KIIT SCHOOL OF SOCIAL SCIENCES (KSSS ...

MA Education Syllabus

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KIIT SCHOOL OF SOCIAL SCIENCES (KSSS)

BHUBANESWAR

ODISHA

SCHOOL OF EDUCATION AND EXTENSION

SYLLABUS FOR

MASTER IN EDUCATION


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KALINGA INSTITUTE OF SOCIAL SCIENCES (KISS) (Deemed to be University)

POST GRADUATION COURSE FOR TRADITIONAL SUBJECT ARTS STREAM SEMESTER – I

Paper

Code

Paper Name Weekly Contact Credit

L T P

EDU-401 Philosophy of Education 3 1 0 4

EDU-403 Statistics and Research in Education 3 1 0 4

EDU-405 Educational Technology 3 1 0 4

EDU-407 Combined Paper

Preservation of the Natural Resources in the

Tribal Culture

3 1 0 4

EDU-491 Practical (Preparation of Research Proposal) 0 0 8 4

CME 411 Communicative English 2 0 0 2

GSD 481 Generic Skill Development 0 0 2 1

CAS 483 Career Advancement Studies 0 0 2 1

EDU-485 Seminar and presentation 0 0 2 1

TOTAL 25

SEMESTER – II

Paper

Code


L T P

EDU-402 Advanced Educational Psychology 3 1 0 4

EDU-404 Sociology of Education 3 1 0 4

EDU-406 Advanced Methodology of Educational

Research(Qualitative Perspective)

3 1 0 4


Research Methodology

3 1 0 4

EDU-492 Practical(Methods of Teaching) 0 0 8 4

ITC 412 Information Technology 1 0 2 2

GSD 482 Generic Skill Development 0 0 2 1


EDU-486 Seminar and presentation 0 0 2 1

TOTAL 25


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SEMESTER – III

Paper

Code


L T P

EDU-501 Assessment in Education 3 1 0 4

EDU-503 Curriculum Development 3 1 0 4

EDU-507 Special Paper:

Any one of the following:

a) Inclusive Education

a. Peace Education

b. Comparative Education

3 1 0 4


Education of Children with Special Needs

3 1 0 4

EDU-591 Practical paper 0 0 8 + 4 4 + 2

ORB 511 Organizational Behaviour 2 0 0 2


EDU-587 Internship

TOTAL 25

SEMESTER – IV

Paper

Code


L T P

EDU-502 Educational Administration 3 1 0 4

EDU-504 Guidance and Counselling 3 1 0 4

EDU-506 Special Paper

Any one of the following

b) Open and Distance Learning

c) Inclusive Education

d) Theoretical Issues in Education

3 1 0 4


Psycho-social Problems of Tribals

3 1 0 4

EDU-592 Dissertation 0 0 16 8


TOTAL 25

Total Credits: 100


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EDUCATION SEMESTER – I

PHILOSOPHY OF EDUCATION EDU -401 Credit – 04

Backdrop The Philosophical foundation of education is a unique educational charity whose aim is to bring philosophy

to schools and the wider community. Through doing philosophy in the classroom the primary concern is to

improve educational opportunities for the disadvantaged. The dispositions that philosophy seeks to

promote – clarity, consistency and rigour of thought, concern for semantic meaningfulness, methodological

awareness, and consciousness of assumptions – are general prerequisites for the intellectual pursuit of

knowledge in any field, whether it pertains to the physical or the social world. Philosophical foundation of

education is essentially a human endeavour which has significance for both the educational practitioner

and the theoretician. Educational decisions necessarily involve value judgments and they cannot be settled

by empirical methods alone; they need a good deal of hard clear thinking of a philosophic kind. Conceptual

analysis increases and deepens our understanding of the various aspects of the educational enterprise

and makes explicit the dimensions in which educational decisions have to be made. Practical actions

relating to policies, programmes, teaching and evaluation cannot avoid dealing with logical and conceptual

issues. Controversies arise many times due to lack of conceptual clarity. More than all, all practical actions

in education have to be based on the aims of education as formulated by the society. Educational policy

planners and practitioners constantly check whether actions on the ground – policies, plans, programmes,

strategies and practices – is in harmony with the societal vision of the good life. Philosophy of education

aids us in this scrutiny.

Course Objectives

On completion of the course the students shall be able to:

appreciate the contribution of Great thinkers to the field of education.

describe the contribution of Philosophy to the field of education.

evaluate the impact of Western Philosophies on Indian Education.

analyze how Neo-liberalism values individualism and not interdependence;

Course contents

Unit-I

Meaning, nature and scope of education

Types of education-Formal, Informal and Non-formal


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Aims of education-primary, Secondary and higher

Unit-II

Rousseau, John Dewey, M.K. Gandhi, UtkalmaniGopabandhu Das and Sri Aurobindo with reference to

their philosophical orientation, the meaning and aims of Education, the place of subject matter, Method of

teaching, Role of teacher and student, their relevance in today-An Assessment.

Unit-III

Philosophical Analysis in Education: The Analysis of Teaching, Current Analyses of Teaching.

Unit-IV

Idealism, Naturalism, Pragmatism, Existentialism, Phenomenology, Critical Theory, Postmodernism, Neo-

liberalism, Multiculturalism, Cosmopolitanism, The educator’s Dilemma.

Unit-V

Justified True Belief, Foundationalism, Truth.

Non-foundationalism Theories of Knowledge, Epistemology and Education,Constructivism.

Essential Readings Brubacher, John. S., Modern Philosophies of Education. New York, USA:McGraw Hill Book Company. Inc. Dearden R. F. (1984). Theory and practice in Education. Routledge K Kegan & Paul. Dewey, J. (1916/1977): Democracy and Education: An introduction to the philosophy of education. New York: Macmillan. Gutek, Gerald L. (2009). New Perspectives on Philosophy and Education. New Jersy, USA:Pearson. Kneller, George F. Introduction to Philosophy of Education. New York, USA: John Wiley and Sons, Inc. Nayak, B.K Text Book of Foundation of Education. Cuttack, Odisha: Kitab Mhal. Noddings, N. (2012). Philosophy of Education (Third Edition). Colarado, USA: Westview Press. Ross, James S., Ground Work of Educational Theory. London, U.K: Oxford University of London Press Ltd. Rusk, Robert R., Philosophical Bases of Education, London, U.K: Oxford University of London Press Ltd. Saiyadain, K.G. Education and social order. Bombay: Asia Publishing House,. Taneja, V. R. (2000). Educational Thought and Practice. New Delhi: Sterling Publishers. Suggested Readings Bigge, Morris, L. Educational Philisophies for Teachers. Columbus, USA: Charies E. Merril Publishing Co.


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Broudy, H.S. (1977) Types of knowledge and purposes of education. In R.C. Anderson, R.J., Spiro and W.E. Montanaque (eds) Schooling and the acquisition of knowledge (PP. Hillsdale, NJ: Erlbaum. Butler J. Donald, Four Philosophies and their practices in Education and Religion. New York, USA: Harper & Row. Matheson, David (2004). An Introduction to the study of education (2 Nd edition). David Fulton Publish. Nayak, B.K Text Book of Foundation of Education. Cuttack, Odisha: Kitab Mhal. Noddings, N. (2012). Philosophy of Education (Third Edition). Colarado, USA: Westview Press. Ozman, Howard A., & Craver, Samuel M., Philosophical Foundations of Education. Boston, USA: Allyn& Bacon. Palmer, Joy A, (2001). Fifty Modern thinkers on education: From Piaget to the present Day. Routledge Flamer. London. USA. Canada. Premnath, Bases of Educations. Delhi, India: S. Chand and Co. Wall, Edmund (2001). Educational theory: philosophical and political Perspectives. Prometheus Books. Winch, C. (1986). Philosophy of human learning, Routledge, London. Winch, C. (1st edition). (1996). Key Concepts in the philosophy of education. Routledge. Wingo, G. Max, Philosophies of Education. New Delhi: Sterling Publishers. Web Sources: http://www.educao.pro.br/;links.htm: Encyclopedia of Philosophy of Ed. http://www.siu.edu/~dewyctr/: The Center for Dewey Studies http://www.plato.stanford.edu/: Stanford Encyclopedia of Philosophy http://www.objectivistcenter.org/cth--409-FAQ:_Philosophy.aspx

SEMESTER – I STATISTICS AND RESEARCH IN EDUCATION

EDU- 403 Credit – 04

Backdrop

The fundamental principles and techniques of statistics provide a firm foundation to all those who are

pursuing courses in education, psychology and sociology. The role of statistics is essential for collection,

analysis, grouping and interpreting the quantitative data. As we know research and innovations are very

essential in the field of education for enrichment, progress and development of the knowledge society. A

lot of research work is carried out in the field of education and statistical methods help the researchers in

carrying out these researches successfully. Therefore, the basic knowledge of statistical method is very

http://www.objectivistcenter.org/cth--409-FAQ:_Philosophy.aspx


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vital for conducting any research and project work and students at P.G level must have to develop the

knowledge of statistical methods.

Course Objectives

After completion of the course the students shall be able to:

Convey the essential characteristics of a set of data by representing in tabular and graphical

forms.

Compute relevant measures of average and measures of variation

Spell out the characteristics of normal probability of distribution

Examine relationship between and among different types of variables of a research study

calculate the significant difference between two sets of independent and correlated samples

Formulate hypotheses about populations

Test the hypotheses based on sample statistics

Course Contents

Unit-I

Data- Types, sources of educational data.

Scales of Measurement- Nominal, Ordinal, Interval and Ratio

The Normal curve and Standard scores- characteristics of Normal Probability Curve (NPC) and its

applications.

Unit-II Correlation -Meaning and types of correlation. Computation of co-efficient of correlation: rank

difference, product moment, bi-serial, point bi-serial, phi-coefficient and multiple correlation

Unit –III

Historical Method: Meaning, significance and steps; Primary and secondary sources of data;

external and internal criticism of data

Experimental Method: Nature of experimental research; Variables in experimental research -

independent, dependent and extraneous; Experimental designs; Internal and external validity of

experimental designs.

Unit-IV

Estimation of parameter- concept of parameter and statistics, sampling error, standard error

Testing of Hypothesis- Null and Alternative hypothesis, types of error (type-I and type- II). Level of

significance, degrees of freedom, one tailed and two tailed tests. Significance difference between

two means ( independent and correlated samples)

Analysis of Variance (ANOVA)- one way, assumptions, computation and uses.

Concept of Non-parametric statistics

Chi-square test analysis and its uses.

Unit-V

Meaning, nature and scope of educational research

Types of educational research: basic, applied and action research; evaluation research

Planning the research study: Sources of research problems, Identification and Conceptualization

of Research Problem, statement of problem.


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Unit-VI

Review of the literature: purpose and resources; conducting the literature search: using databases

and internet, internet search tools

Formulation of Hypotheses

Preparation of a Research Proposal: Framework of the research.

Concept of population and sample: Various methods of sampling: Random sampling techniques;

and non-random sampling techniques; Sampling errors and biased samples.

Essential Readings

Ary, D., Jacobs, L. C., &Razavieh, A. (2002). Introduction to research in education (6th ed.).Belmont, CA :

Wadsworth/Thomson Learning.

Best J.W. and Kahn, J. V. (2006). Research in Education., 9th Ed. New Delhi: Pearson Education Inc.

Bhandarkar, P.L. and Wilkinson,T.S. (2010). Methodology and Techniques of Social Research. Himalaya

Publishing House, New Delhi.

Creswell, J.W. (2007). Qualitative Inquiry and Research Design: Choosing Among Five Approaches.

London: SAGE Publication.

Ferguson, G.A. (1971). Statistical Analysis in Psychology and Education. Kogakusha, Tokyo: McGraw-Hill.

Garrett, H.E. (2005). Statistics in Psychology and Education. New Delhi: Paragon International Publisher.

Gay, L.R. (1990). Educational Research-Competencies for Analysis and Application (3rd Ed.), Macmillan

Publishing Company, New York.

Kaul, L. (1984). Methodology of Educational Research. New Delhi: Vikas Publication

Kerlinger, F.N. (1973). Foundation of Behavioral Research. New York: Holt Rinehart & Winston.

Mangal, S.K. (2008). Statistics in Education and Psychology. New Delhi: Prentice-Hall of India Private

Limited

Rao, Usha. (2007). Action Research. Himalaya Publishing House, New Delhi.

Borg, W.R. & Gall, M.D.( 1989). Educational Research: An Introduction. New York: Longman.

Corey, S. M. (1953), Action Research to Improve School Practice, New York: Teachers College Press

Johnson, B. & Christensen, L. (2008). Educational Research: Quantitative, Qualitative, and Mixed

Approaches. London: Sage Publication

McMillan, J.H. & Schumacher, S. (1989). Research in Education- a Conceptual Introduction. New York:

Harper Collins.

Mertler, C.A. (2006). Action Research: Teachers as Researchers in the Classroom. London: Sage

Publication

Moore, G.W. (1983). Developing and Evaluating Educational Research. Canada: Little Brown & Co.

Ravid, Ruth. (2000). Practical Statistics for Education. New York: University Press of America.

Mangal, S.K. (2008). Statistics in Education and Psychology. New Delhi: Prentice-Hall of India Private

Limited

Garrett, H.E. (1971). Statistics in Psychology and Education. New Delhi: Paragon International Publisher

Ferguson, G.A.(1971). Statistical Analysis in Psychology and Education. Kogakusha, Tokyo: McGraw-Hill

Guilford, J.P. &Fruchter, B. (1981). Fundamental Statistics in Psychology and Education. New York:

McGraw Hill


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Seigel. S. & Castel Ian N.J. (1988). Non-parameter statistics for the Behavioral Science. Singapore: Graw-

Hill Book Co.

McCall, R. (1993). Fundamental Statistics for the Behavioral Science. New York: Harcourt Brace

Ravid, Ruth. (2000). Practical Statistics for Education. New York: University Press of America

Grbich, C. (2006). Qualitative Data Analysis: An Introduction. London: Sage Publication

SEMESTER – I EDUCATIONAL TECHNOLOGY

EDU-405 Credit – 04

Backdrop

Educational Technology (ET) is the efficient organisation of any learning system adapting or adopting

methods, processes, and products to serve identified educational goals. This involves systematic

identification of the goals of education, recognition of the diversity of learners’ needs, the contexts in which

learning will take place, and the range of provisions needed for each of these (NCERT, 2006). Educational

technology as a concept has undergone many changes in last five decades. However, the basic tenet of

ET has remained same i.e., using all available human and non-human resources in a systematic manner

to find viable solutions to educational problems. Educational technology does not mean use of modern and

sophisticated gadgets. When we talk about the role of ET, our focus should be education, and not

technology and the logistics. The primary emphasis has to be to solve the problems of education and

create a culture of learning rather than on technology per se. ET is a value addition to quality, relevance,

and appropriateness in order to make education dynamic and response to the learners’ needs. With these

tenets, the present paper will give an orientation to the students about an understanding of educational

technology and different approaches to educational technology. Students will be given an exposure various

modalities and stages of teaching. They will be given practical understanding about technology for

modification of teacher behavior. Students will demonstrate the effective use of different models of

communication. They will be given an orientation about recent development and future perspectives of

Education Technology. They will be familiarized with alternative mode of education such as, distance

education.

Course Objectives

On completion of this course, the students shall be able to:

state the meaning, nature and scope of educational technology;

explain with examples various approaches to educational technology;

compare teaching modalities, stages of teaching and different levels of teaching with examples;

understand the technology for modification of teacher behavior such as, Microteaching, Flander’s

Interaction Analysis and Simulation;

explain the concepts, principles, modes, process and barriers of communication and their

implications in educational context;

demonstrates different models of communication and their classroom implications;

explain the recent innovations and future perspectives of Education Technology such as, ICT,

teleconferencing, E-Learning, Use of Satellite in Education, etc.;


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differentiate among correspondence, distance and open education;

understand the student support services in distance education;

critically evaluate the evaluation system in distance education;

Course Contents

Unit- I

Educational technology- Meaning, Nature and Scope

Approaches to educational technology: Hardware, Software and System approach

Stages of Teaching: Pre-active, Interactive and Post-active

Unit-II

Teaching at different levels: Memory, Understanding and Reflective

Modification of Teaching Behaviour: Microteaching, Flander’s Interaction Analysis, Simulation

Unit -III

Concepts, principles, modes, Process and barriers of communication.

Models of Communication

Classroom Communication (Verbal and non-verbal)

Unit-IV

ICT in Education: Meaning, Nature and Scope.

Teleconferencing: Audio, Video and Computer Conferencing.

E-Learning, Blended Learning, Web. 2.0 Tools.

Use of Satellite in Education: SITE, INSAT and EDUSAT

Unit-V

Different Contemporary System viz.-Correspondence, Distance and Open Learning;

Need and importance of Distance Education in India;

Theories of distance education in India

Student Support Services in Distance Education

Instructional Materials in Distance Education

Organisation and Management of Distance Education

Evaluation Strategies in Distance Education

Essential Readings

Das, R.C. (1993): Educational Technology – A Basic Text. New Delhi: Sterling Publishers Pvt.Ltd.

Dikshit, H. P., Garg, S., Panda, S. &Vijayshri (Eds.) (2002). Access & Equity: Challenges for open and

distance learning. New Delhi: Kogan Page.

Garg, S., Panda, S., Murthy, C. R. K. & Mishra, S. (Eds) (2006). Open and Distance Education in Global

Environment. New Delhi: Viva Books.

Garg, S., Puranik, C., Venkaiah, V., & Panda, S. (Eds) (2006). Four Decades of Distance Education in

India: Reflections on policy and practice. New Delhi: Viva Books.


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Garrison, D.R. and Anderson, T. (2003). E-Learning in the 21st Century: A Framework for Research and

Practice. London: Routledge.

Jangira, N.K. & Singh, A. (1992). Core Teaching Skills – A Microteaching Approach. New Delhi: NCERT.

Mukhopadhyay, M. (2001). Educational Technology: Challenging Issues. New Delhi: Sterling.

Mukhopadhyay, M. (2001). Instructional Science in Indian Schools. in Rajput J.S. and others (Eds),

Experiences in School Education,NCERT,NewDelhi.

Mukhopadhyay, M., Panda, S. K. et al (Eds) (1991). Educational Technology: Third Yearbook, Vol.I& II.

New Delhi: All India Association for Educational Technology.

Kulkarni, S.S. (1996). Introduction to Educational Technology. New Delhi: Oxford and IBH. Kumar, K.L.

(2008): Educational Technology. New Delhi: New Age International Pvt. Ltd.

NCERT (2006). National Curriculum Framework 2005 Position Paper National Focus Group on

Educational Technology. New Delhi: Author.

Panda, S. (Ed.) (1999). Open and Distance Education: Policies, practices and quality concerns. New Delhi:

ABI.

Sampath et. al. (1981): Introduction to Educational Technology. New Delhi: Sterling Publishers Pvt. Ltd.

Singh, L. C. (2010). Educational Technology for Teachers and Educators. New Delhi: Vasunandi

Publication.

Singh, L. C. et al. (1987). Micro-teaching- Theory and Practice. Agra: Psychological

Corporation.

Venkataiah, N. (1996): Educational technology. New Delhi: APH Publishing Corporation.

Walia, J.S. Essentials of Educational Technology. Jalandhar: Ahim Paul Pub.

Suggested Readings

Allen, D.W. et al. (1969). Micro-teaching- A Description. London: Stanford University Press.

Mishra, S. (2008). Developing E-Learning Materials: Some Pedagogical Concerns. Indian Journal of Open

Learning, 17 (2).

Mishra, S. (2005). Distance Teacher Education, Process-issues and Concern. New Delhi: Mahamaya

Publisher.

Senapaty, H.K. and Pradhan, N. (2005). Designing Instruction for Constructivist Learning. Staff and

Educational Developmental International. 9 (2&3), 93-102

Passi, B.K. (1976). Becoming Better Teacher: Micro-teaching Approach. Baroda : Centre for Advanced

Study in Education, M. S. University of Baroda.

Roblyer, M.D. (2008). Integrating educational technology into teaching. New Delhi: Pearson.

UNESCO (2002). Information and communication technology in education: A curriculum for schools and

programme of teacher development. Paris: UNESCO.

UNESCO (2002). Open and distance learning: Trends, policy and strategy considerations. Paris:

UNESCO.

UNESCO (2005). How ICT can create new, open learning environments: Information and communication

technologies in schools: A handbook for teachers. Paris: UNESCO.


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SEMESTER – I PRESERVATION OF THE NATURAL RESOURCES IN THE TRIBAL CULTURE

EDU-407 Credit – 04 Unit –I

Definition of natural resources - concept, meaning and definition

Tribal life needs and sources of natural resources

Unit-II

Sociological perspective of natural resources and contextualization in relation to

tribal religious practices

Environmental issues and its management: agriculture, forestry, mining and

fisheries-national resource management and tribal participation

Unit-III

Internalization of assimilative factors in cultures practices

Tribal Laws-land rights and tribal community based management of natural

resources

Unit-IV

Ancient high Indian literature as perceived by winternitz.

Tribal culture and charactestics

Definition as means of good life- Man & Nature relationship as referred in ancient

high Indian literature.

Unit-V

Tribal arts, culture and music-description of divine spirits in natural resources

Importance of prayer and other rituals by different tribal groups and tradition

invocation in ancient India.

Protection of natural resources through community participation- maintaiing

biodiversity: Environment protection

References

1. "Bachelor of Applied Science (Natural Resource Management)". Massey University. Retrieved 27 October 2014.

2. "Resilient landscapes and communities managing natural resources in New South Wales" (PDF). Nrc.nsw.gov.au. Retrieved 27 October 2014.

3. Berkeley University of California: Geography: Geog 175: Topics in the History of Natural Resource Management: Spring 2006: Rangelands

http://study.massey.ac.nz/massey/students/studymassey/programme.cfm?major_code=2261&prog_code=93013

http://nrc.nsw.gov.au/content/documents/Brochure%20-%20Resilient%20landscapes.pdf

http://nrc.nsw.gov.au/content/documents/Brochure%20-%20Resilient%20landscapes.pdf

http://geography.berkeley.edu/programcourses/CoursePagesSP2006/Geog175Rangelands/Geog175syllabus.pdf

http://geography.berkeley.edu/programcourses/CoursePagesSP2006/Geog175Rangelands/Geog175syllabus.pdf


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4. Billgrena, C., Holme, H. (2008) ‘Approaching reality: Comparing stakeholder analysis and cultural theory in the context of natural resource management,’ Land Use Policy, vol. 25, pp. 550–562

5. Bowie, N. (1988) The moral obligations of multinational corporations. In: Luper-

Foy (Ed.), Problems of International Justice. Boulder: Westvie.

6. Dandy, N. et al. (2009) ‘Who's in and why? A typology of stakeholder analysis methods for natural resource management,’ Journal of Environmental Management, vol. 90, pp. 1933–1949

7. Freeman, E.R. (1999) ‘The politics of stakeholder theory: some further research directions,’ Business Ethics Quartley, vol. 4, Issue. 4, pp. 409–421

8. Natural ResourcesBy: Kenneth J. Gregory, Ian G. Simmons, Anthony J. Brazel, John W. Day, Edward A. Keller, Arthur G. Sylvester&Alejandro Yáñez-ArancibiaIn:Environmental Sciences: A Student's Companion DOI: http://dx.doi.org/10.4135/9781446216187.n9

9. NSW Government 2005, Standard for Quality Natural Resource Management , NSW Natural Resources Commission, Sydney

10. Reviewed Work: Natural Resource Accounting and Economic Development. Theory and Practice by Charles Perrings, Jeffrey R. Vincent Review by: PallabMozumderThe Journal of Developing Areas Vol. 38, No. 1 (Autumn, 2004), pp. 213-215

11. San Francisco State University: Department of Geography: GEOG 657/ENVS 657: Natural Resource Management: Biotic Resources: Natural Resource Management and Environmental History

Thakadu, O. T. (2005). "Success factors in community based natural resources

management in northern Botswana: Lessons from practice". Natural Resources Forum.

29 (3): 199–212. doi:10.1111/j.1477-8947.2005.00130.x.

EDU-491: PRACTICAL (PREPARATION OF RESEARCH PROPOSAL)

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SEMESTER – I COMMUNICATIVE ENGLISH

CME – 411

Credit – 04

Objective: To equip the students to acquire skills in communication.

UNIT-I

What is Communication,Types, Verbal and Non-Verbal, Spoken and Written,Channels, Barriers, Technical

Communication,

E-Correspondence, Communication and Media.

UNIT-II

Phonetics, Basic Sounds of English, Stress and Intonation, Techniques of effective oral presentation

Unit- III

Principles of Effective writing, Business Letter Writing, Short Report Writing, Drafting Notice Agenda,

Minute of Meeting,

Basic Rules of Research Paper

UNIT-IV

Group Discussion, Types of GD, Principles and objectives of GD, Skills and Sub-Skills of GD

Unit-V

Writing Cover Letter, Resume and Writing Business Letters, JAM, Role Play, Mock Presentation, Doing

Things With Words

REFERENCE

1. Geoffrey Leech and Jan Svartvik, Longman, A Communicative Grammar of English,

2. J.D. O’connor, Better English Pronunciation, Cambridge University Publication

3. J.K. Chand and B.C.Das, A Millennium Guide to writing and Speaking English, Friends’

Publishers

4. John Sealy, Oxford Guide to Writing and Speaking, OUP.

5. (John Sealy) Oxford Guide to Writing and Speaking English, OUP.

6. (Bovee et al) Business Communication Today Pearson Education.


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7. (Rovi and Rai) Business Communication,

8. (J.V. Cilanilam) More Elective Communication, Sage Publications.

9.(J.K. Chand and B. C. das) A Millennium Guide to Writing and Speaking, (Friencs Publishers)

10. The Chicago manual of style (Part 2 Section 15) Prentice-Hall of India.

11. (Sushil Bahl) Business communication Today, Sage Publications.

GSD-413 GENERIC SKILL DEVELOPMENT

SEM-417SEMINAR PRESENTATION


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CAS-415 CAREER ADVANCEMENT


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SEMESTER – II ADVANCED EDUCATIONAL PSYCHOLOGY

EDU-402 Credit – 04 Backdrop

A teacher acts as a philosopher and a guide to the students. He must know the growth and development of

the child and his requirements at different levels. Educational psychology helps the teacher to study the

ability, interests, intelligence, needs and adopt different techniques of teaching for effective

communication. The utility of educational psychology for the teachers has been emphasized in both theory

and practices of teaching and learning. The importance of educational psychology for a teacher can be

divided into two aspects i.e. (i) To study teaching and learning situations; and (ii) Application of teaching

and learning principles.

Educational psychology contributes a lot for increasing the teaching efficiency of the teacher in different

areas, e.g. (a) Individual difference; (b) classroom teaching-learning process; (c) awareness of effective

methods of teaching; (d) curriculum development; (e) mental health of students; (f) guidance to the

students; (g) measuring learning outcomes;

Elementary and secondary school teachers can apply a wealth of psychological research in their

classrooms. Psychology's insights can help teachers manage behavior problems, motivate students, assist

struggling learners, handle stress and support talented youth. In a nut-shell, the psychological theories and

concepts can be applied in teaching and learning principles, particularly with reference to: (a) objectives of

education; (b) use of audio-visual aids in teaching; (c) co-curricular activities; (d) preparation of time table;

(e) democratic administration

The study of educational psychology is thus very useful for teachers for planning, organizing and

evaluating the teaching learning activities in the class. This course, through the relevant contents, e.g.

learning process, motivation, thinking, creativity, growth and development, personality, mental health,

would help classroom teacher not only to understand the dynamics of teaching learning situation, but also

to apply the principles envisaged in these theories, in teaching learning process.

Course Objectives


describe the contribution of different schools of psychology to education.

explain various theories of learning with their educational implications.

explain the concepts and theories of motivation


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elaborate the concept of growth and development and underlying theories with educational

implications.

describe about the concept, theories and measurement of intelligence

explain the process of thinking, problem solving and creativity and underlying theories.

describe the concept, theories and assessment of personality.

Course Contents

Unit-I

Meaning,nature and scope of educational psychology

Contribution of different Schools of Psychology to education: Structuralism, Functionalism,

Behaviourism, Gestalt, Hormic and Psychoanalysis.

Unit-II

Learning: Concept and Theories; Operant Conditioning, Hull’s theory, Tolman’s theory, Bruner’s

theory, social leaning theory (Bandura), Constructivist theory

Motivation: concept and theories; Mc Dougall’s theory and Maslow’s theory.

Unit-III

Growth and development: physical, social, emotional and intellectual; individual difference in

growth and development- role of heredity and environment; Stages of cognitive development-

Contribution of Piaget and Erikson; concept formation and concept attainment.

Unit-IV

Intelligence: concept, theories and measurement.

Thinking, problem solving and creativity: meaning, nature, types and theories of thinking; steps of

effective problem-solving behaviour; meaning, nature and theories of creativity; measurement and

research on creativity.

Unit- V

1) Personality: concept, theories (Type and Trait theories) and assessment of personality.

2) Mental health and hygiene: Process of adjustment, conflicts and defence mechanism;

mental hygiene and mental health; Sex education- concept, objectives and approaches.

Essential/Suggested Readings

Bernard, P.H., Mental Health in the class room, McGraw Hill, New York, 1970.

Biehier, R.F. & Snowman, J., Psychology Applied to Teaching, Houghton MIflin, NewYork, 1997.

Bigge, M.L., Psychological Foundations of Education, Harper and Row, New York, 1985.

Dececco, J.P. & Crawford, W.R., Psychology of Learning and Institution, Prentice Half of India, New Delhi,

1997.

Gage, N.L. &Bertiner, P.C., Educational Psychological Hougnton Mifflin, New York, 1988. Good T.,

Educational Psychology, Longman, New York, 1990.

Klausrneir, H.J. & Goodwin, W.-Learning and Human Abilities, Harper & Row, New York, 1975.

Lafrancos, G.R., Psychology for Teaching, Wordsworth Inc., California, 2000.

Lindgren, H.C. Educational Psychology in? The Classroom, Oxford University Press, New York, 1980.

Mangal, S.K. Advanced Educational Psychology, Prentice Hall of India, New Delhi, 2002.

Mouly, G.J., Psychology for Teaching, Allyn& Bacon, Boston, 1982.


19

Rothstein, PR, Educational Psychology, McGraw Hill, New York,1990.

Sahakian, W.S., Introduction to the Psychology of Learning, Rand McNally, Illinois, 1976. Seifert, K.L.,

Educational Psychology, Houghton Mifflin, Boston, 1983.

Sprint hall, RC. & Sprint hall, NA, Educational Psychology, Development Approach,

McGraw Hill, New York, 1990.

SMESTER -II

SOCIOLOGY OF EDUCATION EDU-404 Credit – 04

Backdrop

Education is an activity which goes in a society, and its aims and methods depend on the nature of the

society in which it takes place (Ottaway, 1962). Hence, the processes, problems and issues of education

cannot be understood without understanding sociology. Hence a student of education must have exposure

towards understanding sociology in general and sociology of education in particular. The sociology of

education is the study of the relationship between education and society. In this paper, students will be

given an opportunity to establish relationship between sociology and education. They will justify how

education is a sub-system of society and how other sub-systems affect education. They will understand

how the process of education helps towards socialization of the child. They will appreciate the contribution

of education towards social change and development in modern India. Students will get an exposure

towards understanding various sociological thinkers and their contribution towards education.

They will understand the education of children in a diverse social context and appreciate the importance of

education for national integration and international understanding. They will analyze the concepts like,

equality and equalization of educational opportunity in a pluralistic society like, India.

Course Objectives


establish relationship between sociology and education;

differentiate education from literacy;

differentiate educational sociology and sociology of education;

justify education as a sub-system of society and how other sub-systems affect education;

explain how education helps towards socialization;

critically reflect upon the process of social change in modern India.

critically evaluate the sociological thoughts of some modern sociologists and their implication for

education.

reflect upon various sociological theories and their educational implications;

appreciate the importance of education for national integration and international understanding in a

diverse social context.

explain the process of equalization of educational opportunity and the steps taken towards its

attainment.


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Course Contents

Unit- I

Relationship between Sociology and Education; Meaning and nature of Educational Sociology and

Sociology of Education.

Unit-II

Education as a social sub-system and various other subsystems of the society: Home,

Community, State, Religion, Culture and Politics.

Education and literacy.

Education and socialization.

Unit-III

Sociological Thoughts of Paulo Freire, Ivan Illich and Pierre Bourdieu.

Sociological Theories: Functionalism, Conflict theory, Interactionism and Postmodernism.

Unit-IV

Education and modernization with reference to Indian society.

Social change and role of education.

Education in diverse social context: multiculturalism and multilingualism.

Education for National Integration and International Understanding.

Unit-V

Equalization of educational opportunity. Education of socially and economically disadvantaged

sections of the society with reference to Scheduled Castes, Scheduled Tribes, women and rural

population.

Essential Readings

Commode Anand, C.L. et.al. (Ed.) (1983). Teacher and Education in Emerging in Indian Society. New

Delhi: NCERT.

Apple, M.W., et al. (Ed.) (2010). The Routledge International Handbook of the Sociology of Education.

London: Routledge.

Bourdieu, P. (1966). The state nobility: Elite schools in the field of power. Cambridge: Polity Press.

Coser, L.A. (1996). Masters of Sociological Thoughts Ideas in Historical and Social Context. Jaipur: Rawat

Pub.

Delor, J. (1996). Learning: The Treasure Within - Report to UNESCO of the International Commission.

Paris: UNESCO.

Deshpande, S. (2004). Contemporary India: A Sociological View. New Delhi: Penguin

Gore, M. S., Desai, I.P. and Chitnis, S. (Eds.). (1967). The Sociology of Education in India. New Delhi :

National Council of Educational Research and Training.

Illich, I. (1996). Deschooling Society. Marion Boyers, London.

Shukla, S. and Kumar, K. (Eds.) (1985). Sociological Perspectives in Education: A Reader. Delhi:

Chanakya Publications, 1985.


21

Suggested Readings

Apple, M.W. (2007). Whose Markets, Whose Knowledge? In Sadovnik, A.R. (Ed.) Sociology of Education

A Critical Reader. New York: Routledge.

Aron, Reymond (1965-67). Main Currents in Sociological Thought. Vol. I and II, Penguin.

Collins, R. (2007). Functional and Conflict Theories of Educational Stratification. In Sadovnik, A.R. (Ed.)

Sociology of Education A Critical Reader. New York: Routledge.

Cooley, Charles Horton (1966). Social Process. Carbondale: Southern Illinois University Press.

Fletcher, R. (1971): The Making of Sociology, Vol. I and II. London: Michael Joseph Ltd.

Hughes, John A., Martin, Peter J. and Sharrock, W. W. (1995). Understanding Classical

Sociology - Marx, Durkheim and Weber. London: Sage.

Kumar, K. and Oesterheld, J. (Eds.) (1995). Education and Social Change in South Asia. New Delhi: Orient

Longman.

Lemert, C. (Ed.) (2004). Social Theory The Multicultural and Classical Readings. New Delhi: Rawat Pub.

Mathur, S. S. (2000). A sociological Approach to Indian Education. Agra : Vinod Pustak Mandir

Ministry of Education (1966). Education and National Development. Report of the Education Commission

1964-66. New Delhi: MHRD.

Sadovnik, A.R. (2007). Theory and Research in Sociology of Education. In Sadovnik, A.R. (Ed.). Sociology

of Education A Critical Reader. New York: Routledge.

Saiyadain, K.G. Education and social order. Bombay: Asia Publishing House.

Sharma, Y.S. (2004). Foundations in Sociology of Education, New Delhi: anishka

Pub.Distributors.

Srinivas, M.N. (1995). Social change in modern India. New Delhi: Orient Longman.

Tedesco, J.C. (1997). Thinkers on Education (V-1-4). Paris: UNESCO

SEMESTER – II ADVANCED METHODOLOGY OF EDUCATIONAL RESEARCH:

QUALITATIVE PERSPECTIVE


Qualitative research is a system of inquiry which seeks to build a holistic, largely narrative, description to

inform the researcher’s understanding of a social or cultural phenomenon. Qualitative research takes place

in natural settings employing a combination of observations, interviews, and document reviews. At the

outset we will conceptualize qualitative research- its nature and status; varying designs, including case

study, ethnographic, phenomenological, grounded theory, and hermeneutics research perspectives. The

second unit of the course will be devoted to discussion on designs of qualitative research, including

sampling designs, operational designs, observational design; various tools and strategies of data

collection; and data analysis adapted to qualitative research. The third unit aims to acquaint the students

with the skills of qualitative data analysis and interpretation. At the stage attempt will be made to introduce

available computer software for the purpose.


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Course Objectives


aware of importance and need of Qualitative Research in Education

familiar with the nature of different types of Researches in Education

situate themselves in a research perspective(s)

learn the reasoning and its use in research

select the suitable problem for qualitative research

explore the basic issues that confront qualitative researchers

explore various lenses for defending, doing and evaluating Qualitative Inquiry

explain means by which Qualitative Research data are collected, analyzed, described, and

displayed

Course Contents

Unit-I

What is Qualitative Research?

The Nature of Qualitative Research

Qualitative vs. quantitative research

Unit-II

Variety in Qualitative Research

Phenomenology

Ethnography

Grounded Theory

Hermeneutics

Case Study

Characteristics of a Qualitative Researcher

Status of Qualitative Research

Criticism of qualitative research

Unit-III

Sampling Strategies for Qualitative Researchers: Purposive, Snowball, Case unit

Data Collection Strategies/ Technique/Tools

Interview

Observation

Focus group Discussion

Photographs

Anecdotes

Field diary

Questionnaire

Unit-IV

Validity, Objectivity, Reliability of the tools involve in Qualitative research

Nexus with the Conventional Terms: Internal validity versus credibility, External validity versus

Transferability, Reliability versus Dependability, Objectivity versus conformability


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Rapport building strategies, Note taking and Note making strategies, Critical Reading skills,

Reasoning skills, Strategies for safeguarding confidentiality, Securing the data

Unit-V

Organizing Data, Categorizing data, Protecting data, Displaying data, Concept mapping

Theory base Analysis approach

Triangulation, Content analysis, Inductive Analysis-Creative Synthesis, Deductive Analysis,

illustrative method

Essential Readings

Becker, Howard S. (1996). The epistemology of qualitative research. Pp.53-71 in Richard

Jessor, et al. (Ed.), Ethnography and Human Development, Chicago: University of Chicago Press.

Best, J.W. & Kahn, J.V. (1989). Research in Education (6th ed.). Englewoods Cliffs, NJ:

Prentice Hall.

Bhandarkar, P.L. and Wilkinson,T.S. (2010). Methodology and Techniques of Social Research, Himalaya

Publishing House, New Delhi

Bogdan, R.C. & Biklen, S.K. (1998). Qualitative Research for Education: An Introduction to Theory and

Methods (3rd ed.). Boston, MA: Allyn and Bacon

Creswell, J. W. (2007). Qualitative inquiry & Research Design: Choosing among five

approaches. Thousand Oaks, CA: Sage Publications.

Creswell, J.W. (1994). Research Design: Qualitative & Quantitative Approaches. Thousand Oaks, CA:

Sage Publications.

Denzin, N. K., & Lincoln, Y. S. (Eds.). (2003). Strategies of qualitative inquiry (2nd ed.).

Thousand Oaks, CA: Sage.

Denzin, N.K. (1971). The Logic of Naturalistic Inquiry. Social Forces, vol. 51, 166- 1 182.

Denzin, N.K., & Lincoln, Y.S. (Eds.).(1994). Handbook of Qualitative Research. Newbury Park, CA: Sage.

DeWalt, K. M. & DeWalt, B. R. (2002). Participant observation. Walnut Creek, CA: AltaMira Press.

Flick, Uwe (1996). An Introduction to Qualitative Research. London: Sage Publication

Fox, D. J. (1969). The Research process in Education. New York: Holt Rinehart and Winson Inc.

Guba, E.(1990). The Paradigm Dialog. Beverly Hills, CA: Sage.

Guba, E. G., & Lincoln, Y. S. (1994). Competing paradigms in qualitative research. In N. K.

Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 105-117). London: Sage.

Glesne, C. &Peshkin, A. (1992). Becoming qualitative researchers. NY: Longman

Jamesick, V.J. (1998). “Stretching” Exercises for Qualitative Researchers. Thousand Oaks, CA: Sage

Publications.

Jorgensen, O. (1989). Participant Observation. Thousand Oaks, CA: Sage Publications.

Lincoln, Y., & Guba, E. (1985). Naturalistic inquiry. New York: Sage.

Marshall, C. & Rosman, G. (1994). Designing Qualitative Research. Thousand Oaks, CA: Sage

Publications.

Miles, M. B. & Huberman, A. M. (1994). Qualitative Data Analysis. Thousand Oaks, CA: Sage

Mouly, G.J. (190). The Science of Educational Research (2nd ed.). New York: Van Nostrand Reinhold

Company.

Moustakas, C. (1994). Phenomenological Research Methods. Thousand Oaks, CA: Sage Publications.

Stake, Robert E. (1995). The Art of Case Study Research. Thousand Oaks: C.A: Sage.


24

Patton, M. Q. (2002). Qualitative Research and Evaluation Methods. Beverly Hills, CA: Sage.

Travers, Robert M.W. (1978). An Introduction to Educational research (4th edition). London: MacMillan.

Van Dalen, Debonald, B. and Meyer, William J. (1979) Understanding Educational Research: An

Introduction. New York: McGraw Hill.

Suggested Readings

ATLAS.ti. (Version 4.2). (1999). [Computer software]. Berlin: Scientific Software Development.

Kuhn, T.S. (1970). The Structure of Scientific Revolutions. (2nd ed.) Chicago: University of Chicago Press.

Lincoln, Y.S., & Guba, E.G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage. This text outlines the

positivist and naturalist research paradigms.

Minnis, J. R. (1985). Ethnography, case study, grounded theory, and distance education research.

Distance Education, 6, 189-198. Minnis explores the possibility of expanding the research base through

the use of accepted qualitative methodologies.

Patton, M. Q. (1992). Ethnography and research: A qualitative view. Topics in Language Disorders, 12,1-

14.

This article describes the functions of ethnography in the fields of education and

communication disorders.

Patton, M. Q. (1980). Qualitative evaluation methods. Beverly Hills: Sage.

This book is an in depth study of qualitative research from conceptual issues to data

analysis.

RESEARCH METHODOLOGY EDU-408 Credit – 04

Unit-I: Social Research

Social Research: Problem of Objectivity, Types of Research: Basic, Applied,

Historical and Empirical

Unit-II: Steps in Social Research

Steps of research, Formulation of research question, Literature review, Synopsis

writing

Unit-III: Hypothesis: Hypothesis: Concept, sources and types and its roles in social research.

Unit-IV: Research Design Research design: Meaning, Definition and Features, Types of research design: Exploratory, Descriptive/Diagnostic, Experimental

Unit-V: Sampling Design Sampling: Concept, Types: Random, stratified, proportionate, quota, cluster or

multistage, purposive and systematic sampling


25

References: Ahuja, Ram (2010), Research Methods. Jaipur: Rawat Publication. Bauer M.W. & G. Gaskell (eds.). (2000). Qualitative Research with Text, Image and

Sound: A Practical Handbook. London, Sage Publications. Bryman A. (1988). Quantity and Quality in Social Research. London, Unwin Hyman Ltd. Bryman, A. (2001). Surveying the Social World, Buckingham. Philadelphia, Open

University Press. Denzin, N.K. & Y.S. Lincoln. (eds.). (2000). Handbook of Qualitative Research. New

York, Sage. Flick, U. (2009). An Introduction to Qualitative Research (4th Edition). London, Sage

Publications. Giddens, A. (1993). New Rules of sociological Method (2nd Edition). Stanford,

California, Stanford University Press. Grbich, C. (2004). New Approaches in Social Research. London, Sage Publications. Gupta, C.B and Gupta, V. An Introduction to Statistical Methods, New Delhi: Vikas

Publishing House PVT Ltd. Huberman, A.M. & M.B. Miles. (2002). The Qualitative Researcher’s Companion. New

York, Sage Publications. Kothari, C. R. Research Methodology, Methods and Techniques –Wiley Eastern

Limited – New Delhi Seale, C. (2004). Social Research Methods: A Reader. London, Routledge

SEMESTER – II METHODS OF TEACHING

(Practical) EDU-492 Credit – 04

Backdrop Each candidate is to opt one school subject from among the list (Eng., Odia., Social science and math.)

and to deliver 10 practice teaching lesson under the direct supervision of the members of the teaching staff

as well as the teachers in the school.

Every candidate should develop understanding in the subject like –

i) Propagation of suitable instrumental objectives

ii) General procesure to be followed

iii) Preparation of knowledge, comprehension and application type questions. University

examination will be conducted on the basis of deliveration of lesson inside the classroom and

preparation of above mentioned aspect of a lesson in the form of a written examination which

will be evaluated both by the internal and external examiner. Distribution of marks is

mentioned below.

Particulars Marks

Practice teaching lesson 20 Marks

Final lesson plan 20 Marks

Classroom presentation 25 Marks

Use of teaching Aids 15 Marks


26

Written examination 20 Marks

Total

100 Marks

INFORMATION TECHNOLOGY

ITC-412 Credit – 04

Unit-I : Introduction to Information Technology (IT) Introduction to Information Technology: Defining IT, Information Processing Cycle, Information systems and data, IT in Business and Industry, IT in Society, The State of IT Careers, Anatomy of a computer Representing numbers and Text in Binary: Binary numbers, Binary Code, Representing Text and other character in Binary, Microprocessor Design, Fabrication, Sorting Packaging.. Understanding the Digital Domain: Introduction, Emergence of the digital Age, The difference between Analog and Digital Representation of information, Manipulating Bits, Advantages of Digital Technology. Unit-II : Fundamentals of computers HardWare: Input and output Devices, Standard keyboards, Virtual Keyboards, Ergonomic Keyboards, Optical Character recognition, Bar Codes and Barcodes Scanners, Speech reorganization, Graphics Scanner, GRT Display, Flat Planned Display, Types of printer, Secondary storage: Magnetic tape, Magnetic Disk, Floppy Disk, Hard disk, Optical Disk, Data storage Capacity, Backing Up. Software: Definition, Programming Languages, Types of Software, The software Development process, Open Source Software Unit-III: Creating Digital Multimedia Digital Audio Technology: Introduction, Digitizing Sound, Digital Audio Compression Digital Images and Video: Introduction, Imaging Technologies, Digitizing Images and Video, Digital Images and Video Formats, Display Technologies Wireless Multimedia: Wireless Multimedia Devices, The Bluetooth Standard, Cellular Technology, Wi-Fi, WiMAX and Cellular Integration. Unit-IV: Transmission of Information Fundamentals of Communications: Introduction, Electrical Signaling, Radio Wave Communications, Light Wave Communications, Attenuation, Bandwidth, Multiplexing, Copper Transmission Media, Managing Error in Digital Communication System. Wireless Communication: Application of Radio Frequency, Satellite Systems Unit-V: Introduction to Computer Networking Network: LAN, MAN, WAN Communication Protocol: Need For Protocol, Protocol suites, Economics and Politics of protocol Internet Architecture: Introduction, Internet History, Internet Architecture Components, Internet Application, Internet Application, internet Open Issues Network Security: Understanding the Threats, Network Security Strategies


27

Text Book : Pelin Aksoy, Laura DeNardis, Information Technology in Theory

GSD-414 GENERIC SKILL DEVELOPMENT

SEM-418SEMINAR PRESENTATION


28



29

SEMESTR – III ASSESSMENT IN EDUCATION


Backdrop Assessment is considered to be most crucial aspect of any teaching-learning process, as it helps the

teacher to record the growth of their students, planning for instructional strategy and most importantly

helps to helps the teacher in gauging their own growth over the years. An effective method of assessment

in the classroom helps to create conducive learning environment and a teacher must have to know

different techniques of assessment which may improve students’ learning. One of the key issues that

involve in education is assessment, i.e. how to assess? When to assess?, and what will be its implication

on students learning? . The paper outlines the above mentioned questions and different issues that

involves in assessment.

Course Objectives On completion of the course the students shall be able to:

• Describe the role of assessment in education

Distinguish measurement, assessment and evaluation

explain different forms of assessment that aid student learning

use wide range of assessment tools, and techniques and construct these appropriately

evolve realistic, comprehensive and dynamic assessment procedures

calculate item difficulty and discrimination of a test item

prepare a good achievement test on any school subject

realize the importance of Continuous and Comprehensive evaluation in the process of students’

learning

justify the advantages of grading over marking in the existing examination system

Course Contents Unit-I

Concept of Measurement, Assessment and Evaluation

Types and principles of evaluation

Paradigm shift of assessment from Behavioristic to Constructivist perspective

Unit-II


30

Constructivist evaluation process: Self, peer and collaborative evaluation; Observation,

Assignment, Portfolios, Rubric, Concept Mapping and Project.

Unit-III

Achievement Test- Steps of construction of achievement test: Teacher-made and standardized

test. Types of test items, Constructing Objective and Subjective test items

Aptitude Test- Differential Aptitude Tests; General Aptitude Test Battery (GATB); Measures of

specific aptitude tests (mechanical, clerical, musical and artistic), Educational Significance of

Aptitude Test

Attitude Scale - Measuring attitude. Types of Attitude scales, different attitude scales

Unit-IV

Characteristics of a Good Test- Reliability, Validity, Usability and Norms

Analysis of Test Items- Item difficulty and Item discrimination

Unit-V

Continuous and Comprehensive Evaluation

Marks Vs Grade

Semester system in Education

Systemic Reform: Examination

Essential Readings

Aggrawal, J.C. (1997). Essentials of Examination System, Evaluation, Tests and Measurement. New Delhi:

Vikas Publishing House Pvt Ltd.

Banks, S.R. (2005). Classroom Assessment: Issues and Practices. Boston: Allyn & Bacon.

Blooms, B.S.(1956). Taxonomy of Educational Objectives. New York: Longman Green and Company

Cooper, D. (2007). Talk About Assessment, Strategy and Tools to Improve Learning. Toronto: Thomson

Nelson

Earl, L.M. (2006). Assessment as Learning: Using Classroom Assessment to Maximize Student Learning.

Thousand Oaks, California: Corwin Press

Gronlund, N.E. (2003). Assessment of student Achievement. Boston: Allyn & Bacon.

Kaplan, R.M. &Saccuzzo. D.P. (2000). Psychological Testing, Principles, Applications &

Issues. California: Wordsworth.

Linn, R.L. & Gronlund, N.E. (2000). Measurement and Assessment in Teaching. London: Merrill Prentice

Hall.

Suggested Readings

Noll, N.H. S cannell, D.P. & Craig, RC. (1979). Introduction to Educational Measurement. Boston:

Houghton Miffin.

Macmillan, J.H. (1997). Classroom Assessment, Principles and Practice for Effective

Instruction. Boston: Allyn and Bacon

Hopkins, KD. (1998). Educational and Psychological Measurement and Evaluation. Boston: Allyn and

Bacon.


31

Cohen, R.J., Swerdlik, M.E., & Phillips, S.M. (1996). Psychological testing and Assessment. An

Introduction to the Tests and Measurement. California: Mayfield Publishing Co.

National Council of Educational Research and Training (2005). National Curriculum

Framework, 2005. New Delhi: NCERT

National Council of Educational Research and Training (2006). Position paper: Examination Reforms. New

Delhi: NCERT

National Council of Educational Research and Training (2008). Source Book on Assessment for class I-V:

Social Sciences. New Delhi: NCERT

SEMESTER – III CURRICULUM DEVELOPMENT


Backdrop

The organization of schooling and further education has long been associated with the idea of a

curriculum. But what actually is curriculum, and how might it be conceptualized? We explore theory and

practice of curriculum design and its relation to informal education. Curriculumtheory and practice to some

must sound like a dull but required course activity. Curriculumtheory at its best is a challenging and

exciting intellectual puzzle. It is a vibrant field full ofcontradictions, challenges, uncertainties and directions.

Yet it is a critical field, the outcome ofwhich does matter. When we teach, whether from preschool to high

school; from children toadult, whether educating or training, what we do must make a difference. We

cannot waste ouraudiences time with training that doesn't help, with educating that doesn't educate, or

teachingthat which may be irrelevant or even wrong. If a surgeon makes a mistake, his patient dies.

Ifteachers, educators, professors, trainers make a mistake, we do not readily see the consequences,and

indeed may never see the consequences. Ask yourself: Have you hurt anyone lately bygiving

misinformation? Did you really make a difference in your teaching, say yesterday? Howdo you know? Does

the curriculum that you help design and deliver really do the job it issupposed to? This course deals with

the theory and practice of curriculum design. Participantswill want to ask "How do I do curriculum design?"

"What are the theoretic underpinnings whichinform the practical problems of making curriculum?" For this

course, however, the underlyingtheoretic foundations which inform how and what one does will bias our

discussions intoparticular directions. There are clear and specific ways to design develop and evaluate

acurriculum, and these form the very practical base by which we move from vagueness intospecificity.

Course objectives

After completion of the course, the students shall be able to:

• define curriculum,

• identify the components of curriculum,

• describe the various principles of curriculum construction,

• describe various approaches to curriculum construction,

• explain various types of curriculum,

• compare various types of curriculum

• describe various guiding principles for selection and organisation of learning experiences,

• differentiate formative and summative evaluation; and


32

• explain various tools used in curriculum evaluation.

Course contents

Unit-I

Concept and meaning of curriculum

Components of curriculum-Objectives, Content, Learning Experiences and Evaluation System.

Bases of Curriculum Development-Philosophical, Sociological and Psychological.

Unit-II

History of curriculum development in India- National Curriculum Frameworks-1975, 1988, 2000

and 2005; NPE 1986 Core curriculum; Hidden curriculum.

Recommendation of the following commissions on curriculum development:

University Education Commission, 1948

Secondary Education Commission, 1952

Education Commission, 1966.

.UNIT- III

Principles- Activity centered, Community centered, Forward looking principle, Principles of

integration, Relevance, flexibility, quality, contexuality and plurality.

Approaches- Subject centred, Child centered, Experience centered and Community centered

curriculum.

Types- Humanistic and Social reconstructionist curriculum.

Unit-IV

Role of Curriculum support materials: Types and aids for implementation of Curriculum.

Different models Curriculum Construction - Administrative, Grassroots, Demonstration, System

analysis.

Unit-V

Concept and Importance of curriculum evaluation.

Types of curriculum evaluation: Formative and Summative.

Tools and Techniques of Curriculum evaluation: Observation, Oral, Interview, Opinonnaire,

Essential Readings

Aggarwal, J.C (1990). Curriculum Reform in India- World overviews, Doaba World Education Series-3

Delhi, Doaba House, Book seller and Publisher.

Arora, G.L. (1984). Reflections on Curriculum. NCERT.

Beane, JA, Conrad, E.P. Jr. & Samuel JA, Jr. (1986). Curriculum Planning and Development. Allyn &

Bacon, Boston..

Brady, L. (1995). Curriculum Development. Prentice Hall,.


33

NCERT (1976). The Curriculum for the Ten-Year School: A Framework. Reprint Edition, National

Council of Educational Research and Training, New Delhi.

NCERT (1984). Curriculum and Evaluation. NCERT, New Delhi.

NCERT (1988). National Curriculum for Elementary and Secondary Education: A Framework,

Revised Edition, National Council of Educational Research and Training, New Delhi.

NCERT (2000). National Curriculum Framework for School Education. NCERT,New Delhi.

NCERT (2005). National Curriculum Framework-2005. NCERT, Sri Aurobindo Marg, New Delhi.

Ornstein, A.C. &Hunkins, E (1998). Curriculum. Foundations, Principles and Issues. Allyn & Bacon,

Boston.

Taba Hilda (1962). Curriculum Development: Theory and Practice. New York, Harcourt Brace, Jovanovich

Inc.

Tanner, D. & Tanner, L.N. (1980). Curriculum Development. Theory into Practice. Macmillan New York.

Zais, R.S. (1976). Curriculum: Principles and Foundations. Harper & Row, New York.

Suggested Readings

Doll Ronald C. (1986). Curriculum Improvement: Decision Making Process. London, Allyon and Bacon Inc.

Marsh, C.J. & Willis, G. (1999). Curriculum - Alternative Approaches, Ongoing Issues, MerhillI Prentic Hall.

York.

Pratt, D. (1980). Curriculum Design and Development. Mcmillan, New York.

Saylor, J.G. Alexander, W.M. & Lewis, A.J. (1981). Curriculum Planning for Better Teaching for Better

Teaching and Leaming, Hott, Rinehart & Winston, New York.

UNESCO (1981). Curriculum and Life Long Education. UNESCO, Paris.

Verduin J.R. (1967). Cooperative Curriculum Improvement. Prentice Hall.

Walker, D. (1990). Fundamentals of Curriculum. Harcourt Brace Jovanovich, San Diego.

Wiles, J. & Bondi, J.C (1999). Curriculum Development - A Guide to Practice. Merrill,

Columbus.

SEMESTER – III EDUCATIONAL SUPERVISION


Backdrop Supervision is provided by the state to help educators and educational administrators to do a better job. This service provides educational leadership and guidance to various workers in the field of education. It incorporates checking, enquiry, fact finding, keeping watch, survey, correlation, prevention, inspiration, guidance, direction, diagnosis and improvement. Its immediate purpose is the improvement of instruction.


34

It provides professional leadership to educational workers so as to improve their work and give them correct direction. In the educational programme there are a number of situations when the headmasters and teachers are in need of clarifications, interpretations, guidelines, advice and approval from more competent teachers and authorities. The supervisory service provides timely help on such crucial occasions.

Course Objectives On completion of the course the students will be able to:

State nature and principles of educational supervision

Incorporates the most essential knowledge which our administrators need to function effectively.

Apply the concept and theories of administration in the field of education.

Utilize their supervisory capability to handle the managerial situation in the field of education.

Explain different methods and techniques of supervision

Unit-I

The origin and the evolution of supervision

Modern concept, nature and need

Scope of educational supervision Unit-II

Purpose of educational supervision.

Supervision and inspection.

Qualities of a supervisor. Defects of present supervision and inspection. Unit-III

Factors influencing supervision

Types of supervisory programme Unit- IV

Planning the supervisory programme

Organising supervisory programme

Implimenting supervisory programme

Evaluating the supervisory programme

Unit -V

Observation or classroom visitation

Demonstration

Observation Visits

Group study or Workshop

Conferences

Records

The group Process Suggested Readings

Barr, Burton and Brueckner: Supervision, op. cit., p. 14.

Edwin H. Reeder: Supervision in the Elementary School, Boston: Houghton Miffin, 1953, p. 282.

John A. Rorer. Principles of democratic Supervision, Teachers’ college, Bureau of Publications, Columbia

University, New York, 1942.


35

K.V. feyereisen, A.j. Fiorino, A.J Nowak. Supervision and Curriculum renewal a system approach, new

York, Appleton-Century-Crofts, 1970, p. 15.

Muriel Crosby: supervision as a cooperative action. New York, appeleton-century-Crofts, 1957, p. 76.

Report of the Saddler Commission 1919, Vol.II p. 32.

Report of Hartog Committee 1929, p. 292.

Report of the Secondary education Commission 1952-53, p. 193.

Report of the India Education Commission 1964-66, p. 264.

Sir J.E. Marks ; Emery Stoops; Joyce King-Stoops. Hand book of Educational Supervision; A Guide for

Practitioner. Allyn and Bacon inc., Boston, 1978, p. 18.

Bhatnagar, R.P. & Vidya. A., Edfucational administration Supervision, Planning and Financing, R.Lall.

Book Depot. Meerut. 2006

SEMESTER – III Special Paper- I(Anyone of the following)

A. Educational Management B. Peace Education

A. Educational Management EDU-507 Credit – 04

Backdrop

Management is a universal phenomenon. Knowledge of management is indispensable for successful

accomplishment of goals of an organization. Knowledge of management is required to ensure efficiency

and better output of an organization and its functioning. As we know education play a significant role in the

socioeconomic development of the country, proper management of educational institutions requires

managerial skills among all the people entrusted with the responsibilities of education. The subject deals

with various concepts, objectives of educational management. It emphasizes on educational planning, and

highlights various fundamental approaches of educational management.

Objectives


explain the meaning, concepts, objectives and importance of management.

state the principles and functions of educational management and administration.


36

differentiate the concepts of administration and management.

develop broader perspectives on educational management.

acquaint with the various basic concepts of administration.

justify the role of educational administration and management in improving the quality and

efficiency of education and educational institutions.

critically evaluate the five year plans and its importance in the field of educational planning.

Course Content

Unit-I

Educational management: meaning, nature, scope and functions.

Administration and management .Difference between general administration and educational

administration. Principles and purpose of educational administration.

Total quality management (TQM), SWOT analysis.

Unit-II

Approaches of management and administration-classical, scientific management and humanistic

approaches.

Unit-III

Concepts of hierarchy, delegation, authority, unity of command, coordination in educational

management and administration.

Unit -IV

Meaning, nature of Educational Planning.

Guiding principles of educational planning

Need and importance of Educational Planning.

Unit-V

Types of Educational Planning.

Five year plan and education in India.

Essential Readings

Ashima V, Deshmukh & Naik A.P (2010). Educational Management. Girgaon, Mumbai: Himalaya

Publishing House.

Bhatnagar, R.P & Verma, L.B (1978). Educational Administration. Meerut, India: Loyal Book Depot.

Kochar, S.K (2011). School Administration and Management. New Delhi: Sterling Publishers Private

Limited.

Safya, R & Saida, B.D (1964). School Administration and Organisation.Jalandhar, India: Dhanpat Rai &

Sons

Suggested Readings

Anderson, C.A& Bowman, M.J (1971).Educational Management, London, U.K: Frankas


37

Chau, Ta-Ngoc (2003): Demographic Aspects of Educational Planning. Paris: International Institute for

Educational Planning.

Hariss, B. M (1963).SupervisoryBehaviour in Education.USA: Englewood Cliffs.

Livack, et al (1998).Rethinking Decentralization in Developing Countries. Washington, D.C, USA: World

Bank.

Naik, J.P. (1965): Educational Planning in India. New Delhi, India: Allied.

Naik, J.P. (1982): The Educational Commission & After. New Delhi, India: Allied.

Oliva, O (19760. Supervision for Today’s School. New York, USA: Harper & Row.

Ramani, K.V (2004). A Text Book of Educational Management. New Delhi, India: Dominant Publisher

Shukia, P.O (1983). Administration in India. New Delhi, India: Vikas Publication.

Tilak, J.B.G. (1992). Educational Planning at Grassroots. New Delhi: India.

SEMESTER – III B. PEACE EDUCATION


Backdrop The primary aim of our whole education system is building peace in the society. The growing violence in

the society, the conflict between different classes in the society and the countries in large compelled

educationists to introduce the component of peace in the curriculum. Our schools and colleges should give

emphasis towards producing a peaceful young generation. Recently, peace education has been accepted

as an important aspect of social education. Education for peace intends to nurture knowledge, values,

behaviors and capacities to confront violence. Peace education as a practice in schools and colleges is

attributed to Gandhi, Maria Montessori, John Dewey and Paulo Freire, though earlier thought on education

for peace is traced back to Erasmus and Socrates, among other scholars. In this paper, the students will

be oriented towards an understanding of the concepts of peace and peace education. Students will be

given an exposure towards understanding present status and future direction of peace education. They will

appreciate about the contribution of Indian philosophy towards peace education. Students will be given an

opportunity towards understanding the contribution of various thinkers on peace education. They will

analyze the various approaches towards promoting peace education within and outside the institutional

framework and how it could be integrated in the present curriculum.

Course Objectives

On completion of the course the students will be able to:

• the need and importance of peace and peace education

explain the meaning, nature and scope of peace and peace education

describe the present status and future direction of peace education

justify the contribution of Indian Philosophy towards Peace education

illustrate the contribution of various thinkers such as, Gandhi, Tagore, John Dewey, Kant, James

Page, Galtung, etc. towards peace education.

discuss about the feminist perspective towards peace education.


38

critically appraise the various approaches towards peace education

evaluate how peace education could be promoted within the institutional framework.

relate how various programmes outside the institution can promote peace education.

Describe hoe peace club would be used effectively towards promoting peace in schools and

colleges.

describe how mass media could be used effectively towards promoting peace education.

justify the need to integrate peace components into the curriculum.

Course Content

Unit I

Meaning, definition and kinds of peace

Need and importance of peace education

Meaning, nature and scope of peace education

Difference between peace education and education for peace

Aims of peace education

Unit-II

History of peace education

Current status of peace education.

Future direction of peace education

Unit-III

Indian Philosophy and Peace

Gandhi, Tagore, Montessori, John Dewey, Galtung and Paulo Freire.

epistemology of peace studies

James Page on ethics

Feminist Perspective

Unit-IV

Within institution: Curriculum, textbook, teacher role, pedagogy, preservice teacher education,

inservice teacher education and evaluation.

Outside institution: after-school programmes, summer programmes, workshops, training

programmes, activities for out-of school youth, community-based programmes, youth camps,

sports and recreation programmes, peace club.

Unit-V

Integrating Peace into the Curriculum: Subject context, Subject perspectives, Role of teacher,

Teaching methods, Learning Activities, Classroom management, evaluation process and School

management.

Essential Readings


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Dewey, J. (1916). Democracy and Education. New York: Free Press.

Freire, P. (1970). Pedagogy of the oppressed. New York: Continuum Publishing.

Gandhi, Mohandas. 1958-1995. The Collected Works of Mahatma Gandhi. Delhi: Publications Division,

Ministry of Information and Broadcasting, Government of India.

Hicks, David. 1988. Education for Peace – Issues, Principles and Practice in the Classroom. New York:

Routledge.

Johnson, M. (1998). Trends in peace education. Washington, D.C.: Office of Educational

Research and Improvement. (ERIC document Reproductive Service No. ED 417123)

Fernando, J.F.M. (1968). World peace through education. Carlton.

Kester, K. (2010). Education for Peace: Content, Form, and Structure: Mobilizing Youth for Civic

Engagement. Peace and Conflict Review, 4 (2), 1-10.

Montessori, M. 1949. Education and peace. Oxford, England: CLIO, 1995.

Mishra, L. (2009). Peace education framework for teachers. New Delhi: APH pub. Corporation.

Mishra, L. (2008). Encyclopaedia of Peace education Vol. I and II. New Delhi: APH pub. Corporation.

Mishra, L. (2010). Designing a peace education programme for secondary schools. International Journal of

Peace and Development Studies. Available online at http://www.academicjournals.org/IJPDS

Mishra, L. (2011). Pre-service teacher training for peace education. International Journal of Peace and

Development Studies, 2(7), pp. 203-210. Available online athttp://www.academicjournals.org/IJPDS

Mishra, L. (2012). Peace club A handbook of practice. Lap Lambert Publisher, Germany.

Page, James Smith (2004). Peace Education: Exploring Some Philosophical Foundations. International

Review of Education, 50 (1), pp. 3-15.

Peters R. S. (1966). Ethics and Education. London: Allen and Unwin.

Simpson, K. (2004). Making Connections: Wholistic teaching through peace education Canadian Social

Studies, 38 (3), www.quasar.ualberta.ca/css.

Suggested Readings

Allport G (1979). The Nature of Prejudice. Reading, MA: Perseus Books.

Apple, M. (1969). Ideology and curriculum. New York: Routledge.

Bohm, D. 1996. On dialogue. New York: Routledge.

Galtung, J. 1969. Violence, peace, and peace research. Journal of Peace Research 6(3): 167-191.

Galtung, J. 1996. Peace by peaceful means: Peace and conflict, development and civilization. London:

Sage.

Girard K (1995). Preparing Teachers for Conflict Resolution in the Schools. ERIC Clearinghouse on

Teaching and Teacher Education. Washington, DC: 20036-1186.

Giroux, H. 1981. Ideology, culture and the process of schooling. Philadelphia, PA: Temple University

Press.


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Harris, I. 2004. Peace education theory. Journal of Peace Education 1(1): 5-20.

Harris, I., and Morrison, M.L. 2003. Peace education. 2nd ed. Jefferson, NC: McFarland.

http://www.upeace.org/academic/masters/pe.cfm

http://www.upeace.org/calendar/

Kant, I. 2005/1795. Perpetual peace: A philosophical sketch. New York: Cosimo, Inc.

McLaren, P. 1989. Life in schools. New York: Longman.

Reardon B (1988). Educating for Global Responsibility: Teacher-Designed Curricula for Peace Education.

K-12. New York: Teachers College Press.

Reardon B (1989). Comprehensive Peace Education. New York: Teachers College Press.

Reardon B (1997) Human Rights as education for peace. In G. J. Andrepoulos and R. P Claude

(Eds.) Retrieved from http://www.ncert.nic.in/html/education_peace.htm.

Reardon, B. 2001. Education for a culture of peace in a gender perspective. Paris: UNESCO.

Susan Fountain (1999). Peace Education in UNICEF. New York: UNICEF.

UNESCO (2001). Learning the way of peace A teacher’s guide to peace education. New Delhi: Author.

UNESCO (2001). Paths to peace: India’s voices in UNESCO. New Delhi: Author.

UNESCO (2011). Asian-Arab philosophical dialogues on culture of peace and human dignity. Paris:

Author.

UNESCO (2011). Learning to be tolerant and friendly. Paris: Author.

EDU-509SEMESTER – III Credit – 04

Combined Paper

EDUCATION OF CHILDREN WITH SPECIAL NEEDS

UNIT I Concept of Exceptional Children Definition, Classification, Magnitude of the

problem in India. Special needs and Rights of the disabled.

UNIT II Special Education Definition, Objectives, Types, Role of National Institutes

and the Rehabilitation Council of India.Use of technology and assistive devices in

Special education and Rehabilitation. Recent trends.

UNIT III Mentally Challenged Children Definition, Classification, Causes,

Identification, Characteristics, Early Intervention and Special Education, Prevention.

UNIT IV Learning Disabled Children Definition, Types, Causes, Characteristics,

Identification and assessment, Educational approaches.

UNIT V Attention Deficit Hyperactive Disorder (ADHD) Definition, Causes,

Identification, Educational Strategies Related Experiences.


41

References

1. Hallahan, D.P. and Kauffman, J.M. (1998) Exceptional Children., Prentice Hall,N

ew Jersey.

2. Heward, W. L. (1992) Exceptional Children: An Introductory Survey of Special

Education, McGraw Hill Companies, New York.

3. Heward, W (2009) Exceptional Children: An Introduction to Special Education

(Book Alone): International Edition. Pearson Education, Limited.

4. Panda, K.C. (1997) Education of Exceptional children. Vikas Publishing.

5. What Every Special Educatiors Must know: Ethics, Standards, and Guidelines fo

r Special Educators, (2009) Council for Exceptional children.

6. Mangal, S.K. (2009) Educating Exceptional Children: An Introduction to Special

Education, Phi Learning.

7. Singh, B (2005) Modern Teaching of Exceptional Children, Anmol Publishers.

8. Stowe Cynthia M. (2005), Understanding Special Education: A Helpful Handbook

For Classroom Teachers [Paperback] Scholastic Inc.

9. Schwartz Diane (2005 ) Including Children With Special Needs: A Handbook Fo

r Educators And Parents, Greenwood pub, United states.

EDU-591 PRACTICAL &INTERNSHIP

ORGANISATIONAL BEHAVIOR

ORB – 511

Credit – 04

Objective: The objective of this course is to help students understand the conceptual framework of interpersonal and organizational behaviour. Expected Learning outcomes: The students will be expected to know the behaviour of an organization by motivating each employee by creating a spirit of harmony in the organization with proper communication and leadership. Course Inputs

UNIT – I Organizational Behavior: Concept and Significance, Relationship between management and organizational behavior, Attitudes, Perception, Learning, Personality. UNIT – II Motivation: Process of Motivation, Theories of Motivation-Need hierarchy Theory, theory X and theory Y, Two Factor Theory, Alderfer’s ERG Theory, McClelland’s learned Need theory, Victor Vroom’s Expectancy Theory, Stacy Adams equity theory.


42

Leadership: Concept, Leadership styles, Theories- Trait theory, Behavioural theory, Fiedler’s contingency theory, Harsey& Blanchard’s situational theory, Managerial Grid, Likert’s four system of leadership. UNIT – III Interpersonal and Organizational Communication: Concept of two way communication, its process, Barriers to effective communication, Types of organizational communication, Improving communication, Transactional analysis in communication, Stress Management. References:

1. Understanding Organizational Behaviour, Parek,Oxford

2. Organizational Behaviour, Singh.K, Pearson

3. Organizational Behaviour, K. Awathappa, HPH.

4. Organizational Behaviour, VSP Rao, Excel

5. Organizational Behaviour, Lathans, McGraw Hill

6. Management of Organizational Behaviour, Herchey et al, PHI

7. Organizational Behaviour, Khanka, S. Chand

8. Orhanisational Behaviour, LM Prasad

9. Organisational Behaviour, Robbins, P Stephen, Pearson Education, Delhi

Organisational Behaviour: Human Behaviour at work, Newstrom, John W and Keith Davis, Tata McGraw-Hill, New Delhi

CAREER ADVANCEMENT CAS-513 Credit-01


43

SEMESTER – IV EDUCATIONAL ADMINISTRATION


Organizing efficient and good schools for the children is one of the primary responsibilities of a society or

state. In respect to the rights of children, we are in a better position to understand the necessities of school

organization and administration and the role of society or state in this respect. The rights and demands of

the children can be fulfilled only through a very efficient school system. The efficiency of the school system

can be ensured not by providing only a magnificent building to it, but by organizing and administering it on

ideal lines in every way. There is the human element in the form of pupil, teachers, and administrators

without which the body of a school is incomplete and even inconceivable.

Course Objectives

On completion of this course the students shall be able to:

Understand the programme of Administration in Education.

Explain the meaning, style and theories of Educational Administration.

Understand the area of Administration in the field of education.

Know human relation approach to administration

Narrate important trends in Educational Administration

Explain special features of personal administration

Verify how leadership is an essential features in administration.

Unit -I

Meaning and nature of educational Administration

Educational Administration in India

Status of educational Administration

Unit-II

Theories of educational Administration


44

Scope of educational Administration

Function of educational Administration Unit -III

Decision- Making

Organizational change

Organizational development

Management by Objectives

PERT

Organizational compliances Unit -IV

Personal Administration

Concept, importance, function and special features

Unit-V

Leadership in Educational Administration

Meaning, Nature, Theories, style and Measurement

Suggested Readings

Unruh, A. & Turner, E. (1970). Supervision for change and invocation. New York.

Bahtanagar, R.P. & Aggarwal, V. (2004). Educational Administration, Supervision,

Planning and Financing. Merrut: R.Lall. Book Depot.

Harding, H. (1987). Management Appreciation. London: Pitman Publishing.

Ravishankar, S., Mishra, R.k., &Sharms, M.L. (1988). Human Resource

Development. Bombay: Dhrav& Deep.

Shukla, P.D. (1983). Administration of Education in India. New Delhi: Vikas

Publication.

Sinha, P.S.N. (ed) (2002). Management and Administration in Govt. New Delhi:

Commonwealth Publishers.

Spears, H. (1955). Improving the Supervision of Instruction. N.Y.: Prentice Hall.

Wiles, K. (1955) .supervision for Better Schools. N.Y.: Prentice Hall.


45

SEMESTER – IV GUIDANCE AND COUNSELING


Backdrop

Educational and occupational scene is fast changing here, there and everywhere. Curriculum and co

curriculum offerings have tremendously expanded during the past few years. Occupations too have

increased manifold. No wonder it is becoming extremely difficult for the educational generalist to prepare

the youth for education, for occupation for life in this rapid changing world.

A large number of students on our college and university campuses find themselves in the grip of personal

adjustment problems. Loneliness and feeling of insecurity, conflict with peers and teachers, low academic

achievement, bad company, sexual problems etc. create emotional tensions and anxieties in the students.

There is also a large percentage of first generation students as also students migrating from rural to urban

society who had no proper guidance and training at the hands of their parents and relations as to how to

conduct themselves in colleges and universities.

Course Objectives

After completion of the course the students shall be able to:

Explain the basic idea about the guidance and counseling

Understand the objectives of guidance service at different stages of education

Realize the need of guidance and counseling service for future course of action.

Knowledge on various institutions providing training for counseller

Experience to be a good counsellor

UNIT-I

Meaning, Nature of Guidance

Guidance and other Terms

Objectives at Different Stages

Types of Guidance

Need of Guidance service

Principles of Guidance

UNIT- II

Career information

Meaning and components


46

Aims at different school levels

Sources of career information

Techniques of collecting information

Unit-III

Occupational Information

Meaning , aspects and classifications

Need and importance of Occupational information

Sources of occupational information

Methods of collecting occupational information.

UNIT- IV

Meaning and characteristics of councelling

Counseling and other terms

Basic assumptions and principles

Forms of counseling

When counseling is required?

Unit-V

Steps and techniques of counseling procedure

Role and characteristics of a counselor

Counselor training programme in India

Essential Readings :

Anand, S.P. (2000). ABC’S of Guidance in Education. Bhubaneswar, India: A Page Setter Publication.

Aggrawal, J.C. (1998). Educational,Vocational Guidance and Counselling. New

Delhi,India:Doaba House.

Kochar,S.K.(1998).Guidance Counselling in Colleges and Universities. New Delhi, India: Sterling

Publishers.

Anand, S.P. (2005). Educational Guidance and counselling in Schools.Bhubaneswar, India: Arpita

Commercial.

Anand, S.P. (2007). Guidance in Schools.Bhubaneswar,India: Global Printers.

Downing, L.N. (1964). Guidance and Counselling Services, New York, U.S.A: McGraw Hill.

Kochar, S.K (1979). Guidance in Indian Education, New Delhi, India: Sterling Publishers Pvt.Ltd.

Kochar, S.K (1984) .Guidance and Counselling in Colleges and Universities. New Delhi, India: Sterling

Publishers Pvt.Ltd.

Suggested Readings:

Crow, L.O&Flinmer, O.W. (1951).An Introduction to Guidance Principles and

Prctices.New

Gibson, R.L & Mitchell, M.H. (2005). Introduction to Counselling and Guidance. New Delhi:

Miller, F.W. (1961).Guidance Principles and Services. Ohio, USA: Charles E.Merrill

Prentice Hall of India.

Tolbert, E.L. (1978). An Introduction to Guidance.Boston: Little Brown & Co.

York: American Book Company.


47

EDU-506 SEMESTER – III Credit-04 Special Paper- I(Anyone of the following)

A. Theoretical Issues in Education B.

SEMESTER – IV A.THEORETICAL ISSUES IN EDUCATION

Backdrop:

The present paper is intended to provide a conceptual framework over various aspects of education and its

allied issues persist since long back. Initial the paper will describe the meaning, nature and categories of

knowledge. And it emphasizes requirement of interdisciplinary, multi disciplinary areas of knowledge in

solution social problems 21st century. It describes emergence of education as a separate academic

discipline. Further, paper analytically presents problems of school reform- Equality, Accountability,

Standards, Testing, Justice and Equality in Education, Policy of inclusion-Women, Minorities, Disabled,

SCs and STs. The last part of the paper will introduce the learner on various contemporary issues.

Course Objectives

On completion of this course the students shall be able to:

• explain the nature of education as a discipline/an area of study.

• examine issues related to education as interdisciplinary knowledge.

• reflect on educational planning and administration to respond forces of globalization.

• justify, constitutionally mandated fulfillment of a basic human right.

• describe how girls’ education is required in instrumental terms, not as their fundamental right.

• synthesize how globalization values individualism and not interdependence; the disabled is perceived as

having a deficit.

• narrate how social category requires serious academic engagement and research.

• review objectives and social purposes of higher education in the context of globalization.

Course Contents

Unit-I

Concept and Meaning of Knowledge and discipline: Nature of knowledge or discipline, Categories

of knowledge

Typology of Forms of Knowledge: Basic discipline, Applied Discipline, Multidisciplinary and

Interdisciplinary areas

Unit-II

Status of Education as a Discipline.

Alternative Education.

Dual Perspectives of Education: Logical Perspective and Social Perspective

Unit-III


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Equality, Accountability, Standards, Testing.

Justice and Equality in Education

Policy of inclusion-Women, Minorities, Disabled, SCs and STs

Unit -IV

Liberalization, Globalization and Privatisation (LPG) in education

Quality concerns in education- national and international perspectives.

Language and medium of instructions: Multi-lingualism and Multi-culturalism.

Unit-V

Peace and human right, Right to Education.

UEE Strategies: Policy Perspective.

National Development and Role of higher education

Essential Reading

Bruner, J.S. (1996), The Culture of education. Cambridge, M.A.: Harward University Press. NCERT (2005).

National curriculum framework, New Delhi.

MHRD, Gov. of India (1992), National policy on education (revised) New Delhi.

MHRD, (1992), Programme of action. Govt. of India, New Delhi.

Delors, Jacques, et al; (1996). Learning: The Treasure within report of the international commission on

education for 21st century, UNESCO.

Illich, I. (1996). Deschooling Society. Marion Boyers, London.

Yadav, M. S. & Lakshmi, T. K. S. (1995). Education: Its Disciplinary Identity, Journal of Indian Education,

XXI (1), 1-21.

Suggested Reading

Broudy, H.S. (1977) Types of knowledge and purposes of education. In R.C. Anderson, R.J., Spiro and

W.E. Montanaque (eds) Schooling and the acquisition of knowledge (PP.

Hillsdale, NJ: Erlbaum.

Dearden R. F. (1984). Theory and practice in Education. Routledge K Kegan & Paul.

Moore, T. W. (1974). Philosophy of Education: An Introduction, Routledge and Kegan paul.

Naik, J.P. (1975) Equality, quality and quantity: The elusive triangle of Indian education, Allied

Publications, Bombay.

Butchvarov, P. (1970) The Concept of knowledge. Evanston, Illinois, North Western University Press.

International Encyclopedia of Education. (1994) 2Nd edition. Vol.10. Perganon Press.

Matheson, David (2004). An Introduction to the study of education (2nd

edition). David FultonPublish.

Slatterry, Patrick and Dana Rapp. (2002). Ethics and the foundations of education- Teaching Convictions

in a postmodern world. Allyn & Bacon.

Wall, Edmund (2001). Educational theory: philosophical and political Perspectives. Prometheus Books.

Winch, C. (1st edition). (1996). Key Concepts in the philosophy of education. Routledge.

Koul, L. (---). Education as a Discipline in J. S. Rajput (Edited) Encyclopedia of Indian Education, New

Delhi: NCERT.

EDU-508 Combined Paper:

Credit- 04


49

Psycho-social Problems of Tribals

HTI-508

Unit - I

Major social problems in India

a. Socially disadvantaged groups: caste, tribes, minorities and welfare measures

b. Problems of women: gender inequity, violence against women, depersonalization and

humanistic approach.

c. Poverty: causes, problems and strategies for alleviating poverty

d. Issues related to labour: child labour and unorganized sectors and rehabilitation measures

Unit - II

Physical and mental health related issues

a. Mental health: models of causation and types of intervention

b. HIV/AIDS: magnitude, high risks groups, protective programmes

c. Cancer patients: pain management and palliative care

d. Suicide: risk and prevention

Unit - III

Child and Family

a. Child abuse: types of child abuse and rehabilitation programmes

b. Orphans and street children: psychosocial problems and interventions

c. Family planning and population control: fertility, contraceptive use, family planning policies

d. Marital and family problems: influence of urbanization, divorce and separation, domestic

violence.

Unit - IV

Special populations and environmental concerns

a. Geriatric: psychosocial and health related issues of ageing, role of psychologist

b. Disability: understanding the concept of disability and rehabilitation

c. Addiction: alcohol and drug addiction, control over use of substance, therapeutic

communities.

d. Environment: personal space and crowding, stress and health

Reference books

1. Ahuja, R. (2012). Social Problems in India (2nd ed.). New Delhi: Rawat Publications.

2. Prasad, B.K. (2004). Social Problems of India (Vol 1 & 2). New Delhi: Anmol Publications

Pvt. Ltd.


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3. Prabhakar, V. (2012). Social Problems: Issues and Perspective. New Delhi: Wisdom Press.

4. Dallos, R. & McLaughlin, E. (2002). Social Problems and The Family. New Delhi: Sage

Publications Pvt. Ltd.

5. Nagar, D. (2006). Environmental Psychology. New Delhi: Concept Publishing Company.

6. Berker, H. (1966). Social Problems: A Modern approach, John Wiley & Sons, Inc.

7. Donelson, E., &Gullahorn, J.E. Woman: a psychological perspective. New York, NY: John

Wiley & Sons.

8. Corey, G. (2009). Theory and Practice of Counseling and Psychotherapy (8th ed.).Californa:

Brooks/ Cole Publishing

9. Gale, A. & Chapman, A.J. (1984). Psychology and Social Problems: An Introduction to

Applied Psychology. New York, NY: John Wiley & Sons.

SEMESTER – IV Dissertation


Each candidate shall have to submit a dissertation on a relevant educational topic under the supervision of

a member of the staff of the department. The dissertation must be submitted prior to the date prescribed

for filling in the application form for admission into the said examination failing which the candidate shall

not be allowed to sit for the examination. The dissertation shall be evaluated jointly by an external and

internal examiner (supervisor) on the basis of relevance of the topic, quality of research input and the

quality of presentation. There shall also be an open viva-voice test where all the students of the P.G. and

U.G. (Hons.) of the department will remain present and participate in the discussion of the paper. The

candidate will be evaluated on the basis of his/her knowledge of the topic, research methodology followed,

style of presentation and clarification of doubts raised by the participants or any other aspect of the

research work that the examiners would consider suitable.


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KIIT SCHOOL OF SOCIAL SCIENCES (KSSS ...

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