. Vikas Publishing House.
15. Pollock, J and Waller, E (1997)- Day to Day Dyslexia in the Classroom. London, Routledge
( Revised edition) ISAN 0415111323
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16. Rechard J . Morris, Burrton Blatt,(1986) – Special Education Research and Trends.
Pergamon Press, New York, Beijing, Frankfurt.
17. Stephen, T.M. etal (1983) – Teaching main streamed students. New York: John Wiley.
18. Westwood, P (1997) – Commonsense Methods for Children with special needs (3 edition)
London, Routledge, ISEN 0415156238.
19.Da^ p`omalaa kaLo Apvaada%mak baalakacao iSaxaNa ma^jaoisTk
p`kaSana puNao
20.Da^ SarScaMd` gaaoKlao ApMgaacaI hak
OBJECTIVES:
To enable learners-
SECTION I
Unit- 1 Guidance
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1.3 Types of guidance. Major guidance areas- Personal, educational, Career, Social, Health,
Marital, Moral.
1.4 Adjustive guidance, Identification of maladjusted children and the principles of dealing
with them.
2.1 Testing devices- Intelligence tests, Achievement tests, Aptitude tests, Personality
Inventories Interest, Inventories, Attitude Scale
2.2 Non testing devices- Cumulative record Card Sociometric techniques projective
techniques Rating Scale, Case Study. Anecdotal Record, Autobiography.
2.3 Techniques of guidance- home visits, interview, observation.
2.4 Presenting, analyzing, interpreting and reporting the data
3.2 Dissemination of information about various Courses and occupation- career conference,
Career exhibition, Visits, field trips, Career films etc.
Unit-5 Counselling
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5.2 Process and types of Counselling
6.2 group Counselling : Meaning, purpose, importance types of group Counselling- regular subject
classes,core curriculum classes, special groups, school assemblies,clubs.
6.3 Techniques for group Counselling – formal informal discussions Committee reports, lectures,
dramatics question banks, Case Conference Methods.
6.4 Effective Counsellor, increasing need of School counselor in the present set up.
Page 49 of 71
• Research
• Issues
• Trends
Reference Books
1. J. Agrawal J.C. : Educational Vocational Guidance and Counselling,Daoba House, Nai Salak,
Delhi.
2. Anatasi Anne : Psychological tesing, New York, Mac Millan 1982
3. Mennet M.E. : Guidance and Counselling in Groups, McGrow Hill book Company, 1963.
4. Crites J.O : Vocational psychology, New York, GMC Grow Hill Book Company 1968
5. Directorate general of Employment and Training(Occupational information Unit) Ministry of
Labor, Employment and Rehabilitation, govt. of India, Co, New Delhi.
6. Directorate General of Employment and Training Ministry of labor, Govt. of India, New Delhi.
7. Gupta SK : Guidance and Counselling in Indian Education, Mittal Publication Pvt. Ltd.
8. Swedish Mohan : Readings for Careers Teachers, NICER 1985
9. Koceher SK : educational and Vocational Guidance in Secondary Schools, Sterling Publisher
(p) Ltd. Delhi
10. Jones A.J. : principles of Guidance, McGraw Hill Book Co., New York.
11. Jayawal S.R. : Guidance and Counselling. Prakashan Kendra Lucknow.
12. Rogers C.R. : Client Centered Therapy, Mifflin
13. Rao, S.N: Counselling and Guidance, Tata McGra Hill, Delhi
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14. Central Institute for Research and Training in Employment Service (C.E.D.G.E. & T), Ministry
of Labour and Rehabilitation, Govt. of India, New Delhi,- Handbook in Vocational Guidance
1972
15. Sarswat. K.R. gaul, J.S. : Manual for Guidance Counsellors, NCERT, Delhi, 1993
16.p%kI EaI. maa. : vyavasaaya maaga-dSa-na AaiNa sallaa kaya- imailaMd
p`kaSana AaOrMgaabaad
17.dunaaKo ArivaMd : vyavasaaya maaga-dSa-na va samaupdoSana.
18.vaJao naI e. : vyavasaaya maaga-dSa-na piblakoSansa p`ayavaoT
ilaimaToD dadr mauMba[-
19.Da^. maao.h. ipMpLKro va nailanaI caaOQarI vyaavasaaiyak jaIvanaacaI
p`vaoSaWaro Anaaqa ivaVaqaI- pkaSana puNao 1987
OBJECTIVES :
SECTION I
1. Types of Tests
(a) Psychological
(b) Teacher made test, Standardized test
(c) Reference test- Criterion reference test/Norm reference test.
(d) Diagnostic test
2. Criteria of good test
Reliability, Validity, Objectivity, discriminative power adequacy, usability
3. Standardization of test-norms
4. Planning of different types of test
5. Steps of Construction, Administration and execution of different types of teacher made
test.
SECTION II
Unit- 5 Measurement
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Unit- 6 Statistical Concept in testing
Unit-8 Grading
PRACTICAL WORK
OBJECTIVES
(a) Need and Scope for Curriculum development, Criteria for Future Curriculum
development and Characteristics of a good Curriculum.
(b) Strategies of Curriculum development.
(c) Guiding Principles for Curriculum development.
SECTION II
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Unit-6 Selection of materials.
(On the basis of maturity of learner, time allotment for different subjects, curriculum load,
continuity and sequence of the content from class to class and organizing the suggested content
within appropriate boundaries)
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Unit-10 Research in curriculum development
PRACTICAL WORK
Books recommended
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10. Evaluation and Research in Curriculum Construction- M.I. Khan I B.K. Nigam- Kanishka
Publisher, New York
11. Curriculum Development & Educational Technology Mamidj, S. Ravishankar- Sterling
Publishers.
OBJECTIVES
(1) To acquaint the students with the general development and progress of education prior to
independence.
(2) To acquaint the students with general development and progress of education after
independence.
(3) To enable the students to assess and evaluate various “Plan efforts” (V Year Plans) put into
effect from time to time.
(4) To enable the students to understand the concept and meaning of problems of Education
(social, economic, political)
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(5) To enable the students to understand the various problems of education at different stage
(Primary, Secondary, Higher Secondary, higher education, Vocational, women, Handicapped)
with special reference to different Commissions and Committees.
(6) To enable the students to find out the reasons and evaluate the solutions to the education for
different stages.
(7) To enable the students to understand the problems related to the policoes of Government
and to find out remedies.
SECTION I
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(a) Planned efforts of India for Education Plans (V Year Plans)
(b) Assessment and Evaluation of development and progress of Education during plan
(a) Social
(b) Economical-Problem related to quality and quantity.
(c) Administrative
(d) Political
(e) Role and impact of different organizations (private and public, Govt.) NCERT, UGC, NCTE.
Practicals
1. Indentifying Social Problem and its solution for one B.Ed College
OR
1. Critical Study of National policy of Education (1986).
Books Recommended
1. Education in Ancient India – Dr. A.S. Altekar
2. Ancient Indian Education – R.K. Mikharji
3. A History of Education in India (during the British period) by J.P. Naik and Nurulla
4. A text Book in History of Education- Paul I Munroe.
5. N.C.E.R.T., NCERT- the First Year Book of Education 1961.
6. Ministry of Education- Education Commission Report- 1964-66 Dr. Kothari Commission
7. UNESCO- Economic and Social aspects of Educational Planning,1963
8. Naik J.P.- educational Planning in India 1965-allied Publishers
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9. Problems of Higher Education in India- An Approach to Structural Analysis and Recognition.
10. Educational Recognition- Acharya Narendra Dev Committee (1939-1953)
11. History and Problems of Education Voi.I- Yogendra K. Sharma
12. History and problems of Education Voi. II- Yogendra K Sharma.
OBJECTIVES :
(1) To understand the role and use of advanced Statistics in educational research.
(2) Select appropriate statistical methods in educational research
(3) To understand various Statistical measures for interpretation of data.
(4) To interpret the Statistical data.
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SECTION I
Unit-2 Significance
2.1 The significance of mean, median, standard deviation, quartile deviation, percentage and
correlation.
SECTION II
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Reference Books
1. H.E. garett- Ststistics on Psychology & edn, Longman Green & co., London
2. B. fruchter-Introd 1.1ction to factor analysis – D Van Hostrand & co., N.Y.
3. G Thompson – Frctoranalysis of human Ability, University of London Press
4. Albert Kurtz Semual Mayo –Statistical Methods in education and Psychological springer
International student edition.
OBJECTIVES :
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SECTION – I
3.3 Designing of Instructional strategies, such as lecture, team teaching, discussion, panel
discussion, seminars & tutorials.
- Speaking and listing < --- > Writing and reading < ---- > visualizing and observing
4.5 Basis model of communication – Sender – Message - Receiver and Devid Berlo’s
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SMCR model of communication, Sharon’s model of communication
SECTION – II
5.1 Multimedia concept and meaning text, graphics, animation, audio, video
- Information kiosks
Unit 7 – e-learning
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8.1 On line learning management system
Reference Books
1. Integrating Technology in the classroom shelly, cashman, gunter and gunter, publication by
3. Online Teaching Tools and Methods, Mahesh Varma, Murari Lal & Sons
Optional Paper- 11
Inclusive Education
Objectives:
1) To enable the learner to understand Inclusive, Integrated and special education, need of
inclusive education and its practices.
2) To enable Diverse learner and Diverse Learner’s needs and challenges related to Diverse
Learners.
3) To develop awareness of learner towards inclusive education and its practices.
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4) To enable the learner to understand inclusive instructional design and collaborative
instruction to promote inclusion.
5) To enable the student to organize inclusive classroom.
SECTION II
Reference Books
1) Loreman, Deppeler and Harvey- Inclusive Education, Allwen & Unwin Australia.
2) Corbett Jenny – Supporting Inclusive Education, Routledge Falmer, 2001.
3) Felicity Armstrong and Michele Moore- Action Research for Inclusive Education, Routledge
Falmer, 2004.
4) Mike Adams & sally Brown – Towards Inclusive Learning in Higher Education, Routledge, 2006.
5) Peter Mittler- Working towards Inclusive Education, David Fulton Publishers, 2000.
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6)Nind, Sheehy and Simmns, Inclusive Education –Learners and Learning Context, Devid Fulton
Pub. `1
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