course structure for m. ed semester-ii - bgsb u for m.ed semester ii.pdfnote for paper setters the...
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Course Structure for M. Ed
Semester-II
Course
Code
Course Title Credit
Value
Internal
Marks
External
Narks
Total
Marks
Core Courses
M.Ed-210 Sociological Perspectives of Education 4 40 60 100
M.Ed-211 Teacher Education 4 40 60 100
M.Ed-212 Advanced Educational Statistics 4 40 60 100
M.Ed-213 Comparative Education and Curriculum
Development
4 40 60 100
M.Ed-214 Dissertation Work 2 50 X 50
Choice Based Open Elective Course (Students are required to opt any one of the following
courses)
Math- 201 Mathematical Tools for Real World 4 40 60 100
I T- 202 Soft Skill in Information Technology 4 40 60 100
Comp-203 Computer Applications and
Operations
4 40 60 100
Bio- 204 Fundamentals of Biotechnology 4 40 60 100
Bot-205 Mysteries of Green Plants 4 40 60 100
Bot- 206 Botany in Rural Developments 4 40 60 100
Zol-207 Nutrition, Health & Hygiene 4 40 60 100
Arab-208 Fundamental of Arabic Language 4 40 60 100
Eng-209 Fundamentals if English 4 40 60 100
Edu-210 Higher Education 4 40 60 100
Eco-211 Principles of Banking 4 40 60 100
HT- 212 Basic of Tourism and Travel Agency 4 40 60 100
HT- 213 Tourism Recourses of J&K 4 40 60 100
Mgt - 214 Business Communication and Soft
Skills
4 40 60 100
Total 22 250 300 550
Aggregate Marks of 1st Semester = 550
Total credits= 22
2nd Semester
Course Code: M.Ed-210 Max. Marks: 100
Course Title: Sociological Perspectives of Education Internal: 40
Duration of Exam 03:00 hrs External: 60
Unit I: Educational Sociology
i) Concept and scope of sociology
ii) Concept and scope of educational sociology 10 hrs
iii) Relationship between sociology and education
iv) Difference between educational sociology and sociology of education
Unit II: Perspectives in Sociology of Education
i) Functionalism with special reference to Emile Durkheim
ii) Conflict Perspective with special reference to Karl Marx (State, ideology and
Education) 10 hrs
iii) Interactionism with special reference to George Mead
Unit III: Culture and Social Change
A. Culture and Education
i) Culture, Meaning and Nature of culture, Role of Education in cultural context.
ii) Difference between culture and civilization, Acculturation and Enculturation.
10 hrs
iii) Cultural Lag and Cultural Diffusion
B. Social Change and Education
i) Social Change: Concept & Theories
ii) Relationship between education and social change
iii) Constraints of Social Change in India (Caste, Religion, Class, Language, Region
and Ethnicity)
Unit IV: Social System and Group Dynamics
i) Concept of social system
ii) Education as a social system-its characteristics 10 hrs
iii) Relationship of Education with Kinship, Religion, Polity and Economy
iv) Concept of group dynamics; group cohesiveness, group division and factors
v) Educational implications of group dynamics
Unit V: Social Stratification, Mobility and Social Processes
i) Social Stratification and social mobility, social equality, social equity and equality
of educational opportunities. 10 hrs
ii) Education of the socially and economically disadvantaged sections of the society
with special reference to scheduled castes and scheduled tribes, minorities,
women and rural population.
iii) Education and social processes; visa-a vis Socialization, Modernization,
urbanization and globalization.
Seminars, Special lectures, Tutorials, Term Papers and Practicum 10 hrs
Note for paper setters
The question paper shall be divided into two sections. Section A will carry 10 compulsory, objective-
cum-short answer type questions; two from each unit, each carrying 1 mark. Section B shall have 10
questions, two from each unit. The students shall attempt 1 question from each unit. Each question shall
carry 10 marks
COURSE OUTCOMES
CO1: To enable the students to understand the intimate relationship between education and sociology.
CO2: It will acquaint them with the sociological perspectives of education with its contribution to
educational development.
CO3: It will also orient the learners to understand various educational problems and issues related to the
socially and economically disadvantaged sections of the society.
CO4: The course will further enable the students to understand the social system, its characteristics and
components
CO5: The course will enable student-teachers to engage with studies on Indian society and education
Reference Books
Abraham Francis and Morgan John: Sociological thought, Mc Millan Indian Ltd. 2002
Jayapalan N: Sociological theories, Atlantic Publishers and Distributors 2001.
Mathur, S.S. Sociological Approach to India Education, Vinod Pustak Mandir, Agra.
Rao, Shanker, C.N: Sociology, Primary Principles: S. Chand and Co. 2002
Sen Amritya and Dreze, Jean: India: Economic Development and Social Opportunity, oup, 2000
Srinivas, M.N. Social change in modern India, Mcmillan, India Ltd.
Yoginder Singh: Modernization of India Traditions, Rawat Publication, Jaipur.
2nd Semester
Course Code: M.Ed-211 Max. Marks: 100
Course Title: Teacher Education Internal: 40
External: 60
Duration of Exam 03:00 hrs
Unit I: Concept of Teacher Education
i) Concept of Teacher Education
ii) Need and importance of Teacher Education. 10 hrs
iii) Objectives of Teacher Education at:
Elementary Level
Secondary Level
Higher level.
Unit II: Development of Teacher Education in India
i) Historical background of teacher education in India with special reference to the
recommendations made by various committees and commissions –Kothari
Commission (1964-66), Chattopadhayay Commission (1983-85), National Policy
on Education (1986-1992).
ii) Recommendations of Justice Verma Commission on Teacher Education (JVC)
iii) Historical Development of Teacher Education in Jammu & Kashmir.
iv) National Curriculum Framework for Teacher education (2009).
Unit III: Pre-service and In-service Teacher Education 10 hrs
i) Pre-service Teacher Training: Meaning, need, significance and objectives.
ii) In-service Teacher Training: Meaning, need, significance and objectives.
iii) Teacher training through distance and regular modes.
iv) Integrated Teacher Education courses run by RIEs.
Unit IV: Agencies and Techniques of Teacher Education 10 hrs
i) Role of NCTE, NCERT, DIET, SIE/SCERT and UGC-HRDC (ASC)
ii) Role of National schemes of education- SSA, RMSA and RUSA
iii) Techniques for Higher Learning: Conference, Seminar, Workshop, Panel
Discussion
Unit V: Teacher Effectiveness
i) Concept of Teacher Effectiveness and Characteristics (Cognitive and affective
correlates of effective teacher: Intelligence, Skills, Personality, Values and
Attitudes) 10 hrs
ii) Quality control in teacher education with reference to NAAC Parameters.
iii) Accreditation of Teacher Education Institutions.
Seminars, Special lectures, Tutorials, Term Papers and Practicum 10 hrs
Note for paper setters
The question paper shall be divided into two sections. Section A will carry 10 compulsory, objective-
cum-short answer type questions; two from each unit, each carrying 1 mark. Section B shall have 10
questions, two from each unit. The students shall attempt 1 question from each unit. Each question shall
carry 10 marks.
COURSE OUTCOMES
CO1: To enable the students to understand the meaning, need and importance of teacher education.
CO2: It will also help them to understand the aims, objectives and scope of teacher education;
appreciate the historical development with special emphasis on different documents.
CO3: The paper will enable the learners to understand the structure, administrative agencies, curriculum
methodology and evaluation of teacher education programmes in the country.
CO4: It will further help them to understand the evaluation procedure of pre-service and in-service
teacher education programmes in India.
CO5: To understand the school functioning mechanisms
Books Recommended
Chaurasia, G. (1976). New Era in Teacher Education, New Delhi.
Devedi, Prabhakar (1980). Education a resource book, NCERT, New Delhi.
Govt. of India (1992). Report of C.A.B.E committee, Department of Education, New Delhi.
Govt. of India (1996). Education and National development, Report of Education Commissions,
New Delhi.
J. Millman, J., (1988). Handbook of Teacher Education, Boverly Hills, Sage Publishing.
Khan, Mohd. Sharief (1983). Teacher Education in India and Abroad, Sheetal Printing Press,
New Delhi.
N.I.E.P.A (1984). Report on Status of Teachers, New Delhi.
NCTE Publication (1998). Policy Perspective in Teacher Education: Critique a documentation,
NCTE, New Delhi.
Rao, D.B. (1988). Teacher Education in India, New Delhi, Discovery Publishing house.
Saxena, N.R., Mishra, B.K. and Mohanty, R.K. (1998). Teacher Education, R. Lal Book Depot,
Meerut.
Shashi Prabha, Teacher education Principles, theories and practices, Kanishka Publication.
Sheela, Mangal (2000). Teacher Education: Trends and strategies, Radha Publishers, New Delhi
2nd Semester
Course Code: M.Ed-212 Max. Marks: 100
Course Title: Statistics in Education and Psychology Internal: 40
External: 60
Duration of Exam 03:00 hrs
Unit I: Measures of Central Tendency and Variability
i) Nature of educational data: Qualitative & Quantitative
ii) Measures of Central Tendency: Mean, Median and Mode
iii) Measures of Variability/Dispersion: Range, Quartile Deviation, Standard
Deviation; 10 hrs
iv) Measures of Relative Position: Percentiles and Percentile Rank
v) Graphic methods- Line graph, Bar diagram, Histogram, Pie chart and ‘O’-give.
Unit II: Normal Probability Curve
i) Meaning and importance of Normal Probability Curve
ii) Properties of Normal Probability Curve 10 hrs
iii) Applications of the Normal Probability Curve
iv) Conversion of Standard Scores into Z-Scores
v) Measuring divergence from normality- Skewness and Kurtosis
Unit III: Parametric Statistics
i) Parametric Statistics: Meaning and Advantages 10 hrs
ii) Critical ratio & t – Test (for correlated and un-correlated means)
iii) F-test: Concept, Assumption and uses
iv) Computation of One way ANOVA
Unit IV: Non-Parametric Statistics
i) Non-Parametric Statistics: Meaning and Advantages
ii) Sign test and Median Test: Concept, assumptions and uses
iii) Calculation of Sign and Median test
iv) Computation of Chi-square test and 2×2 contingency tables
Unit V: Correlation and Testing of Hypothesis 10 hrs
i) Meaning and Uses of Correlation
ii) Calculation of Co-efficient of Correlation- Rank Order, Product Moment and
Tetra choric
iii) Partial & Multiple Correlation: Meaning, assumptions, computation and uses
iv) Testing of Null hypothesis; one and two tailed tests; Type I and Type II errors;
Standard error, Confidence limits
Seminars, Special lectures, Tutorials, Term Papers and Practicum 10 hrs
Note for paper setters
The question paper shall be divided into two sections. Section A will carry 10 compulsory, objective-
cum-short answer type questions; two from each unit, each carrying 1 mark. Section B shall have 10
questions, two from each unit. The students shall attempt 1 question from each unit. Each question shall
carry 10 marks.
COURSE OUTCOMES
CO1: To will enable the students to understand the concept of central tendency and variability.
CO2: It will help them to make various numerical calculations by using different statistical techniques
like mean, median, mode, standard deviation and quartile deviation.
CO3: It will also help the learners to analyze and interpret quantitative data by using various advanced
statistical methods.
CO4: It will help the students to understand the concept of different types of scales.
CO5: It will help them to make various numerical calculations by using different statistical analysis like:
Descriptive, Differential, Correlation and Regression.
Books Recommended
Aggarwal, Y.P. (1998), The Science of Educational Research: A Source Book, Nirmal ,
Kurukshetra
Best, john W. and Kahn James V (1995), Research in Education, prentice Hall, New Delhi
Burns, R.B. (1991), Introduction to research in education , prentice Hall, New Delhi
Koul, Lokesh (1988), Methodology of Educational Research, Vikas, New Delhi
McMillan, James H. and Schumarcher, S. (1989), research on Education: A conceptual
Introduction , Harper and Collins, New York
Neuman, W.L. (1997), Social Research Methods: Qualitative and Quantitative Approaches ,Allyn
and Bacon, Boston
Travers, R.M.W. (1978), An introduction to educational research, Mcmillan, New York
2nd Semester
Course Code: M.Ed-213 Max. Marks: 100
Course Title: Comparative Education &Curriculum Development Internal: 40
Duration of Exam 03:00 hrs External: 60
Unit I: Comparative Education
i) Nature and meaning of comparative education
ii) Scope and Global relevance 10 hrs
iii) Objectives of comparative studies in education
iv) Types of comparative studies in education
Unit II: Factors affecting Comparative Education
i) Geographical factors of comparative education
ii) Cultural factors of comparative education 10 hrs
iii) Linguistic factors of comparative education
iv) Political factors of comparative education
Unit III: Methods of Comparative Education
i) Descriptive Methods
ii) Interpretative Methods
iii) Juxtaposition 10 hrs
v) Scientific Methods
vi) Comparative study of the education system in UK, USA, China, Brazil and India
with special reference to Primary, secondary and Higher Education
Unit IV: Curriculum Development and Design
i) Concepts & components of curriculum development
ii) Principles & categories of curriculum Design 10 hrs
iii) Models of curriculum development: Administrative, Grass Root, Demonstration
and System Analysis.
iv) Important sources and Constructivism in curriculum Development
Unit V: Curriculum Evaluation and Analysis
i) Concept and evaluation of curriculum 10 hrs
ii) Formative and summative models of curriculum evaluation
iii) Interpretation of evaluation results
iv) Models of implementation of curriculum evaluation results
Seminars, Special lectures, Tutorials, Term Papers and Practicum 10 hrs
Note for paper setters
The question paper shall be divided into two sections. Section A will carry 10 compulsory, objective-
cum-short answer type questions; two from each unit, each carrying 1 mark. Section B shall have 10
questions, two from each unit. The students shall attempt 1 question from each unit. Each question shall
carry 10 marks.
COURSE OUTCOMES
CO1: To acquaint the students with the educational system of various countries and to develop in them
the ability to assess their efficacy.
CO2: Once equipped with this ability the students will be able to solve the problems inherent in Indian
education system.
CO3: The course has also been designed to acquaint the students about curriculum designing and the
development of curriculum with special reference to various models.
CO4: It will also orient the students in curriculum analysis and evaluation.
Books Recommended
Bob Moon and Patricia Murphy (Ed) (1999). Curriculum in Context; Paul Chapman
Publishing, London
Chomsky, N (1986). Knowledge of Language; Prager, New York
Datta, D. M. (1972). Six Ways of Knowing Calcutta University Press, Calcutta.
G.W. Ford and Lawrence Pungo, (1964). The Structure of Knowledge and the Curriculum Rand
McNally and Company, Chicago
Kelley, A. B. (1996). The Curricular Theory and Practice; Harper and Row, U. S
Margaret, K.T. (1999). The open Classroom, Orient Longman: New Delhi.
Nirantar (1997). Developing a Curriculum for Rural Women, Nirantar, New Delhi.
Padma M. Sarangapani (2003). Constructing School Knowledge; An Ethnography of learning in
an Indian Village, Sage Publication Inc, New Delhi
Paul Hirst: Knowledge and Curriculum
2nd Semester
Course Code: M.Ed-214 Max. Marks: 50
Course Title: Dissertation Work-I Internal: 50
Preparation of Research Proposal 02 Credits
i. Allotment of Supervisor
ii. Discussion on theme & selection of research problem
iii. Review of Related Literature
iv. Preparation of Synopsis
Evaluation/Examination
Two copies of the research proposal shall be submitted by the students in their second semester
in the Office of the Head, School of Education. The synopsis shall be thoroughly examined and approved
by the Departmental Research Committee. The committee shall award the 25 marks to the concerned
students on the basis of the content, coherence and methodology adopted in the research proposal and
25 marks will be awarded to the students on the basis of their presentation of the research proposal
before the departmental research committee under the overall supervision of the Head of the
Department. The Head of the Department in consultation with the concerned supervisor/s shall co-
ordinate all the preparations for the conduct of presentations of synopsis for all the students within the
stipulated period of time.
COURSE OUTCOMES
CO1: The Dissertation for the students of M.Ed course is compulsory and it is to be completed as a
partial, fulfillment of the course.
CO2: To bridge the gaps in the preparation of a good researcher and practitioner in the Educational
Institutions, CO3: In this backdrop, the first component of the dissertation work component shall enable
the students to learn how to prepare the synopsis for any research study.
CO4: It will also enable them to scan the related literature in their research area.
CO5: It will also enable the students need to be fully groomed in the research pursuits.
2nd Semester
Course Code: Edu-210 Max. Marks: 100
Course Title: Higher Education Internal: 40
Duration of Exam 03:00 hrs External: 60
Unit I: Higher Education in India 10 hrs
i) Higher Education: Meaning, Objectives and Functions
ii) Concept of a University; types of Universities in India
iii) Contemporary Indian Higher Education- An Overview
iv) Higher education and National Development
v) The Constitutional Provisions Regarding Indian Higher Education System
Unit II: Policy perspectives in Higher Education 10 hrs
i) University Education commission (1948-49)
ii) Indian Education Commission (1964-66)
iii) National Policy on Education (1986)
iv) CABE Committee Report (2005)
v) National Knowledge Commission (2009)
vi) Rashtriya Uchithar Siksha Abhiyan (RUSA 2012)
Unit III: Regulatory Bodies of Higher Education 10 hrs
i) University Grants Commission (UGC)
ii) All India Council of Technical Education (AICTE)
iii) Indian Council of Social Science Research (ICSSR)
iv) Council of Scientific and Industrial Research (CSIR)
v) Medical council of India (MCI)
vi) National Council of Teacher Education (NCTE)
vii) National Assessment and Accreditation Council (NAAC)
(A brief Description about the nature and functions of the above mentioned regulatory bodies
with the focus on mechanism of ensuring quality control in higher education)
Unit IV: Globalization and Higher Education 10 hrs
i) Meaning and Nature of Globalization
ii) Impact of Globalization on Higher Education with special reference to:
World Trade Organization (WTO)
General Agreement on Trade and Services (GATs) in Higher Education
iii) Globalization and Challenge before Higher Education at different levels
iv) Internationalization of Higher Education-issue of mobility, brain drain, brain gain
and brain exchange
Unit V: Issues and Problems of Higher Education 10 hrs
i) Autonomy and Quality in Higher Education
ii) Open and Distance Learning (ODL) at the Tertiary Level.
iii) University Governance
iv) Private initiatives in Higher Education
v) Private Public Partnership in Higher Education
Seminars, Special lectures, Tutorials, Term Papers and Practicum etc 10 hrs
Note for paper setters
The question paper shall be divided into two sections. Section A will carry 10 compulsory, objective-
cum-short answer type questions; two from each unit, each carrying 1 mark. Section B shall have 10
questions, two from each unit. The students shall attempt 1 question from each unit. Each question shall
carry 10 marks.
COURSE OUTCOMES
CO1: To acquaint the students with the basic concepts of Indian Higher Education System.
CO2: It will enable the students to develop an understanding about the integration of higher education
with the national development.
CO3: It will also lead the students to develop the critical perspective of the issues prevailing in the
Higher education System in India particularly relating to Quality, Autonomy, Governance, Privatization
and Internationalization.
CO4: It acquainted them with various regulatory bodies that govern the higher education system in the
country.
CO5: It familiarizes the students regarding various issues that emerge as a result of migration of
students, teachers and technician abroad
Books Recommended
Agarwal, P. (2009), Indian higher education- envisioning the future, Sage publication.
Kidwai, A.R. (2012), Higher education: Issues and Challenges, Viva books.
Kohli V.K. Current Problem in Indian Education.
Mohanty, J. (2002), Current trends in Higher education, Deep and Deep publisher
Powar, K.B. (2003), Internationalization of Higher Education : Focus on India, Published by Amity
University press and Amity Foundation for Higher Learning, New Delhi
Powar, K.B. (Ed. 2002), Internationalization of higher education, Published by Association of
Indian Universities, New Delhi
Ramachandran, C.M. (1987), Problems of higher education in India, Mittal Publications.
Rao, K.S. (1999), Management of autonomy in autonomous colleges, Vikas, New Delhi
Rao, K.S. et. al (1999), Autonomous and Non- autonomous colleges: selected case studies, Vikas,
New Delhi,
Reddy, G.M. (1996), Higher education in India- conformity, crisis and innovation, Sterling Pub
Private Ltd .
Reddy, K.V. (1996), New directions in higher education in India, creative books.
Sam Pitroda, National knowledge Commission, (2005) New Delhi: MHRD.
2nd Semester
Course Code: Edu-215 Max. Marks: 100
Course Title: Instructional Technology Internal: 40
Duration of Exam 03:00 hrs External: 60
Unit I: Teaching & Models of Effective Instructions
i) Concept, Characteristics and Phases of Teaching
ii) Principles and Maxims of Teaching
iii) Models – Concept Attainment (J. Bruner) 10 hrs
iv) Meaning & Importance of Teaching devices (with special reference to Home
Assignment, Discussion, Dramatization, Illustration, Lecturing & Narration.
Unit II: Taxonomy of Educational Objectives
i) Meaning, Objectives & Types,
ii) Writing Objectives in behavioural terms. 10 hrs
iii) Bloom’s Taxonomy of instructional objectives: Cognitive, Affective &
Psychomotor domains.
iv) Formulation of Instructional Objectives (Mager’s Approach).
Unit: III: Audio-Visual Aids & Computer Applications
i) Meaning, Advantages & Types of A-V-aids.
ii) Projected (Film, Film Straps, Overhead Projector, Slides), Non-Projected
(Graphics, 3-D aids, Display boards, Audio aids), Use of Radio, TV & Newspaper
as teaching aids. 10 hrs
iii) Multimedia Approach: concept, characteristics and uses in education.
iv) Computer Assisted Instruction (C.A.I.) : Concept, characteristics and uses in
education
Unit IV: A. Communication and Teaching Learning
i) Concept, Sources and Principles of communication
v) Classroom communication – Verbal and Non-verbal 10 hrs
ii) Barriers of communication.
B. Techniques of Teacher-Preparation
i) Micro-teaching,
ii) Simulated Teaching,
iii) Blended Learning
iv) Team Teaching
Unit-V: A detailed discussion of the following
i) Play way Method
vi) Dalton Plan 10 hrs
ii) The project Method
iii) Heuristic Method
Seminars, Special lectures, Tutorials, Term Papers and Practicum 10 hrs
Note for paper setters
The question paper shall be divided into two sections. Section A will carry 10 compulsory, objective-
cum-short answer type questions; two from each unit, each carrying 1 mark. Section B shall have 10
questions, two from each unit. The students shall attempt 1 question from each unit. Each question shall
carry 10 marks.
COURSE OUTCOMES
CO1: To develop and enhance Teaching skills and competencies among the learners in order to make
teaching learning process more effective.
CO2: It will make them familiar with the various innovative techniques used in educational technology.
CO3: The course will help the learners to gain mastery in Teaching devices, digital tools and computer
techniques used in teaching learning process.
CO4: It will also enable the students to understand about the important structures, steps and techniques of
teacher preparation.
CO5: It will make the students aware with the various methods, strategies and techniques used in
educational technology.
Recommended Books
Dwight, A. and Ryan, K. (1969) Micro Teaching, Addison Wesley Pub Co.London
Austin, F.M. (1961) Art of Questioning in the Classroom, University of London Press Ltd. London
Davide, B. (1960) The Process of Communication, Holt & Rinehart New York.
Bhatta B. D. and Sharma, S.R. (1992) Educational Technology- concept and techniques, Kanishka
Pub House, New Delhi
Buch, M.B. and Santharam, M.R. (1972) Communication in Classroom, CASE, Faculty of Ed. and
Psy. M.S. Univ. Baroda
Cherry, C. (1968) On Human Communication, MIT Press, Massachusetts
Dale, E. (1961) Audio Visual Methods in Teaching (Revised) Holt Rinehart and Einston, New York.
Das R.C. (1993) Educational Technology-A Basic Text, Sterling, New Delhi.
Irork, D. (1971) The Management of Learning, McGraw Hill London
Jangira N.K. and Singh, A. (1982) Core Teaching skills: The Micro Teaching Approach, NCERT,
New Delhi
Joyce, B & Weil, M. (1982). Models of Teaching, Prentice Hall, New Jersey.