+3 arts (education honours and pass) with … · +3 arts (education honours and pass) with ......

SYLLABUS FOR

+3 ARTS (EDUCATION HONOURS AND PASS)

With

Choice Based Credit System

2014-2017

DEPARTMENT OF EDUCATION RAVENSHAW UNIVERSITY, CUTTACK

The Course Structure for +3 (Honours and Pass Education) The duration of +3 Education Course is three academic sessions. There will be two semesters in each academic session. In total there will be SIX SEMESTERS i.e. I, II, III, IV, V & VI. and One Paper for Choice Based Credit System

Paper Title: Trends And Issues in Education: State Perspective --- Page No: 01-02

SEMESTER-I

+3 IST YEAR EDUCATION (HONOURS)

S. No Paper Code

Name of the Papers Full Marks Page No. 3-9 Term

Paper Semester Total

Paper-I AH:1.1.1 Philosophical Foundation of Education

10 40 50 3-5

Paper-II AH: 1.1.2 Education and Society 10 40 50 6-8 Paper-III AH:1.1.3 Practicum: Field Visit 10 40 50 9

Total Marks 150 +3 IST YEAR EDUCATION (PASS)

S. No Paper

Code Name of the Papers Full Marks Page No.

10-11 Term Paper

Semester Total

Paper-I AP:1.1.1 Philosophical and Sociological Foundation of Education

10 40 50 10-13

Paper-II AP:1.1.2 Practicum: Survey 10 40 50 13 Total Marks 100

SEMESTER-II +3 IST YEAR EDUCATION (HONOURS)

S. No Paper Code



Paper-IV AH:1.2.4 Educational Psychology 10 40 50 14-15 Paper-V AH:1.2.5 Pedagogical Perspectives in

Education 10 40 50 16-19

Paper-VI AH:1.2.6 Practicum: Developing Lesson Plans

10 40 50 20

Total Marks

150

+3 IST YEAR EDUCATION (PASS)

S. No Paper Code



Paper-III AP:1.2.3 Educational Psychology 10 40 50 21-23 Paper-IV AP:1.2.4 Practicum: Developing

Lesson Plans 10 40 50 24

Total Marks 100

SEMESTER-III +3 2ND YEAR EDUCATION (HONOURS)

S. No Paper


25-28 Term Paper

Semester Total

Paper-VII AH: 2.3.7 Education and Indian Heritage

10 40 50 25-32

Paper-VIII AH: 2.3.8 Education in Odisha 10 40 50 28-31 Paper-IX AH: 2.3.9 Practicum: School

Internship 10 40 50 32

Total marks 150 +3 2ND YEAR EDUCATION (PASS)

S. No Paper


33-37 Term Paper

Semester Total

Paper-V AP: 2.3.5 Education and Indian Heritage

10 40 50 33-36

Paper-VI AP: 2.3.6 Practicum: Case Study 10 40 50 37 Total marks 100

SEMESTER-IV +3 2ND YEAR EDUCATION (HONOURS)

S. No Paper Code



Paper-X AH:2.4.10 Assessment in Education 10 40 50 38-40 Paper-XI AH:2.4.11 Educational Technology 10 40 50 41-44 Paper-XII AH:2.4.12 Practicum: Perception Study 10 40 50 45 Total marks 150

+3 2ND YEAR EDUCATION (PASS) S. No Paper


46-49 Term Paper

Semester Total

Paper-VII AP:2.4.7 Assessment in Education 10 40 50 46-48 Paper-VIII AP:2.4.8 Practicum: Preparation of

Blue Print 10 40 50 49

Total marks 100 Grand Total Pass 400

SEMESTER-V +3IIIrd YEAR EDUCATION (HONOURS)

S. No Paper


50-64 Term Paper

Semester Total

Paper-XIII AH 3.5.13 Statistics In Education 10 40 50 50-52 Paper-XIV AH 3.5.14 Curriculum Construction 10 40 50 53-55 Paper-XV AH 3.5.15 ICT in Education 10 40 50 55-59 Paper-XVI AH 3.5.16 Educational Management 10 40 50 60-62 Paper-XVII AH 3.5.17 Practicum: Achievement

Survey 10 40 50 63

Paper-XVIII AH 3.5.18 Practicum: Developing Instructional Materials using ICT Tools

10 40 50 64

Total marks 300 SEMESTER-VI

+3IIIrd YEAR EDUCATION (HONOURS) S. No Paper


65- Term Paper

Semester Total

Paper-XIX AH 3.6.19 Contemporary Trends and Issues in Education

10 40 50 65-67

Paper-XX AH 3.6.20 Introduction to Guidance and Counseling

10 40 50 68-70

Paper-XXI AH 3.6.21 Research Methodology in Education

10 40 50 71-72

Paper-XXII AH 3.6.22 Alternative and Innovative Education

10 40 50 73-76

Paper-XXIII AH 3.6.23 Practicum: Case Study 10 40 50 77 Paper-XXIV AH 3.6.24 Practicum: Seminar

Presentation 10 40 50 78

Total marks 300 Grand Total (Honours) 1200

Syllabus for Education Honours and Pass, 2014-2017

Department of Education, Ravenshaw University, Cuttack 1

CHOICE BASED CREDIT SYSTEM. 2014-2017

Paper Title: TRENDS AND ISSUES IN EDUCATION: STATE PERSPECTIVE

Unit-I: Policy Perspective and Elementary Education in Odisha

A. Efforts to Universalise Elementary Education

• District Primary Education Programme (DPEP) and decentralisation of educational planning

• Sarva Shiksha Abhiyan (SSA) and Elementary Education for Equity and Quality

• Right of Children to Free and Compulsory Education Act (RTE Act), 2009

B. Paradigm Shift in Elementary Education

• Move from Traditional Classroom with focus on Teaching to Activity based Classroom with focus on Learning

• Move from Subject Centred Curriculum to Activity based Curriculum

• Continuous and Comprehensive Evaluation and a shift from Examination to Assessment

• School Management Committee and Community in School

C. Status of Elementary Education in the State: Trends, Issues and Challenges

Unit-II: Policy Perspective and Secondary Education in Odisha

A. Efforts for Quantitative and Qualitative Expansion of Secondary Education

• Rastriya Madhyamik Shiksha Abhiyan (RMSA) : A new beginning for Secondary Education

• National Curriculum Framework-2005: A breakthrough in the area of Curriculum Development

• Examination reforms: An attempt to break systemic rigidity

• Issues and challenges related to Higher Secondary Education

B. Steps to impart Skill-oriented Education and Vocational Education at Higher Secondary Level

C. Status of Secondary and Higher Secondary Education in Odisha: Trends, Issues and Challenges



Unit-III: Policy Perspective and Tertiary Education in Odisha

A. Efforts to upgrade the quality of Higher Education.

• National Assessment and Accreditation Council (NAAC)

• Rastriya Uchattar Shiksha Abhiyan (RUSA)

• National Eligibility Test (NET)

• Teacher Eligibility Test (TET)

B. Status of Higher Education in Odisha: Trends, Issues and Challenges.

C. Status of Teacher Education in Odisha: Trends, Issues and Challenges

• National Policy on Education-1986,

• National Council for Teacher Education (NCTE)

• National Curriculum Framework for Teacher Education (NCFTE), 2009

• Shifting focus from Teacher Training to Teacher Education

***



+3 1st Year Education Honours

Semester-I

Paper-I (AH-1.1.1)

Philosophical Foundation of Education

Full Marks-10+40

Backdrop

The Philosophical foundation 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 the educational practices and provide

opportunities for the disadvantaged. Philosophical enquiry develops speaking and

listening skills vital for literacy and emotional development, helps children who find

it difficult to access other classes, and encourages critical and creative thinking

essential in the 21st Century. And it will prepare students to apply knowledge,

sensibility, skills and dispositions of philosophical inquiry, analysis, and

interpretation to educational practices.

Course Objectives

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

• explain the concept of education and its relationship with philosophy

• list areas of philosophy and narrate their educational implications.

• describe the contribution of Philosophy to the field of education.

• appreciate the contribution of various Indian Schools of Philosophy to the

field of education.

• evaluate the impact of Western Philosophies on Indian Education.

• narrate the contribution of the Great Indian Thinkers.

Course Contents

Unit-I: Philosophical bases of Education

• Meaning, Nature and Scope of Education

• Aims of Education: Individual and Social.



• The functions of Education

• Relationship Between Education and Philosophy

• Branches of Philosophy and their Educational Implications-Metaphysics,

Epistemology and Axiology

Unit-II: Indian Schools of Philosophy and their Implications

• Samkhya, Vedanta, Nyaya, Buddhism, Jainism, Islamic Traditions–with

special reference to their educational implications.

• Emergence of educational thoughts- Contribution of Utkalamani

Gopabandhu Das, M.K. Gandhi, R.N.Tagore, Sri Aurobindo and J.

Krishnamurthy and their Influence on the Practices of School Education

with special reference to (a) Aims and Ideals of Education, (b)

Curriculum, (c) Discipline and (d)Method of Teaching.

Unit-III: Western Schools of Philosophy

• Western Schools of Philosophy and their Educational Implications:

Idealism, Naturalism, Realism and Pragmatism- their contribution to

present day education.

• Modern Concept of Philosophy: Logical analysis, Logical Empiricism,

Positive Relativism and their Educational Implications.

• Educational philosophy of Aristotle, Plato, Rousseau and Dewey

Essential Readings

Gutek, Gerald L. (2009). New Perspectives on Philosophy and Education. New

Jersey, USA: Pearson

Nayak, B.K Text Book of Foundation of Education. Cuttack, Odisha: Kitab Mhal.

Ozman, Howard A., & Craver, Samuel M., Philosophical Foundations of Education.

Boston, USA: Allyn & Bacon.

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

Taneja, V. R. (2000). Educational Thought and Practice. New Delhi: Sterling

Publishers.

Wingo, G. Max. Philosophies of Education. New Delhi: Sterling Publishers.



Suggested Readings

Bigge, Morris, L. Educational Philosophies for Teachers. Columbus, USA: Charies

E. Merril Publishing Co.

Brubacher, John. S. Modern Philosophies of Education. New York, USA: McGraw

Hill Book Company Inc.

Butler J. Donald, Four Philosophies and their practices in Education and Religion.

New York, USA: Harper & Row.

Kneller, George F. Introduction to Philosophy of Education. New York, USA: John

Wiley and Sons, Inc.

Premnath, Bases of Educations. Delhi, India: S. Chand and Co.

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.

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

***



+ 3 1st Year Education Honours

Semester-I

Paper-AH-1.1.2

Education and Society

Full Marks-10+40

Backdrop

Education is a sub-system of the society. The aims of education are determined by

the aims of the society. The relationships between the two concepts i.e., education

and society are so strong that it is not possible to separate them because what happens

to one affects the other. It is impossible to think purposefully about many

contemporary problems and issues of education without thinking about the society.

Educational institutions are micro-societies, which reflect the entire society. The

education system in any given society prepares the child for future life and instils in

him those skills that will enable him to live a useful life and contribute to the

development of the society. Education as a social phenomenon does not take place in

a vacuum or isolation; it takes place in the society. This paper will deal with the

functioning of education vis-a-vis the society. Education as a sub-system of society

and how other sub-systems affect education will be discussed. Various agencies

which are involved towards promotion of education will be discussed at length.

Special emphasis is placed on issues relating to equality of educational opportunity

with specific reference to the Scheduled Castes/Tribes and women. Special attention

is also given how education plays an important role towards social change, national

integration and international understanding in a diverse social context.

Course Objectives

After completion of this paper, students shall be able to:

• justify education as a social process and explain its function.

• describe the aims of education from sociological perspective.

• list various agencies of education and their function.



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

education;

• appreciate the importance of education for social change, national integration and

international understanding in a diverse social context.

Course Contents:

Unit-I: Sociology and Education in the Indian Context

• Sociological bases of education; Education as a social process.

• Functions of education – Individual development, Transmission of cultural

heritage, Acquisition of skills, Value inculcation, Socialization and Social

cohesion.

• Education as a Social Sub-System; other subsystem of the society- family,

school, community, state, media, religion and economy.

Unit-II: Education and Society

• Agencies of education: Formal, Informal and Non-formal.

• School-Community Relationship: SMC and SMDC

• Role of Education as an Instrument of Social Change.

• Education for National Integration and International Understanding.

• Human rights education with special reference to child’s rights.

• Culture and Education: Meaning, characteristics of culture and its

relationship with education; Indian cultural Heritage and education as an

instrument for preservation and promotion of culture; Cultural lag,

Cultural conflict and Cultural pluralism.

Unit-III: Current Social Problems Relating to Education

• Equalization of educational opportunities

• Scheduled Caste, Scheduled Tribe, Women and Minority

• Constitutional Provision for Education

• Impact of Liberalization, Privatization Globalization (LPG) on Education

Essential Readings

Abraham, M.F. (2008). Contemporary Sociology. New Delhi: Oxford University

Press.



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

Society. New Delhi: NCERT.

Dewey, John (1973). The School and Society. Chicago: University of Chicago Press.

Mathur, S.S. (1966). A Sociological Approach to Indian Education. Vinod Pustak

Mandir, Agra.

Nayak, B.K. Text Book of Foundation of Education. Cuttack: Kitab Mahal.

NCERT (1983). Teacher and Education in Emerging Indian Society. New Delhi:

Author.

Ottaway, A.K.C. (1966). Education and Society. London: Routledge and Kegan Paul.

Suggested Readings

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

Penguin

Dewey, John (1963). Democracy and Education. New York: Mac Millan.

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.

Mohanti, J. (1987). Democracy and Education in India. New Delhi: Deep and Deep

Publishers.

Patnaik, P. (2009). Challenges before Higher Education in Developing Societies.

Social Scientist, 37 (7-8), 21-32.

Saiyidain, K. G. (1970). Facts of Indian Education. New Delhi: NCERT.

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

Reader. Delhi: Chanakya Publications.

Tilak, Jandhyala B.G. (2006). Education: A Saga of Spectacular Achievements and

Conspicuous Failures in India: Social Development Report. New Delhi.

Oxford University Press.

Tilak. Jandhyala B.G. (2003) Education, Society and Development. New Delhi: APH

publishing Corporation for NUEPA.

***



+ 3 1st Year Education Honours

Semester-I

Paper-AH-1.1.3

Practicum: Field Visit

Full Marks-10+40

The students will visit one of the following seats of learning and prepare a report in

groups of 2-3 students each, specifying the origin, objectives, teacher-pupil

relationship, curriculum, students’ assessment, practice and school-community

relationship. The students are required to consult the local community members,

teachers, students and library and prepare the report under the supervision of faculty

members:

1. Vanavidyalaya at Satyabadi, Sakhigopal, Puri, Odisha established by Pandit

Gopabandhu Das

2. Shantiniketan at Bolepur, West Bengal established by R. N.Tagore

3. Jeevana Vidyalaya, Champatimunda, Dist. Angul, Odisha established by

Prof. Chittaranjan Das

Distribution of marks will be as follows:

Item Total

Preparation of records 25

Viva-voce 25

Total 50

The assessment of students’ performance will be made jointly by the external and

internal examiners.

References

Chittaranjan Das: Jeevana Vidyalaya 1st Part (1960), 2nd Part (1962)

Websites

http://orissadiary.com/personality/writer/CHITTARANJANDAS%20.asp)

http://sch.sagepub.com/content/41/3/359.full.pdf+html

http://www.arvindguptatoys.com/arvindgupta/chittababu.pdf

***



+ 3 1st Year Education Pass

Semester-I

Paper-AP-1.1.1

Philosophical and Sociological Foundation of Education

Full Marks-10+40

Backdrop

Education has always been accorded an honored place in our society. Great many

people have stressed the fundamental role of education and its significance for

national development. Nevertheless, the concept, theories, principles, methods,

problems and issues of education cannot be understood without having a sound

knowledge about philosophy and sociology. This paper will be dealing with the

foundation of education and of schooling, their philosophies beliefs and realities –

placing practice in the theoretical perspective. It would provide opportunities to learn

how to read a text critically so as to be able to take an informed stand on educational

concerns. This paper would assist the students to comprehend education as a

discipline in a wider epistemic context of knowledge and the emerging curriculum.

This may be done through foundational study of education as it is informed by

discourse in sociology and dialectic and thought in philosophy with a view to

placing education in a theoretical context. Educational thoughts of prominent

thinkers in education who have influenced modern ideas of education and schooling

and who have experimented in education in India will also find expression in the

paper. Education as a sub-system of society and how other sub-systems affect

education will be discussed. Special attention is also given how education plays an

important role towards social change, national integration and international

understanding in a diverse social context.

Course Objectives:


• develop understanding of the meaning, aims, objectives, and functions of

education.



• develop an understanding of the roles of Philosophy and Sociology in

Education.

• develop an understanding of the attempts of some great educators for the

evolution of sound philosophy of education and a better understanding of the

process of education.

• develop understanding of major components in education and their

interrelationship.

Course Contents:

Unit-I: Concept of Education

• Meaning, Nature and Scope of Education

• Types of Education : Formal & Non-Formal

• Aims of Education: Individual and Social aims of education.

• The functions of Education in emerging Indian society

UNIT II : Major Educational Philosophy and Thoughts

• Relationship Between Education and Philosophy

• Some major schools of Philosophy: Idealism, Naturalism, and Pragmatism-

their contributions to present day education.

• Emergence of educational thoughts like: Rousseau, Dewey, Gopabandhu,

Tagore, Sri Aurobindo and Gandhi with Special Reference to (a) Aims (b)

Curriculum (c) Methods of Teaching (d) Role of teacher and (e) Discipline.

UNIT III: Education and Society

• School as a Social System, Social Structure, Social Stratification and Social

Mobility

• Role of Education in the New Social Order.

• Concept and Characteristic of Social Change; Factors Influencing Social

Change.

• Role of Education as an Instrument of Social Change.

• Education for National Integration and International Understanding

• Human Rights Education



Essential Readings:

Mathur, S.S. (1966). A Sociological Approach to Indian Education. Vinod Pustak

Mandir, Agra.

Nayak, B.K. Text Book of Foundation of Education. Cuttack: Kitab Mahal.

NCERT (1983). Teacher and Education in Emerging Indian Society. New Delhi:

Author.

Premnath, Bases of Educations. Delhi, India: S. Chand and Co.

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

Seetharamu, A. S. (1989). Philosophy of Education. New Delhi: Ashish Publishing

House.

Taneja, V. R. (2000). Educational Thought and Practice. New Delhi: Sterling

Publishers.

Suggested Readings:

Brubacher, John. S., Modern Philosophies of Education. New York, USA:McGraw

Hill Book Company. Inc.

Butler J. Donald, Four Philosophies and their practices in Education and Religion.

New York, USA: Harper & Row.

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

Penguin

Dewey, John (1973). The School and Society. Chicago: University of Chicago Press.

Kneller, George F. Introduction to Philosophy of Education. New York, USA: John

Wiley and Sons, Inc.

Ozman, Howard A., & Craver, Samuel M., Philosophical Foundations of Education.

Boston, USA: Allyn & Bacon.

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

Reader. Delhi: Chanakya Publications.

Ottaway, A.K.C. (1966). Education and Society. London: Routledge and Kegan Paul.

***



+ 3 1st Year Education Pass

Semester-I

Paper- AP-1.1.2

Practicum: Survey

Full Marks-10+40

The students will visit one school and conduct a survey on Enrolment trends,

Classroom practices, assessment practices, school community relationship. The

students are required to consult the local community members, teachers, students,

library and prepare the report under the supervision of faculty members:


Item Total

Preparation of records 25

Viva-voce 25

Total 50


internal examiners.

***



+ 3 1st year Education Honours

Semester-II

Paper- AH 1.2.4

Educational Psychology

Full Marks-10+40

Backdrop

Educational Psychology plays a pivotal role in understanding Childs’ unique

character in teaching learning process. No child is alike from physical,

psychological, and social point of view. So a classroom teacher must understand

unique characteristics of children and the factors affecting children’s learning. This

course will enable the learners to understand the Childs’ innate potentialities and

apply educational psychology in teaching learning process.

Course Objectives:


• establish relationship between education and psychology.

• understand various methods used to study individual behaviour.

• explain the application of educational psychology in teaching learning

process.

• understand individual difference from intelligence, creativity, and personality

point of view

• explain the concept of learning and factors affecting learning.

• reflect the contribution of various learning theories in teaching learning

process.

Course Contents

Unit I: Concept and Methods of Educational Psychology

• Meaning, nature and scope of educational psychology.

• Methods of studying individual behavior: observation, case study and

experimental.



• Relevance of educational psychology for learners, learning process, teachers

and parents.

Unit II: Understanding Learners

• Individual differences: concept, types, determinants and educational

implications

• Intelligence: Concept, Determinants, Theories (Two Factor, Multiple Factor,

Group factor, Guilford’s Model of Intelligence).

• Creativity: Meaning and nature; characteristics of creative person.

• Personality: Concept and Theories; Measuring Personality; Nurturing

balanced personality

Unit III: Learning Process

• Concept of learning: Meaning and Nature

• Theories of Learning: Behaviouristic (Trial and Error, Classical Conditioning,

Operant Conditioning, Insightful learning); Constructivist approach to

Learning; Humanistic approach to learning.

• Factors affecting Learning

• Role of teacher in promoting learning

Essential Reading:

Bigge, M.L. Psychological Foundations of Education. Harper and Row, New York. Chauhan, S.S.(1998). Advanced Educational Psychology. Vikash Publishing House,

New Delhi. Choube, S. P. & Choube. (1996). Educational Psychology and Experiments. Himalay

Publishing House New Delhi. Mangal S.K. (1997). Advanced Educational Psychology. Presentice Hall of India,

New Delhi. Woolfolk, A.E. (2011). Educational Psychology. Derling Kinderslay (India) Pvt. Ltd. Suggested Reading: Cronbach, L.J. Essential of Psychological Testing. Harper Collins Publisher, New

York. Dash, U.N & Mohanty, M.M (1990). Schooling and Cognition. Harper Collins

Publisher, New York. Maslow, A.H. (1970). Motivation and Personality (2nd edition). New York: Harper

& Row. ***



+ 3 1st year Education Honours Semester-II

Paper- AH 1.2.5

Pedagogical Perspective in Education

Full Marks-10+40

Backdrop

It is important to note that ‘education’ is not synonymous with ‘school’. It has

always been the case that a range of activities that are educational in nature can,

indeed should, occur outside the school, even from the earliest age given the

educative role of the parents. The Delors Commission Report on education for the

21st century proposed ‘learning to live together’ as one of the four pillars of

education. It advocates learning to live together by developing an understanding of

other people and an appreciation of interdependence – carrying out joint projects and

learning to manage conflicts in a spirit of respect for the values of pluralism, mutual

understanding and peace (UNESCO, 1996). The policy context in India and around

the globe is moving towards recognition of the educational value of newer form of

pedagogy in the 21st Century which will enable the children to develop critical

reasoning power, justify their views, independent decision making power, expression

of thoughts, and empathy to others’ feelings. Recently NCERT (2005) and NCTE

(2009) have changed their curriculum framework and accordingly revised their text

books and teacher orientation process to empower the prospective teachers to cope up

with emerging pedagogies and to promote higher order learning of the learners like,

creative expression, authenticity, abstraction of ideas, and multiple thinking, etc. This

paper is intended to give insight to the students on importance of pedagogy in

education.

Course objectives

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

• explain the concept of pedagogy;

• differentiate pedagogy from other allied concepts;



• describe different approaches of teaching namely behaviorism,

cognitivism and constructivism evolved over times;

• prepare lesson plans by following different formats Herbartian approach,

ICON Design and 5-E approach;

• reflect over the learning process as suggested by Piaget, Bruner and

Vygotsky;

• asses the value of different forms of learner engagement in constructive

learning environment; and

• Appreciate the use of local resource for better teaching-learning process.

Course outline:

Unit I: Pedagogical Approaches

• Concept of pedagogy and allied concepts such as, teaching, instruction,

indoctrination, conditioning and andragogy

• Concept of Critical Pedagogy

• Approaches to student learning: Behaviorism, Cognitivism and

Constructivism.

• Planning the lesson: Herbartian Approach, ICON Design and 5-E

Approach.

Unit II: Learning Process

• Learning as construction of knowledge; understanding constructivist

learning

• Role of the teacher, learner, peers and community members

• Multiple ways of organizing learning: individualised, self-learning, group

learning, cooperative learning.

• Views of Piaget, Bruner and Vygotsky on learning

Unit-III: Forms of Learner Engagement

• Forms of learner’s engagement in the process of knowledge construction:

Observation, Demonstration, Exploration, Discovering, Analysis,

Contextualization, Collaboration, Multiple Interpretations.

• Use of local knowledge to link with school knowledge.



Essential Readings

Bruner, J. (1977). The Process of Education. USA: Harvard University Press.

Caggart, G.L. (2005). Promoting Reflective Thinking in Teachers. Crowin Press.

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

Gardner, H. (1983). Frames of Mind: The theory of multiple intelligence. New York:

Basic Books.

Irvine, J.J. (2003). Educating teachers for diversity: Seeing with a cultural eye. New

York: Teachers College Press.

Linda Darling Hammond & John Bransford (ed) (2005). Preparing Teachers for a

Changing World. San Francisco: Jossey-Bass

Martin, D. J. & Kimberly S. Loomis .(2006). Building Teachers: A constructivist

approach to introducing education. USA: Wadsworth Publishing.

NCERT (2005) National Curriculum Framework. New Delhi: (Author).

Piaget, J. (1999). Play, Dreams and Imitation. London: Routledge.

Schon, D. (1987): Educating the Reflective Practioner: Towards a New Design for

Teaching and Learning in the Professions. New York: Basic Books.

Vygostsky. L. (1986). Thought and language (A. Kazulin, Trans). Cambridge, M.A.:

MIT Press.

Vygotsky, L.S. (1978). Mind in Society: The Development of Higher Order

Psychological Processes. USA: Harvard University Press.

Suggested Readings

Anderson, J.R. (1983). The architecture of cognition. Cambridge, MA: Harvard

University Press.

Bower, G.H. and Hilgard, E.R. (1981). Theories of learning. Englewood Cliffs, New

Jersey: Prentice Hall, Inc.

Dececo, J.P. (1977). The Psychology of learning and instruction. Delhi: Prentice

Hall.

Bruner, J.S. (1990). Acts of meaning. Cambridge, M.A.:Harvard University Press.

Bruner, R.F. (1978). Psychology applied to teaching. Boston: Houghton Mifflin.



Gardner, H. (2006). Five Minds for the Future. Boston: Harvard Business School

Press.

Lampert, M. (2001). Teaching problems and the problems of teaching. New Haven:

Yale University Press.

Piaget, J. (1999). Judgment and reasoning in the child. London: Routledge.

***



+ 3 1st year Education Honours

Semester-II

Paper- AH 1.2.6

Practicum: Developing Lesson Plans

Full Marks-10+40

Each students will prepare 10 (Ten) Lesson Plan on a school subject following 5 E’s

and/or Interpretation Construction (ICON) design approach under the supervision of

a faculty member of the Department.


Item Total

Preparation of Lesson Plans 25

Viva-voce 25

Total 50


internal examiners.

***



+ 3 1st year Education Pass

Semester-II

Paper- AP-1.2.3

Educational Psychology

Full Marks-10+40

Backdrop

Educational Psychology is plays a pivotal role in understanding Childs’ unique

character in teaching learning process. No child is alike from physical,

psychological, and social point of view. So a classroom teacher must understand

unique characteristics of children and the factors affecting children’s learning. This

course will enable the learners to understand the Childs’ innate potentialities and

apply educational psychology in teaching learning process.

Course Objectives

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

• establish the relationship between education and psychology.

• list down and explain various methods used to study individual behaviour.

• explain the application of educational psychology in teaching learning

process.

• understand individual difference from intelligence, creativity, and

personality point of view

• explain the concept of learning and factors affecting learning.

• examine the contribution of various learning theories in teaching learning

process.

Course Contents:

Unit I: Concept and Methods of Educational Psychology

• Meaning, nature and scope of educational psychology.

• Methods of studying individual behavior: observation, case study and

experimental.



• Relevance of educational psychology for learners, learning process,

teachers and parents.

Unit II: Understanding Learners

• Individual differences: concept, types, determinants and educational

implications

• Intelligence: Concept, Determinants, Theories (Two Factor, Multiple

Factor, Group factor, Guilford’s Model of Intelligence).

• Creativity: Meaning and nature; characteristics of creative person.

• Personality: Concept and Theories; Measuring Personality; Nurturing

balanced personality

Unit III: Learning Process

• Concept of learning: Meaning and Nature

• Theories of Learning: Behaviouristic (Trial and Error, Classical

Conditioning, Operant Conditioning, Insightful learning); Constructivist

approach to Learning; Humanistic approach to learning.

• Factors affecting Learning

• Role of teacher in promoting learning

Essential Readings

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

Chauhan, S.S.(1998). Advanced Educational Psychology. Vikash Publishing House,

New Delhi.

Choube, S. P. & Choube. (1996). Educational Psychology and Experiments. Himalay

Publishing House New Delhi.

Mangal S.K. (1997). Advanced Educational Psychology. Presentice Hall of India,

New Delhi.

Mathur, S.S. Educational Psychology. Binod Pustak Mandir, Agra.

Woolfolk, A.E. (2011). Educational Psychology. Derling Kinderslay (India) Pvt. Ltd.

Suggested Readings

Cronbach, L.J. Essential of Psychological Testing. Harper Collins Publisher, New

York.



Dash, U.N and Mohanty, M.M (1990). Schooling and Cognition. Harper Collins

Publisher, New York.

Maslow, A.H. (1970). Motivation and Personality (2nd Edition). New York: Harper

& Row.

***



+ 3 1st year Education Pass

Semester-II

Paper- AP-1.2.4

Practicum: Developing Lesson Plans

Full Marks-10+40

Each students will prepare 10 (Ten) Lesson Plan on a school subject following 5 E’s

and/or Interpretation Construction (ICON) design approach under the supervision of

a faculty member of the Department.


Item Total

Preparation of Lesson Plans 25

Viva-voce 25

Total 50


internal examiners.

***



+3 Second Year Education Honours

Semester-III

Paper-AH: 2.3.7

Education and Indian Heritage

Full Marks-10+40

Backdrop

In heritage of Indian education, you need to know the key words, Heritage and

Education. The Indian heritage witnesses the most fabulous contributions in the field

of education. It is believed that in the ancient days, education was imparted orally by

the sages and the scholars and the information was passed on from one generation to

the other. The Gurukuls were the traditional Hindu residential schools of learning

which were typically in the teacher's house or a monastery. At the Gurukuls, the

teacher imparted knowledge on various aspects of the religion, the scriptures, the

philosophy, the literature, the warfare, the statecraft, the medicine astrology and the

history. As the students of Education, you all need to learn the system of education

starting from the ancient India till the today’s globalised knowledge society through

the hierarchy of time. The paper will develop a sense of appreciation and pride about

the Indian Cultural and Educational heritage.

Course objectives


• narrate the concept of education in the context of Indian heritage.

• describe education in ancient India, particularly, Vedic Education,

Upanishadic Education, and the Buddhist Education.

• critically examine the education system in Medieval India

• elaborate the role of teacher, school and community in preservation of

Indian heritage and achievement of national goals.

• Evaluate the education system during British period with special emphasis

on the commissions and committees.

• Elaborate the status of education during post-independence period with

special emphasis on the commissions and committees.



UNIT-I: Education during Ancient India

• Vedic Education: Key features of Vedic education and its significance.

Concept of Purushartha and its educational significance.

• Post Vedic Education: Main features of Post Vedic Education and its

educational significance.

• Buddhist Education: Basic teachings of Buddhism; Features of Buddhist

education and its relevance

• Islamic Education: Features and its relevance

UNIT-II: Education during Pre-Independent India

• Macaulay’s Minutes-1835

• Woods’ Despatch-1854

• Report of Hunter Commission-1882

• Gokhale Bill for Compulsory primary Education-1910-12

• Calcutta University Commission-1917

• Hartog Committee Report-1929

• Zakir Hussain Committee Report-1937

• Sargent Report-1944

UNIT-III-Education during Post-Independent India

• University Education Commission-1948

• Secondary Education Commission -1952-53

• Education Commission (Kothari Commission)-1964-66

• National Policy on Education-1968

• National Policy on Education-1986 and POA-1992.

• National Advisory Committee (Yaspal Committee)-1993

• National Curriculum Framework-2005

• National Knowledge Commission-2006

Essential Readings

Aggarwal, J.C. (2010) Landmarks in the History of Modern Indian Education (7th

Ed) New Delhi: Vikash Publishing Pvt Ltd.



Das, K.K. (1993).Development Of Education in India.New Delhi: Kalyani

Publishers.

Dash,B.N. (1991). Development of Education in India. New Delhi: Ajanta Prakashan.

Keay, F. E. & Mitra, Sukumar (1978). A History of Education in India. New Delhi:


Mookherjee, R.K. (1988). Ancient Indian Education. New Delhi: Motilal

Banarsidass.

Mookherjee, R.K. (1989). The Gupta Empire. New Delhi: Motilal Banarsidass.

Naik, J.P. & Narullah, S. (1996) A Student’s History of Education in India New

Delhi: Mc Millan India Ltd.

Rawat, P.L. (1989). History of Indian Education New Delhi: Ram Prasad & Sons.

Suggested Readings

Das Gupta, S.N. (1988). A History of Indian Philosophy. (5 Vols.) Delhi: Motilal

Banarasi Dass.

Ghosh, S.C. (1989). Education Policy in India since warren Hastings. Calcutta: N-

Prakashan.

Altekar, A.S. (1934). Education in Ancient India, Banaras: Indian book Shop.

Ministry of Education, GOI (1964-66). Education and National Development. Report

of the Education Commission (1964-66). New Delhi: The Author

MHRD, GOI (1993) Learning without Burden. Yashpal Committee Report (1993).

New Delhi: The Author.

MHRD, GOI (1986). National Policy on Education. New Delhi: The Author

Shanker, Uday (1984). Education of Indian Teachers. New Delhi: Sterling Publishers

Pvt. Ltd.

Singh. R.P. (1970). Education in Ancient and Medieval India. Delhi: Arya Book

Depot.

Sen, Bimal (1989). Development of Technical Education in India and State Policy-A

Historical Perspective. Indian Journal of History of Science, 24 (2): 224-248.

Sen, S.N. (1988). Education in Ancient and Medieval India. Indian Journal of

History of Science, 23 (1): 1-32.




Semester-III

Paper-AH: 2.3.8

Education in Odisha

Full Marks-10+40

Backdrop

Historically, Odisha has been at the forefront of education and research. The ruins of

a major ancient university, Puspagiri, were recently discovered in Odisha. Scholars

from far away such as Greece, Persia and China used to study philosophy,

astronomy, mathematics and science at this famed university. Along with

Takshashila and Nalanda universities, Puspagiri was among the oldest universities in

the world. Odisha’s education prospered under Hindu and Buddhist rule. However, it

went into a period of decline under the Sun dynasty, after 1568. The Muslims and the

Marathas, who occupied Odisha before the British, did little to spread education.

The colonialization of Odisha by the British East India Company in 1803 proved

disastrous to the traditional education system. Yet, Odisha being one of the last

Indian territories to come under the British rule became exposed much later than

other parts of India to the system of education they introduced. Under the East India

Company, Christian missionaries contributed to some growth in education. The first

primary school was created in 1822 by missionaries. The Cuttack Zilla school,

Odisha's first modern school up to matriculation level, was established in 1866.

Educational development in Odisha took different directions and orientation during

the British Period. The changes effected during the colonial rule in the education

system were not uniform. It aimed at the furtherance of British hegemony through

education in English language.

Emergence of Pandit Gopabandhu Das in the early part of the 20th century gave a

new direction not only to the system of education in Odisha but also to the system of

Indian education. He was a great national educational planner in our country.

Goapbandhu was sincerely interested in the educational advancement of Odisha. To

impart education based on an indigenous line, Gopabandhu established Satyabadi



Vihar in 1909, which made remarkable contribution in the social, cultural and

national life of the then Odisha.

After independence, education in Odisha is witnessing a rapid transformation. Its

capital city, Bhubaneswar, is emerging as a knowledge hub in India with several new

public and private universities, including the establishment of an Indian Institute of

Technology, one of India's new National Universities by the government, as well as

Vedanta University, one of the world's largest private universities. Many flagship

programmes of government of India, including Sarva Shiksha Abhiyan, Mid Day

Meal, KGBV, and NPEGEL are being implemented in the State through mission

mode. All these have resulted in the substantial promotion of enrolment and

retention, literacy; and reduction of dropouts at all levels of education. Odisha has

fared reasonably well in terms of literacy rates. The overall literacy rate according to

Census 2011 is 73.5%, which is marginally behind of the national average of 74.04%.

The contents outlined in this paper titled: Education in Odisha, intends to provide the

students a holistic picture of the system of education through which they have been

travelling; critically analyze the strengths, weaknesses, opportunities, and threats the

system has encountered over time; and to identify the socio-economic and political

dynamics that have ushered into the system at different points of time. The ultimate

goal of the paper is to promote among the readers a sense of love for their indigenous

system of education, while appreciating the relevant inputs/interventions derived

from the west and other parts of the globe.

Course Objectives

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

• grasp the structure of educational system of Odisha

• state the function of institutions/units at the state and district levels

• appreciate the contribution of Utkalmani Gopabandu Das to the thoughts and

practices of Indian Education

• narrate the objectives and implementation process of the major education

schemes of central as well as state government being implemented in the state

of Odisha



• explain the role of various state and district level institutions in education

• analyze the scenario of higher and technical education of Odisha

• establish linkage between higher education and development of the state

Course Contents

Unit-I: History, Structure and Functions of School Education

• Evolution of Education system in Odisha: Pre-independence and Post-

independence period

• Contribution of Pandit Gopabandhu Das to the system of education in Odisha.

• Structure of School and Mass Education Department of Odisha and functions

of different units at State and District Levels: Board of Secondary Education,

State Resource Centre for Adult Education, OPEPA, RMSA, SCERT, DIET.

Unit-II: Major Interventions for UEE

• Implementation of the following Programmes/ Schemes for Universalization

of Elementary Education with reference to their objectives, strategies and

present status:

• DPEP

• SSA: RTE Act-2009

• Mid-Day Meal

• Girls Education (NPEGEL, KGBV)

• Multi-Lingual Education

Unit-III: Higher and Technical Education

• Structure and objectives of Higher and Technical Education in Odisha

• Growth of Higher & Technical Educational institutions in Odisha: Status,

Problems and Prospects

• Vocationalisation of Education

• Odisha Higher Education Vision 2020

• RUSA and qualitative improvement of Higher Education

Essential Readings



Govt. of Odisha, Department of S & ME (2011). School Education at a Glance-

2011-12, Bhubaneswar

Samal, J. K., History of Education in Odisha (1905-1936), Calcutta, 1984, P-171

Satapatahy, Nityananda (ed.) Gopabandhu Parikrama, P.132.

www.shodhganga.inflibnet.ac.in/bitstream/10603/.../08_chapter%202.pdf: Education

in Odisha-1850-1900: Retrieved on dt.25.07.2012

www.en.wikipedia.org/wiki/Odisha: Odisha - Wikipedia, the free encyclopedia/

Retrieved on dt.25.07.2012

www.newkerala.com/states-of-india/Odisha.php: Odisha: Info on geography, history,

government, districts, business ..: Retrieved on dt.25.07.2012

www.Odisha.gov.in/e-magazine/Odishareview/2011/Jan/engpdf/57-61.pdf:

Gopabandhu Das: The National Education Planner of Odisha: Retrieved on

dt.25.07.2012

www.dheOdisha.in/ Higher Education Department - Online Admission - e-Admission

for ...: Retrieved on dt.25.07.2012

www.Odisha.gov.in/highereducation/index.htm: Higher Education Department.... -

Government of Odisha: Retrieved on dt.25.07.2012

www.Odisha2020.org/home/Odisha-higher-education-task-force: Odisha Higher

Education Vision 2020: Retrieved on dt.25.07.2012

***




Semester-III

Paper-AH: 2.3.9

Practicum: School Internship

Full Marks-10+40

Each student will deliver 10 (Ten) Lessons in an elementary school on a school

subject through proper lesson plans following 5 E’s and/or Interpretation

Construction (ICON) design approach already developed during the Semester-II. The

students are required to improvise the lessons at this stage by integrating appropriate

technology and assessment tools, preferably the latest ones, e.g., MS PowerPoint for

presentation; Rubrics and Concept Map for assessment.


1. Preparation of records: 25 marks

2. Viva-voce : 25 marks


internal examiners.

***



+3 Second Year Education Pass

Semester-III

Paper-AP 2.3.5

Education and Indian Heritage

Full Marks-10+40

Backdrop

In heritage of Indian education, you need to know the key words, Heritage and

Education. The Indian heritage witnesses the most fabulous contributions in the field

of education. It is believed that in the ancient days, education was imparted orally by

the sages and the scholars and the information was passed on from one generation to

the other. The Gurukuls were the traditional Hindu residential schools of learning

which were typically in the teacher's house or a monastery. At the Gurukuls, the

teacher imparted knowledge on various aspects of the religion, the scriptures, the

philosophy, the literature, the warfare, the statecraft, the medicine astrology and the

history. This system is referred as the oldest and the most effective system of

education. The major seats of learning were Takshasila, Nalanda, and Ujjain which

imparted education in general and specified subjects. History of Education in Modern

India was implanted by British rulers from its colonial beginnings in 1757 through

the birth of an Independent India in 1947 till the early years of the new millennium.

In 1835, Lord Macaulay introduced modern education in India. It was the

introduction of Wood’s dispatch of 1854, known as Magna Carta of Indian education

that laid the foundation of present system of education and changed the scenario.

Starting from University education commission 1948, in Independent India, till the

RTE act 2009, the entire system of education brought developments in the Indian

society. As the students of Education, you all need to learn the system of education

starting from the ancient India till the today’s globalised knowledge society through

the hierarchy of time. The paper will develop a sense of appreciation and pride about

the Indian Cultural and Educational heritage.

Course objectives




• narrate the concept of education in the context of Indian heritage.

• describe education in ancient india, particularly, Vedic Education,

Upanishadic Education, and the Buddhist Education.

• critically examine the education system in Medieval India

• elaborate the role of teacher, school and community in preservation of Indian

heritage and achievement of national goals.

• Evaluate the education system during British period with special emphasis on

the commissions and committees.

• Elaborate the status of education during post-independence period with

special emphasis on the commissions and committees.

UNIT-I: Education during Ancient India

• Vedic Education: Key features of Vedic education and its significance.

Concept of Purushartha and its educational significance.

• Upanishadic Education: Main features of Upanishadic education and its

educational significance.

• Buddhist Education: Basic teachings of Buddhism; Features of Buddhist

education and its relevance

• Islamic Education: Features and its relevance

UNIT-II: Education during Pre-Independent India

• Macaulay’s Minutes-1835

• Woods’ Despatch-1854

• Report of Hunter Commission-1882

• Gokhale Bill for Compulsory primary Education-1910-12

• Calcutta University Commission-1917

• Hartog Committee Report-1929

• Zakir Hussain Committee Report-1937

• Sargent Report-1944



UNIT-III-Education during Post-Independent India

• University Education Commission-1948

• Secondary Education Commission -1952-53

• Education Commission (Kothari Commission)-1964-66

• National Policy on Education-1968

• National Policy on Education-1986 and POA-1992.

• National Advisory Committee (Yaspal Committee)-1993

• National Curriculum Framework-2005

• National Knowledge Commission-2006

Essential Readings

Aggarwal, J.C. (2010) Landmarks in the History of Modern Indian Education (7th

Ed) New Delhi: Vikash Publishing Pvt Ltd.

Das, K.K. (1993).Development Of Education in India.New Delhi: Kalyani

Publishers.

Dash,B.N. (1991). Development of Education in India. New Delhi: Ajanta Prakashan.

Keay, F. E. & Mitra, Sukumar (1978). A History of Education in India. New Delhi:


Mookherjee, R.K. (1988). Ancient Indian Education. New Delhi: Motilal

Banarsidass.

Mookherjee, R.K. (1989). The Gupta Empire. New Delhi: Motilal Banarsidass.

Naik, J.P. & Narullah, S. (1996) A Student’s History of Education in India New

Delhi: Mc Millan India Ltd.

Rawat, P.L. (1989). History of Indian Education New Delhi: Ram Prasad & Sons.

Suggested Readings

Das Gupta, S.N. (1988). A History of Indian Philosophy. (5 Vols.) Delhi: Motilal

Banarasi Dass.

Ghosh, S.C. (1989). Education Policy in India since warren Hastings. Calcutta: N-

Prakashan.

Altekar, A.S. (1934). Education in Ancient India, Banaras: Indian book Shop.



Ministry of Education, GOI (1964-66). Education and National Development. Report

of the Education Commission (1964-66). New Delhi: The Author

MHRD, GOI (1993) Learning without Burden. Yashpal Committee Report (1993).

New Delhi: The Author.

MHRD, GOI (1986). National Policy on Education. New Delhi: The Author

Shanker, Uday (1984). Education of Indian Teachers. New Delhi: Sterling Publishers

Pvt. Ltd.

Singh. R.P. (1970). Education in Ancient and Medieval India. Delhi: Arya Book

Depot.

Sen, Bimal (1989). Development of Technical Education in India and State Policy-A

Historical Perspective. Indian Journal of History of Science, 24 (2): 224-248.

Sen, S.N. (1988). Education in Ancient and Medieval India. Indian Journal of

History of Science, 23 (1): 1-32.

***




Semester-III

Paper-AP 2.3.6

Practicum: Case Study

Full Marks-10+40

Each students will conduct Case-study of 05 (Five) units of any one or more from the

following and prepare reports on each.

1. Student( High Achiever/ Low Achiever/ Students with Behavioural Problems)

2. School Management Committee

3. School

4. Programmes





internal examiners.

***



+3 2nd Year Education Honours

Semester-IV

Paper- AH 2.4.10

Assessment in Education

Full mark: 10+40

Backdrop

Assessment is considered to be one of the most crucial aspects 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 assess 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. The key issues that

involve in assessment are 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

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

• describe the role of assessment in education.

• differentiate measurement, assessment and evaluation.

• establish the relationship among 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.

• classify educational objectives in terms of specific behavioral form

• prepare a good achievement test on any school subject



Course Content

Unit-I: Measurement, Assessment and Evaluation in Education

• Measurement: Concept, Purpose and Scales of Measurement

• Evaluation: Concept, Types and its role in education; Different Approaches of

Evaluation

• Assessment: Concept, Norm Referenced Vs Criterion Referenced Assessment,

role of assessment in education

• Interrelationship among measurement, assessment and evaluation

Unit-II: Tools and Techniques of Assessment

• Different Tools and Techniques of Assessment: Standardized vs. Non-

Standardized, Test, Observation, Assignment, Portfolios, Rubrics, Anecdotal

Records, Check List, rating Scale, Concept Mapping and Project

• Taxonomy of Educational Objectives

• General principles of test construction and standardization

• Teacher made test and Standardized test

Unit-III: Characteristics of a Good Test

• Reliability- Concept, Methods and Factors Affecting Reliability

• Validity- Concept and Methods of Validation

• Objectivity and Practicability

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.

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.

NCERT (2005). National Curriculum Framework, 2005. New Delhi: NCERT

NCERT (2006). Focus Group Position Paper: Examination Reforms. New Delhi:

NCERT

***



+3 2nd Year Education Honours

Semester-IV

Paper- AH 2.4.11

Educational Technology

Full mark: 10+40

Backdrop

Educational technology (ET) is the efficient organization of any learning system

adapting or adopting methods, processes, and products to serve identified educational

goals (NCERT, 2006). 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. Our

schools should move from a predetermined set of outcomes and skill sets to one that

enables students to develop explanatory reasoning and other higher-order skills.

Educational technology is a powerful tool towards developing such reasoning and

skills. It should enable students to access sources of knowledge, interpret them and

create knowledge rather than be passive users. It should enable the teachers to

promote flexible models of curriculum transaction. It should encourage to use

flexible curriculum content and flexible models of evaluation as well. Present paper

will give an exposure to students to understand the meaning, nature and scope of

educational technology. They will be sufficiently oriented about nuances of

communication and their implications in educational context. They will understand

the underlying principles of instructional design. Students will develop the ability to

prepare lesson plans based on constructivist approach. They will be oriented about

the need and importance distance education in India.

Course Objectives

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

• understand the meaning, nature and scope of educational technology

• explain with examples various approaches to educational technology

• describe systems approach and its application in educational context



• explain the concepts, principles, modes, process and barriers of

communication and their implications in educational context

• explain the instructional design and its underlying principles

• develop lesson plans based on 5-E Approach and Interpretation Construction

(ICON) Design model

• describe different models of teaching and their use in effective classroom

teaching

• explain need and importance of distance education in the country

• list down different contemporary system of distance education in India.

• discuss different student support services in distance education.

Course Content

Unit I: Education and Technology

• Educational technology- Meaning, Nature and Scope

• Approaches to educational technology: Hardware, Software and System

approach

• Classroom Communication (Verbal and non-verbal)

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

• Major institutions of educational technology in India–CIET, SIET

• Consortium for Educational Communication (CEC) and their role in

education.

• Case Studies: Hole in the Wall; SITE-1976; EDUSAT; and CLASS-2000.

Unit II-Instructional Design

• Instructional Design: Concept, dimensions and evolution.

• Models of Instructional Design: ADDIE Model; Instructional Design for

Competency Based Teaching; Development of Self Learning Materials;

• Models of Teaching: Overview of different families (Social, Information

Processing, Behavioural Systems and Personal Family)



Unit III- Distance Education

• Different Contemporary System viz.-Correspondence, Distance and Open

Learning;

• Need and importance of Distance Education in India;

• Student Support Services in Distance Education

• Instructional Materials in Distance Education

• Institution for Distance Learning: IGNOU, NIOS

Essential Readings

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

Publishers Pvt. Ltd.

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

Learning. Staff and Educational Developmental International. 9 (2&3), 93-

102

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

Delhi: Vasunandi Publication.

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.

NCERT (2006). National Curriculum Framework 2005 Position Paper National

Focus Group on Educational Technology. New Delhi: Author.

Suggested Readings

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

Education in Global Environment. New Delhi: Viva Books.

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.

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.

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

concerns. New Delhi: ABI.

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

Pearson.

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

Corporation.

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

***



+3 Second Year Education (Honours)

Semester-IV

Paper-AH: 2.4.12

Practicum: Perception Study

Full Marks-10+40

The students in group of 3-4 are required to collect the perception of students /

teachers / community members about the relevance and implementation issues in

respect of an educational initiative / programme of Government of Odisha with the

help of a schedule and prepare a report on it under the supervision of faculty

members.

Issues:

1) RTE Act-2009

2) Mid Day Meal Programme

3) Educational Programme for children with special needs

4) Girls Education

5) Higher Secondary Vocational School





internal examiners.

***




Semester-IV

Paper- AP 2.4.7

Assessment in Education

Full mark: 10+40

Backdrop

Assessment is considered to be one of the 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 assess 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. The key issues that

involve in assessment are 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

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

• describe the role of assessment in education.

• differentiate measurement, assessment and evaluation.

• establish the relationship among 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.

• classify educational objectives in terms of specific behavioral form

• prepare a good achievement test on any school subject



Course Content

Unit-I: Measurement, Assessment and Evaluation in Education

• Measurement: Concept, Purpose and Scales of Measurement

• Evaluation: Concept, Types and its role in education; Different Approaches of

Evaluation

• Assessment: Concept, Norm Referenced Vs Criterion Referenced Assessment,

role of assessment in education

• Interrelationship among measurement, assessment and evaluation

Unit-II: Tools and Techniques of Assessment

• Different Tools and Techniques of Assessment: Standardized vs. Non-

Standardized, Test, Observation, Assignment, Portfolios, Rubrics, Anecdotal

Records, Check List, rating Scale, Concept Mapping and Project

• General principles of test construction and standardization

• Teacher made test and Standardized test

Unit-III: Characteristics of a Good Test

• Reliability- Concept, Methods and Factors Affecting Reliability

• Validity- Concept and Methods of Validation

• Objectivity and Practicability

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.

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.

NCERT (2005). National Curriculum Framework, 2005. New Delhi: NCERT

NCERT (2006). Focus Group Position Paper: Examination Reforms. New Delhi:

NCERT

NCERT (2008). Source Book on Assessment for class I-V: Social Sciences. New

Delhi: NCERT

***




Semester-IV

Paper-AP: 2.4.8

Practicum: Preparation of Blue Print

Full Marks-10+40

Each student is required to formulate instructional objectives; prepare blue print; and

construct test items on any one school subject.





internal examiners.

***



+3 3rd Year Education Honours

Semester-V

Paper- AH 3.5.13

Statistics in Education

Full mark: 10+40

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. Research and innovations are very essential in the field of

education for enrichment, progress and development of the knowledge society. A lot

of surveys and research works are carried out in the field of education. Statistical

methods help the researchers in carrying out these researches successfully. Therefore,

the basic knowledge of statistical method is very vital for conducting any survey,

research and project work. Students at undergraduate level must have to develop the

basic knowledge of statistical methods used in education.

Course Objectives

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

• Describe the importance of statistics in field of education

• 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



Course Contents

Unit-1: Fundamental of Educational Statistics

• Meaning, Nature and Scope of Educational statistics

• Organizing Data: Grouped Distribution, Cumulative Frequency Distribution

and Graphical Representation of Data( Histogram, Frequency polygon and

Pie-Diagram)

• Measures of Central Tendency: Computation and uses of Mean, Median and

Mode

• Measures of Variability: Computation and uses of Range, Quartile Deviation,

Average Deviation and Standard Deviation

Unit-2: The Normal Curve and Standard Scores

• Normal Probability Curve- Concept, properties and its application

• Measures of Divergence from Normality- Skewness and Kurtosis

• Interpretation of Standard Scores- Z scores, and T scores

Unit-3: Co-relational Statistics

• Examining Relationship- Meaning and types of correlation.

• Computation of co-efficient of correlation: rank difference and product

moment; Interpretation of co-efficient of correlation

Essential Readings

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

Sigel. S. & Castel Ian N.J. (1988). Non-parameter statistics for the Behavioral

Science. Singapore: Graw- Hill Book Co.



Suggested Readings

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

***



+3 3rd Year Education Honours

Semester-V

Paper- AH 3.5.14

Curriculum Construction

Full mark: 10+40

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. Curriculum theory and practice to some must sound like a dull

but required course activity. Curriculum theory at its best is a challenging and

exciting intellectual puzzle. It is a vibrant field full of contradictions, challenges,

uncertainties and directions. Yet it is a critical field, the outcome of which does

matter. When we teach, whether from preschool to high school; from children to

adult, whether educating or training, what we do must make a difference. We cannot

waste our audiences time with training that doesn't help, with educating that doesn't

educate, or teaching that which may be irrelevant or even wrong. If a surgeon makes

a mistake, his patient dies. If teachers, 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 by giving misinformation? Did you really

make a difference in your teaching, say yesterday? How do you know? Does the

curriculum that you help design and deliver really do the job it is supposed to? This

course deals with the theory and practice of curriculum design. Participants will want

to ask "How do I do curriculum design?" "What are the theoretic underpinnings

which inform the practical problems of making curriculum?" For this course,

however, the underlying theoretical foundations which inform how and what one

does will bias our discussions into particular directions. There are clear and specific

ways to design develop and evaluate a curriculum, and these form the very practical

base by which we move from vagueness into specificity. The present paper is

developed with an idea to give an orientation about the concept of curriculum, and

give a philosophical, psychological and sociological base of curriculum development.



Course Objectives:

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

• define and explain the concept of curriculum.

• list different types of curriculum with examples.

• suggest bases of curriculum such as, philosophical, psychological and

sociological.

• describe different considerations for curriculum planning;

• elucidate different process of curriculum development;

• explain the role of teacher in curriculum development.

• identify major issues and trends in curriculum;

• discuss the need for curriculum evaluation;

• identify different sources of curriculum evaluation;

• use of different methods to evaluate a curriculum depending on the stage of

development of curriculum; and

• restructure a given curriculum after careful analysis

Unit-I: Concept of Curriculum

• Meaning, Nature and Scope of Curriculum

• Principles of curriculum development

• Types of curriculum: Subject Centre, Child Centered and Experience Centered

• Bases of curriculum: philosophical, psychological and sociological.

Unit-II: Curriculum Development

• Basic Considerations for curriculum planning

• Process of curriculum development

• Role of teacher in curriculum development

• Some issues in curriculum development

Unit-III: Curriculum Evaluation

• Concept of curriculum evaluation

• Sources of curriculum evaluation



• Aspects of curriculum evaluation

• Models of curriculum evaluation

Essential Readings

Beane, JA, Conrad, E.P. Jr. & Samuel JA, Jr. Curriculum Planning and Development,

Allyn & Bacon, Boston, 1986.

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

Doll, R.C., Curriculum Improvement: Decision - Making and Process, Allyn and

Bpston, 1996.

Marsh, C.J. & Willis, G., Curriculum - Alternative Approaches, Ongoing Issues,

Merhill I Prentic~ - Hall, 1999. York,1992.

Ornstein, A.C. & Hunkins, E, Curriculum. Foundations, Principles and Issues, Allyn

& Bacon, Boston, 1998.

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

Saylor, J.G. Alexander, W.M. & Lewis, A.J., Curriculum Planning for Better

Teaching for Better Tea.ching and Leaming, Hott, Rinehart & Winston, New

York, 1981.

Suggested Readings

Taba, H., Curriculum Development- Theory and Practice, . Harcourt brace, New

York, 1962.

Tanner, D. & Tanner, L.N., Curriculum Development. Theory into Practice

Macmillan New York, 1980.

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

1990.

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

Columbus, 19~9.

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

***



+3 3rd Year Education Hons

Semester-V

Paper- AH 3.5.15

Information and Communication Technology (ICT) in Education

Full mark: 10+40

Backdrop

Information and Communication Technology (ICT) now hold great potential for

increasing the access to information as well as a means of promoting learning. ICT

has tremendous potentiality in transforming classrooms into more engaging,

collaborative and productive learning environments in which instructions can be

customized to students’ specific needs, interests and learning styles. It is also

redefining the way educators teach as well as the way the students learn. The present

paper is based on above assumptions. The paper will orient the learners about the

need and importance of ICT in education. It will describe about the importance of

open source software in education particularly, in developing country like, India.

Students will be given an exposure about the various approaches and stages towards

the use of ICT in education. Students are expected to develop reasonably good ICT

skills in terms of use of various computer software and ICT tools.

Course Objectives

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

• Explain the concept, nature and scope of ICT in education

• Differentiate Web. 1.0 and Web 2.0

• Describe the importance of open source software in education

• List and explain various approaches in adoption and use of ICT in education.

• List and explain various stages of ICT usages in general and pedagogical

usages in particular in education.

• Describe the needed teacher competencies for ICT usage in the classroom.

• Demonstrate the use of various computer software such as Word-processing ,

Spreadsheets, and Presentation.



Course Contents

Unit I: ICT in Education

• ICT in Education: Meaning, Nature and Scope.

• Web. 1.0 and Web 2.0

• Free and Open Source Software (FOSS)

• Open Educational Recourses (OER)

Unit II: Approaches, Stages and Competencies

• Approaches in adoption and use of ICT in education: Emerging, Applying,

Infusing, and Transforming.

• Stages of ICT usage: awareness, learning how, understanding how and when,

and specializing in the use of ICT tools

• Pedagogical Usages of ICT: supporting work performance, enhancing

traditional teaching, facilitating learning and creating innovative learning

environments

• Teacher Competencies: Integration of Content, Pedagogy and Technology

Unit III: ICT Tools

• Computer Software: Application Word Processing, Spread sheet, Presentation

tools

• Web 2.0 Tools: Email, Blogs, Wikis, Social Networking, Social Book

Marking, Podcasting, Vodcasting and Concept Map.

• Assessment Tools: Rubistar and Hot potatoes.

Essential Readings

NCERT (2006). National Curriculum Framework 2005 Position Paper National

Focus Group on Educational Technology. New Delhi: Author.



Senapaty, H.K. (2009). ICT Integrated Learning Materials on Basic School Subjects

from Constructivist Perspectives. Bhubaneswar: Regional Institute of

Education, NCERT (Monograph).

Senapaty, H.K. (2011). Pedagogy-Technology Integration for the Professional

Development of Teacher Educators. Bhubaneswar: Regional Institute of

Education, NCERT (Monograph).

Singh, L. C. (Ed.) (2010). Educational Technology for Teachers and Educators. New

Delhi: Vasunandi Publication.

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

curriculum for schools and programme of teacher development. Paris:

UNESCO.

UNESCO (2008). Capacity Building for ICT Integration in Education. Retrieved

from http://portal.unesco.

UNESCO (2008). ICT Competency Standards for Teachers: Policy Framework.

Retrieved from http://portal.unesco.

Suggested Readings

Mishra, P. and Koehler, M. (2007). Technological pedagogical content knowledge

(TPCK): Confronting the wicked problems of teaching with technology. In C.

Crawford et al. (Eds.). Proceedings of Society for Information Technology and

Teacher Education International Conference 2007. Chesapeake, VA:

Association for the Advancement of Computing in Education. (pp. 2214-

2226).

Mishra, P. and Koehler, M.J. (2006). Technological pedagogical content knowledge:

A framework for integrating technology in teacher knowledge. Teachers

College Record, 108 (6), 1017-1054.

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

Indian Journal of Open Learning, 17 (2).

Resta, P. (Ed.) (2002). Information and Communication Technologies in Teacher

Education: A Planning Guide. Paris: UNESCO.

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

Pearson.



Stodel, E.J. et al. (2006) Learners’ Perspectives on What is Missing from Online

Learning: Interpretations through the Community of Inquiry Framework. The

International Review of Research in Open and Distance Learning, 7(3).

http://www.irrodl.org/index.php/irrodl/article/view/325/743. Retrieved on 19

Feb., 2007.

UNESCO (2002). Information and Communication Technologies in Teacher

Education A Planning Guide. Paris: Author

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

Information and communication technologies in schools: A handbook for

teachers. Paris: UNESCO.

***




Semester-V

Paper- AH 3.5.16

Educational Management

Full mark: 10+40

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 plays 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 paper deals with various concepts, principles and functions of

educational management. It emphasizes on educational planning, finance and school

management and focuses on trends in educational management. The paper will

develop an interest towards the educational management.

Course Objectives


• explain the concept, nature and scope of educational management

• describe the functions of educational management and administration

• list down various types of educational administration

• elaborate the principles of educational management

• narrate the role of Headmaster in educational management

• state various aspects of school management such as, educational finance,

leadership and planning

• comprehend the process of instructional management such as, management

of time table, curricular and co-curricular activities, school plant, etc.

• evaluate the importance of school community relationship in educational

management

• justify importance of Total Quality Management (TQM) in education



Course Contents

Unit-I: Concept of Educational Management

• Concept of educational management: Meaning, Nature, and Scope

• Functions of Educational Management.

• Types of educational Management: Democratic and Authoritarian, centralized

and decentralized administration.

Unit-II: Principles of Educational Management

• Principles of delegation, hierarchy, coordination, supervision and unity of

command and span of control in educational management.

• Leadership Styles: Role of Headmaster in educational management.

• Educational Finance and planning; basic principles.

Unit-III: Instructional Management

• Management of time table, curricular and co-curricular activities, school plant.

• School Community Relationship

• Performance Appraisal of learners and teachers

• Monitoring and Supervision

• Institutional Evaluation

Essential Readings

Deshmukh, A.V. and Naik A.P.(2010). Educational Management. Mumbai:

Himalaya Publishing House.

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

Loyal Book Depot.

Fadia, B.L. (2010). PublicAdministration. New Delhi: PHI.

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

Publishers Private Limited.

Safaya, 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:

Frankas

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

International Institute for Educational Planning.

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

Livack, et al. (1998). Rethinking Decentralization in Developing Countries.

Washington, D.C.: World Bank.

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

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

Oliva, O. (1960). Supervision for Today’s School. New York: Harper & Row.

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

Dominant Publisher.

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

Tilak,J.B.G. (1992). Educational Planning at Grassroots. NewDelhi: Ashish

Publishing House.

***




Semester-V

Paper- AH 3.5.17

Practicum: Achievement Survey

Full Marks-10+40

Each students is required to collect the learning achievement Scores of the Class

7th/8th/9th students of at least 02 (Two) schools in basic school subjects ( English,

Odia, Mathematics, General Science) and calculate Mean, Median of these scores in

case of individual subjects as well as all subjects taken together. They are also

required to calculate percentage of learners at different level of attainment (Low,

Average and High) and present them in Chart preferably using Microsoft Excel.





internal examiners.

***



+3 3RD Year Education Hons

Semester-V

Paper- AH 3.5.18

Practicum: Developing Instructional Materials Using ICT Tools

Full Marks-10+40

Each student will be required to develop leaning materials using any one of the

following tools:

SL.No Name of the Materials Proposed Tool

1 Concept Map C.Map

2 Rubric Rubistar

3 Question Items Hot potatoes


1. Preparation of records : 25 marks



internal examiners.

***




Semester-VI

Paper- AH 3.6.19

Contemporary Trends and Issues in Education

Full mark: 10+40

Backdrop

To remain current, to widen understanding levels holistically, and to thoroughly

prepare learner for the world in which they will ultimately live and work, they must

continually examine current practices in search of better solutions and needed

change. The intent of this course is to familiarize learner to historical roots of

Universalisation of Elementary education and initiative so far taken by Govt. to

materialize this reality. Further, paper generally discusses the effort of Govt. to

extend the provision of free and compulsory education at secondary level and

developing a sound approach to dealing with the rapid pace of reform and change

from the teacher’s perspective. The paper also deliberates over role and functions of

various quality controlling agencies from elementary to higher education levels

(NCERT, NCTE, SCERT, IASEs, CTEs, DIETs, UGC, NAAC and NUEPA).

Emphasis is placed on examining over various emerging issues, problems and

strategies of current trends relating to Liberalization, Privatization and globalization

of education (LPG), Women education, Vocationalisation of secondary education.

Course Objectives


• explain the concept of universalization of elementary education

• describe universalization of elementary education and secondary education

implementation strategies

• describe teachers education programme and organizations involved in it

• explain present scenario of higher education and agencies for improvement

• explain the concept of privation and globalization in education



Unit-I: Current Trends in Education

• Sarva Shiksha Abhiyan(SSA): Background, Scope, Objectives and it’s

Framework

• Quantitative expansion and qualitative improvement of secondary education

in India

• Rashtriya Madhyamik Shiksha Abhiyan (RMSA): background, scope,

objectives and guiding principles.

• Teacher Education: preservice and in-service programme

• Higher Education in India: present scenario and future prospects

Unit-II: Agencies for Qualitative Improvement of Education

• Role of different agencies of school and teacher education: NCERT, NCTE,

SCERT, IASEs, CTEs and DIETs.

• Agencies for qualitative improvement of higher education: UGC, NAAC and

NUEPA

• Recommendation of National Knowledge Commission (NKC)

Unit-III: Issues, Strategies of Current Trends

• Privatization of Education

• Autonomy and Accountability in Education

• Early Childhood Care and Education (ECCE)

• Peace Education

• Continuous and Comprehensive Education (CCE)

• Adolescence Education

Essential Reading

Aggarwal, J.C (2010). The Progress Of Education In Free India. New Delhi: Arya

Book Depot.

Bhatnagar, T.N (1995) Teacher Education in India. New Delhi: NCERT.

Dash,M & Nanda, G.C (1998). Trends and Issues in Indian Education . Cuttack:

S.N.Publication



Safeya, R.N (1998) Development, planning and problems of Indian education, Delhi:

Dhanpat Rai and Sons.

Saxena, N.R, Misha, B.K & Mohanty, R.K (2005) Teacher Education.Meerut:Surya

Publication

Tilak, Jandhyala B.G. (2006). Education: A Saga of Spectacular Achievements and

Conspicuous Failures in India: Social Development Report. New

Delhi. Oxford University Press.

Tilak. Jandhyala B.G. (2003) Education, Society and Development. New Delhi: APH

publishing Corporation for NUEPA.

Suggested Readings

Kochhar, S.K (1989) Pivotal Issues in Indian Education. New Delhi: Sterling

Publishers Private Limited.

MHRD, Govt. of India (2008). Report of ‘The Committee to Advise on Renovation

and Rejuvenation of Higher Education’. New Delhi: Author.

Mohanty, S.B (1996) Education in Changing Indian Society. Cuttack: Vidyapuri

Nanda, S.K (1991) Indian Education and its Problems Today. New Delhi: Kalyani

Publishers

Qureshi, M.U (2000) Problems of Indian Education, New Delhi: Anmol Publications

UGC (2012). Higher education in India at a glance. New Delhi: Author.

Walia, J.S (2004). Modern Indian Education and Its Problems. Punjab: Paul

Publishers

***




Semester-VI

Paper- AH 3.6.20

Introduction to Guidance and Counseling

Full mark: 10+40

Backdrop

The main aim of education is to bring all round development of child’s personality.

For this we have to identify the potentialities of each and every child. There is an

individual difference in teaching learning process with regard to sex, interest,

intelligence, aptitude, achievements and problems in learning. Students need

guidance in various ways and in various forms to solve their problem. Educational

guidance is helpful for all categories of students. Today it has become a separate

discipline due to its growing needs. The present paper emphasized the study of

various concepts of guidance and counselling and its importance in teaching learning

process. The paper will give an idea about various tools and techniques of guidance

and counseling.

Course Objectives


• Understand the nature,scope and bases of guidance

• Elaborate the importance of various types of educational guidance.

• Develop right perspectives in guidance

• Know about various tests and techniques of guidance.

• Know about counselling techniques in guidance.

Course Contents

Unit-I: Concept of Guidance

• Meaning, nature and scope of guidance.

• Need and importance of guidance



• Types of guidance –their functions and purposes

• Bases of guidance in education: philosophical, sociological and vocational

Unit-II: Process of Guidance

• Tests in guidance-interest, aptitude, personality, intelligence and attitude.

• Cumulative record cards

• Case study of school children.

• Guidance services: Individual Inventory, Placement and Follow-up

Unit-III: Counseling Process

• Meaning, nature and functions of counselling.

• Guidance Vs Counselling.

• Types and process of counselling.

• Qualities of a good counsellor.

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: Sterling Publishers Pvt.Ltd.



Suggested Readings:

Crow, L.O & Fulinmer, 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.

***




Semester-VI

Paper- AH 3.6.21

Research Methodology in Education

Full mark: 10+40

Backdrop

Research is a creative work undertaken systematically to increase the stock of

knowledge, including knowledge of humanity, culture and society, and the use of this

stock of knowledge to devise new applications. It is used to establish or confirm

facts, reaffirm the results of previous work, solve new or existing problems, support

theorems, or develop new theories. A research project may also be an expansion on

past work in the field. The primary purposes of research are documentation,

discovery, interpretation, or the research and development of methods and systems

for the advancement of human knowledge. Approaches to research depend on

epistemologies, which vary considerably both within and between humanities and

sciences. In the present paper, students will be given an orientation about the nature,

purpose, scope of research in education. A brief overview of different types of

research in education will be given to the students. Students will be exposed to

different methodology of research in education. Students can use appropriate tools

and techniques for the collection of data and understand and apply various methods

of sampling.

Course Objectives


• Describe the nature, purpose, scope of research in education

• Identify types of research in education

• Explain the characteristic of qualitative, quantitative and mixed research

• Select and explain an appropriate method for a research study

• Select appropriate tools and techniques for the collection of data

• Understand and apply various methods of sampling



Unit-I: Concept and Types of Research

• Meaning, nature and scope of educational research

• Types of Research: Basic, Applied and Action Research; Qualitative and

Quantitative Research

• Review of Related Literature- Needs and Sources

• Steps of Educational Research

• Formulation of Problems and Hypotheses

Unit-II: Major Approaches of Research

• Historical

• Descriptive

• Experimental

• Case Study

Unit-III: Methodology of Educational Research

• Sampling- Probability and Non-probability designs

• Tools and Techniques of Data Collection- Questionnaire, interview,

observation, tests and scales

• Data Analysis: Qualitative and Quantitative processes

References

Ary, D., Jacobs, L. (2002). Introduction to Research in Education. Belmont-USA:

Wadsworth Thomason Learning

Best J.W. (1986). Research in Education. New Delhi: Prentice Hall of India.

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

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

Five Approaches. London: SAGE Publication




Semester-VI

Paper- AH 3.6.22

Alternative and Innovative Education

Full mark: 10+40

Backdrop

Education has always been accorded an honoured place in our society. Many

philosophers, educationists, sociologists have stressed the fundamental role of

education and its unique significance for development of the individual as well as the

nation. However, it also suffers from severe criticism. The system that provides

education to our children and youth is under scrutiny. Some educationists and

philanthropists argue that the current education system which is memory-ridden and

examination oriented be eliminated. Others suggest that the current system of

education is not associated with developing the innate ability of the children. As a

result, an alternative education system was emerged which is more flexible and caters

to the needs and aspirations of the individuals. In the present paper, need and

importance of alternative and innovative education will be discussed. They can

differentiate between mainstream education and alternative education. Students will

be exposed to the historical perspective of alternative education and the thinkers who

promoted alternative education. They will be given an opportunity to understand and

appreciate the curriculum and learning systems of the alternative education system.

Students will also be oriented about the various alternative education systems in the

country.

Course Objectives


• evaluate the problems of mainstream education

• explain the need and importance of alternative and innovative education.

• differentiate mainstream education and alternative education.



• narrate the historical perspective of alternative education.

• appraise the contribution of various thinkers towards alternative education

• describe and appreciate the curriculum and learning systems of the alternative

education system.

• Elaborate the evaluation process of learners in alternative and innovative

education

• illustrate with examples some of the success story of alternative education

system.

Course Contents

UNIT-I: Mainstream Education vs. Alternative and Innovative Education

• Mainstream Education: problems and issues

• alternative and innovative education- Concept, need and importance, nature

and scope

• Historical Perspectives: National and International

UNIT II: Curriculum of Alternative and Innovative Education

• Alternative Education at different levels: School Education; Higher and

Technical Education

• Curriculum of Alternative and Innovative Education: Content, Methods of

Teaching, Resources, Role of Teacher, Role of Learners

• Evaluation of Learners in Alternative and Innovative Education

UNIT III: Some Success Story of Alternative Education

• Distance education and Open Learning

• Innovative Teacher Education Programme (Vanasthali, Gandhi Vidyapeetha,

Devi Ahilya Vishwavidyalaya)

• Non-formal Education

• Mirambika, Rishi Valley Education Centre, Sri Aurobindo International

Centre of Education (Pondicherry)



Essential Readings

Dewey, J. (1916). Democracy and Education; an Introduction to the Philosophy of

Education. New York: Macmillan.

Freire, P. (2000). Pedagogy of the Oppressed. Continuum, London.

Holt, J. (1995). How Children Fail. Perseus, New York.

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

NCTE (2009). National Curriculum Framework for Teacher Education (Draft for

Discussion). New Delhi: NCTE

Reavis, G. (2010). The Animal School: A Fable. Website:

http://www.janebluestein.com/handouts/animal.html Retrieved on 11

September 2010.

Vittachi, S., Raghavan, N. and Raj, K. (2007). Alternative Schooling in India. New

Delhi: Sage.

Suggested Readings

Carnie, F. (2003). Alternatives in Education – A Guide. Routledge Falmer, London.

Dharampal (2000). The Beautiful Tree: Indigenous Indian Education- Collected

Writings Vol. III. Goa: Other India Press.

Ghosh, S.C (2007). History of Education in India. New Delhi: Rawat Pub.

Kellmayer, J. (1995). How to Establish an Alternative School. Corwin Press,

Thousand Oaks, California.

Mintz, J., Solomon, R. and Solomon, S. (1994). The Handbook of Alternative

Education. MacMillan, London.

Montessori, M. (1995). The Absorbent Mind. Henry Holt & Co, New York.

Montessori, M. (2002). The Montessori Method. Dover Publications, New York.

Raywid, M.A. (1988). Alternative Schools: What Makes Them Alternative? The

Education Digest, 54 (3), 11-12.

Raywid, M.A. (1994). Alternative Schools: The State of the Art. Educational

Leadership, September, 26-31.



Raywid, M.A. (1999). History and Issues of Alternative Schools. The Education

Digest, May, 47-51.

Websites

http://www.sriaurobindoashram.org/index.php

http://www.mirambika.org/

http://www.rishivalley.org/

***




Semester-VI

Paper- AH 3.6.23

Practicum: Case Study

Full Marks-10+40

Each students will conduct Case-study of 05 (Five) units of any one or more from the

following and prepare reports on each.

1. Student( High Achiever/ Low Achiever/ Students with Behavioural Problems)

2. School management Committee

3. School

4. Programmes





internal examiners.

***



+3 3RD Year Education Hons

Semester-VI

Paper- AH 3.6.24

Practicum: Seminar Presentation

Full Marks-10+40

Each student will prepare 02 (two) seminar papers under the supervision of a faculty

member of the Department, which he/she will present in a weekly seminar class by

using MS PowerPoint and prepare a report specifying the following:

1. A brief summary of minimum Ten (10) presentation made by other students

2. List of questions/ Clarification he/she sought in respect of these ten

presentations

3. Outcomes of the seminar and suggestions of improvement





internal examiners.

***

+3 arts (education honours and pass) with … · +3 arts (education honours and pass) with ......

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