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FACULTY OF EDUCATION AND PSYCHOLOGY

PROPOSED M.Ed. SYLLABUS 2014

Department of Education (CASE)Faculty of Education and Psychology

The Maharaja Sayajirao University of BarodaVadodara.

2014

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MASTER IN EDUCATION

A. OBJECTIVES:

This programme visualizes developing in the students the right skills, competencies, attitudes and values to enable them to effectively undertake the activities of:

The supervisory personnel in the educational institutions. The teachers in the Colleges of Education as well as in the University Departments of

Education The teachers in the Primary Teachers Training Institutes The researchers in the professional centres of research in education and other allied

disciplines. The educational technologies pertaining to the instruction and its management Guidance personnel in education Distance educators at different levels of education. Professionals in Educational Planning and Policy Development. Educational Consultants and Monitoring and Evaluation of Educational Programmes and

Institutions

B. ORDINANCES:

O. M. Ed I : ADMISSION A candidate seeking admission to the course leading to the degree of Master of Education

must satisfy the following conditions for eligibility. He/She must have taken degree of Bachelor of Education (B. Ed) of this University or a

degree of any other University recognized as equivalent by the Maharaja Sayajirao University of Baroda to with 50% marks or CGPA 5.01‘

He/ She shall have to qualify in the entrance test of the M. Ed course. The mode of admission will include entrance test, merit, oral presentation and personal interview.

The reservation policy will be followed as per GOG norms. A candidate admitted to M. Ed course should not do any other job/course during the same

academic year. The total enrolment in M.Ed. courses shall not exceed 35students in the academic year.

O. M. Ed 2: Duration of the Course

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A Candidate admitted to the M.Ed. course shall undergo a regular course of study as full-time student for one academic year i.e. two semesters.

O. M. Ed 3: Programme OffersEach M. Ed candidate shall offer following courses

Credit Distribution of M. Ed. ProgrammeTotal Credits=60

Semester-I Semester-IIFoundation Courses

EEA 2107

Philosophical Foundation of Education 3 EEA

2208Psychological foundation of Education 3

EEA 2108

Sociological foundation of Education 3 EEA

2209Historical foundation of Education 3

Core Courses

EEA 2109 Methods of Educational Research I 3 EEA

2210Methods of Educational Research II 3

EEA 2110

Designing and Developing research proposal 3 EEA

2211 Research proposal Presentation 3

EEA 2111

Theme Paper: Preparation and Presentation 3 EEA

2212 Dissertation Writing 3

EEA 2112

Research review and reporting in the area of specialization 3 EEA

2213Review of a thesis and reporting 3

EEA 2113

Internship (supervision of practice teaching-B.Ed.) 3 EEA

2214

Development of an innovative pedagogic intervention

3

Elective

EEA2115 –EEA 2138

Special Area ( ANY ONE AREA WITH TWO COURSES)

3+3

EEA 2217- EEA 2240

Special Area ( ANY ONE AREA WITH TWO COURSES)

3+3

Test First Semester End Viva Voce test 2 Second Semester End Viva Voce test 2

Dissertation viva-voce 2(29) (31) 60

O. M. Ed. 3 (A) Foundation and Core Courses (18 Credits)

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Each course will carry three credits.

O.M. Ed. 3 (B): Optional Areas of Specialization/ Electives (12 Credits)

From the following optional areas of specialization a candidate can select any one. Under each area of specialization four courses are offered. Each course will carry Three credits

Course No. Title CreditGroup –A Educational Measurement and EvaluationEEA 2115 Educational Evaluation 3EEA 2116 Standardization of Tools of Measurement 3EEA 2217 Personality and Measurement 3EEA 2218 Advanced Statistics and Experimental Design 3Group –B Educational AdministrationEEA 2117 Principles of Educational Administration 3EEA 2118 Educational Planning and Finance 3EEA 2219 Educational Administration in India: Present practices and Issues 3EEA 2220 Personnel Administration and Human Relations in Educational 3

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Courses No. Title of the Course CreditFOUNDATION COURSES

EEA 2107 Philosophical Foundations of Education 3EEA 2108 Sociological Foundations of Education 3EEA 2208 Psychological Foundations of Education 3EEA 2209 Historical Foundations of Education 3

CORE COURSESEEA 2109 Methods of Educational Research I 3EEA 2210 Methods of Educational Research II 3EEA 2110 Designing and Developing research proposal 3EEA 2111 Theme Paper: Preparation and Presentation 3EEA 2211 Research proposal Presentation 3EEA 2212 Dissertation Writing 3

EEA 2112Research review and reporting in the area of specialization

3

EEA 2213 Review of a thesis and reportingEEA 2113 Internship 3

EEA 2214Development of an innovative pedagogic intervention

3

AdministrationGroup–C History of EducationEEA 2119 History of Educational Thought 3EEA 2120 History of Education in India up to 1947 3EEA 2221 Recent Trends and Issues in Indian Education 3EEA 2222 Education in other countries 3Group–D Comparative EducationEEA 2121 Comparative Education: Meaning and Methods 3EEA 2122 Comparative Education: Historical Analysis 3EEA 2223 Comparative Education :Area studies 3EEA 2224 Comparative Education: Study of a Problem 3Group–E Teacher EducationEEA 2123 Foundations of Teacher Education 3EEA 2124 Organisation of Teacher Education 3EEA 2225 Practice Teaching 3EEA 2226 Issues, Innovations and Researches in Teacher Education 3Group–F Guidance and CounsellingEEA 2125 Principles and Practices of Guidance 3EEA 2126 Organisation and Administration of Guidance Services 3EEA 2227 Measurement for Guidance and Counselling 3EEA 2228 Theories and Techniques of Counselling 3Group–G Higher EducationEEA 2127 Growth and Organisation of Higher Education 3EEA 2128 Management of Higher Education 3EEA 2229 Instruction in Higher Education 3EEA 2230 Issues and Problems in Higher Education 3Group–H Organisational Management and Change in Educational institutions.EEA 2129 Basic Elements of Organisational Management 3EEA 2130 Resource Management in Educational Institutions 3EEA 2231 Human Behaviour in Educational Management 3EEA 2232 Managing Change in Educational Institutions 3Group–I Curriculum DevelopmentEEA 2131 Foundation of Curriculum Development 3EEA 2132 Curriculum Design 3EEA 2233 Curriculum Implementation 3EEA 2234 Curriculum Evaluation, Research and Improvement 3Group–J Educational TechnologyEEA 2133 Systems Approach to Education 3EEA 2134 Educational Technology and Instructional Process 3EEA 2235 Communication and Teaching 3

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EEA 2236 Development and Evaluation of Instructional System 3Group–K MotivationEEA 2135 Motivation-Concept and Theories 3EEA 2136 Motivation and Personality 3EEA 2237 Motivation in the Instructional Setting 3EEA 2238 Motivation and Development 3Group–L Computer EducationEEA 2137 Data Processing in Education 3EEA 2138 Application of Software Packages in Education 3EEA 2239 System Analysis and Design in Education 3EEA 2240 Computer Aided Instruction 3

O. M. Ed. 3.1: Dissertation (12 Credits)

Dissertation work includes following four courses.EEA 2110 Designing and Developing research proposal

3 EEA 2211 Research proposal Presentation

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EEA 2111 Theme Paper: Preparation and Presentation

3 EEA 2212 Dissertation Writing 3

EEA 2110- Designing and Developing research Proposal:

Each student is expected to prepare a draft research proposal in consultation with his/her guide.

Evaluation: one Teacher (internal) allotted by the Head of the department along with the guide will evaluate the research proposal. The guide will finalize the grade and submit the final grade. Minimum passing grade is “E”.

EEA 2111- Theme paper: Preparation and Presentation

Each student is expected to develop a conceptual paper in any theme decided by him/her and make a presentation. The seminar committee will evaluate the presentation. Minimum Passing grade is “E”.

EEA 2211 - Research Proposal Presentation

Each student is expected to present a research proposal in consultation with the allotted guide and make a presentation before the seminar committee and the same committee will evaluate the presentation. Minimum passing grade is ‘E’.

EEA 2212 - Dissertation Writing

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Each candidate shall write a dissertation on an educational topic approved by the Head, Department of Education (CASE) in consultation with the Guiding teacher concerned. Four copies of dissertation along with the synopsis shall be submitted to the Faculty office on or before a date fixed by the Dean on the recommendation of the Head, Department of Education (CASE). The dissertation will carry three credits.

O. M. ED. 3.2: Research review and reporting in the Area of specialization of a thesis (6 Credits)

Each candidate shall prepare a research report in the specialization and review a thesis. It will carry six credits.

EEA 2112 - Research review and reporting in the area of specialization

3 EEA 2213- Review of a thesis and reporting

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EEA 2112 - Research review and reporting in the area of specialization

Each student is expected to review the previous work done in the area of his/ her specialization and submit in the form of an assignment to the concern special field/optional field teacher. That teacher/those teachers who are teaching that special area is/are will evaluate the assignment. Minimum passing grade is ‘E’.

EEA 2213 - Review of a thesis and reporting

Each student is expected to critically evaluate a thesis and submit in the form of a report to the guiding teacher. This activity is to be carried out in order to develop an insight into the research process and its writing. The guiding teacher will evaluate the report. Minimum passing grade is ‘E’.

O. M. ED. 3 .3 : Internship (3 Credits)

Each candidate shall go to practicing school and supervise lessons given by B.Ed. students and to prepare a report on their supervision of practice teaching of B.Ed. students. It will carry three credits.

EEA 2113- Internship 3

EEA 2113 - Internship

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Each student is expected to carry out the activities related to their optional area and also observe minimum 10 lessons, take part in the feedback sessions along with the group supervisor and prepare a critical report on their observations of lessons and submit the report to the concerned practice teaching group supervisor/ Optional area teachers. The supervisor/s will evaluate and submit the grade to M. Ed. Convener. Minimum passing grade is ‘E’.

O. M. ED. 3.4: Development of an innovative pedagogic intervention (3 Credits)Each candidate shall develop an innovative pedagogic intervention programme. It will carry three credits.

EEA 2214 - Development of an innovative pedagogic intervention

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EEA 2214- Development of an innovative pedagogic intervention

Each student is expected to develop and implement an innovative pedagogic intervention in their specialization, prepare a report and make the presentation in their special group. Teacher/s teaching the special area course will evaluate. Minimum passing grade is ‘E’.

O. M. Ed. 3 (E): Viva –Voce Test (6 Credits)

(i) Internal Viva-voce Test (4 Credits)

The candidate shall have to appear before Viva-Voce committee twice during the course at the end of each semester. The internal viva-voce test will carry Four credits.

(ii) External Viva-voce Test (2 Credits)

There will be an external viva-voce test at the end of the M.Ed. Course. The external Viva-voce Test at the end of the M.Ed. course. The external Viva-voce Test will carry two credits. It will focus on dissertation done by the student

O. M. Ed. 4: Attendance

Every candidate must have 80% attendance in each of the courses offered.

O.M. Ed 5: Scheme of Evaluation

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Mid - term test and semester end examination

(I) The performance of each candidate in all the Courses will be evaluated in terms of grades. The details regarding grade along with its grade points and equivalent range of grade points and percentages and class are as under:

Grade GradePoints

Range of Grade Points

Ranges of Percentages

Division Description

O 10 9.01 to 10.00 90.1 to 100.0 First Class with Distinction

Out standing

A 9 8.01 to 9.00 80.1 to 90.0 First Class with Distinction

Excellent

B 8 7.01 to 8.00 70.1 to 80.0 First Class with Distinction

Very Good

C 7 6.01 to 7.00 60.1 to 70.0 First Class GoodD 6 5.01 to 6.00 50.1 to 60.0 Second Class FairE 5 4.01 to 5.00 40.1 to 50.0 Pass Class AverageF 4 Up to 4.00 Below 40.0 F Dropped

Note: Equivalent Percentage should be calculated with only ONE Decimal precision.1. First division with Distinction CGPA 7.00 onwards2. First division CGPA 6.00 up to 6.993. Higher second Division CGPA 5.50 up to 5.994. Second Division CGPA 5.00 up to 5.495. Pass Division CGPA 4.00 up to 4.99

(B) The dissertation will be assessed by (i) An external examiner appointed by Vice-Chancellor shall submit his/her written

evaluation report and grade assigned to the Chairman of Viva-voce Committee; (ii) The guiding teacher in consultation with two internal co-examiners appointed by the Head,

Department of Education (CASE) will evaluate the dissertation.The guiding teacher and the two internal Co-examiners will submit their grades along with a written evaluation report indicating the strengths and weaknesses of the dissertation to the guiding teacher. The guiding teacher shall submit the consolidated grade and the three evaluation reports to the Chairman of the Viva-Voce Committee.In case where grade assigned to the dissertation by the internal and external examiner do not differ by more than two grade points, the final grade will be decided by the average of the two grades.In case where the grades assigned by the external and internal examiner differ by more than two grade points, the external and internal examiner will decide the final grade in consultation with the Chairman of the viva-voce committee considering the evaluation reports.

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(C) Each candidate shall also take internal and external viva-voce test.Internal Viva-Voce test shall be conducted twice during the course by committees of teachers appointed by the Head, Department of Education (CASE).The Viva-voce test will focus on candidate’s grasp of knowledge in various courses offered by him/her, dissertation and participation in seminars organized throughout the M.Ed. Programme. The internal viva-voce test will carry four credits.External Viva-voce Test: The Board of examiners consisting of three internal and five external examiners to be appointed by Vice-Chancellor shall assess the performance of such candidate and held a viva-voce test of each candidate. The viva-voce test will focus on the candidate’s dissertation topic. The external viva-voce test will carry two credits.

M. Ed. 6: Standard of Passing:

To qualify for appearing in the comprehensive test the candidate must fulfill the following requirements:(i) The mid-term test and practical work in each of the courses he/she has offered.(ii) The candidate failing to fulfill the specific requirements for appearing at the semester end

examination of the first semester s/he will not be allowed to appear at the said examination.(iii) To qualify for the degree of Master of Education, the candidate must obtain at least E in

each foundation, core and elective courses, dissertation and in Viva-Voce. (iv) The details regarding Standard of passing in each course group are given below.

Foundation, Core and Elective Courses: (i) A candidate must obtain at least E grade in semester end examination and an aggregate

grade of E in each of the courses.(ii) If a candidate fails to obtain E grade in semester end examination s/he shall have to

appear in the comprehensive test of the concerned course/ courses at the end of subsequent semester within a period of three years.His/Her grade in mid-term and practical work assessment will be carried over for calculating aggregate grade of E or higher in the concerned course he/she shall be declared to have passed.

(iii) If a candidate fails to obtain E grade in mid term test and also in semester end examination s/he shall have to appear in semester end examination at the end of subsequent semesters within a period of three years. S/he can take the mid-term test if s/he desires and then appear at the semester end examination of the same course. If s/he takes the mid-term test his/her new grades will be considered in calculating an aggregate grade, otherwise his/her grades in previous mid-term test will be carried over for calculating an aggregate grade. If s/he gets E grade in semester end examination also, and an aggregate grade of E s/he shall be declared to have passed in the concern course/s.

(iv) If a candidate obtain E grade in semester end examination but fails to obtain an aggregate grade of E in any course he/she may take the mid-term test and/or semester end

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examination in the concerned course in the subsequent semesters within n+2 years. If he/she gets an aggregate grade of E he/she shall be declared to have passed in that course.

If a candidate fails to obtain E grade in the dissertation he/she shall revise and rewrite it and submit it to the Faculty office in subsequent semester within a period of three years, and if he/she gets C grade, s/he shall be declared to have passed.

(D)Viva-Voce: If a candidate obtains less than E grade in Viva-voce test, he/she shall appear in internal and external viva-voce test respectively and if he/she obtains E grade in aggregate he/she shall be declared to have passed.

C. COURSES OF STUDY

A. FOUNDATION COURSES

EEA 2107 Philosophical Foundations of Education (3 Credits)

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Objectives:

The course is designed to1. Enable the students to understand the significance of the ultimate human concerns and the

contributions of philosophy in this regard.2. Expose the students to philosophical enquiry as a basis of all educational endeavours.3. Enable the students understand the influence of Indian as well as Western philosophical

thoughts on education.

Course Outline:

Unit I: Introduction to Philosophy in General and Western Philosophy in Particular9

Hours

A. Meaning, Definitions and Significance of PhilosophyB. Brief historical view of the western philosophies with reference to pragmatism &

Realism C. Scope of philosophy: three major divisions: Metaphysics, Epistemology and

Axiology.D. Philosophical methods.E. Aims of Education and philosophy

Unit II: Indian Philosophies and Education 9 Hours

A. Vedic Philosophy: Historical Developments of philosophical thoughts in Vedas B. Concept of Atman in Advaita philosophy C. Concept of Brahman in Advaita philosophy D. Philosophy of samkhyaE. Philosophy of Yoga system of Patanjali.F. Theory of chaturashram and chaturvidhapurusharthas

Educational thoughts in post Vedic period

A. Philosophy in Bhagvad Gita with reference to humanity B. Theory of ActionC. JainismD. BuddhismF. Philosophy ofCharvak - Materialistic concerns

Unit III: Western & Other Philosophies and their Implications to Education 9 Hours

A. Naturalism, Idealism, Pragmatism & Realism and their Implications to Education

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B. Bible and Quran – and their implications on Indian / Global Education System.

Unit IV: Contemporary Philosophical Thought and Education 9 Hours

A. Philosophical issues : Existentialism and HumanismB. Analytic philosophy and its significance in educationC. Fundamentalism D. Conscientisation (Paulo Freire) E. Gandhi, Vivekananda, Tagore & J Krishnamurthy.

Unit V: Certain philosophical issues 9 Hours

A. Philosophy as theory and Education as practice :B. Curriculum and PhilosophyC. Methods of Teaching and PhilosophyD. Value Education and PhilosophyE. Educational Evaluation and PhilosophyF. Educational Management and Philosophy G. Naturalism and idealism H. Eclecticism in philosophy and Education : with reference to modernization

Activities:

Students will be preparing a term paper on any given topic in the syllabus (directly or indirectly related to the syllabus) by specifically referring to latest journal articles as well as well known references.

Mode of Transaction:

Lecture and Discussion

References:

Amaldass, A. (2001). Introduction to Philosophy. Chennai: SatyaNilayam Publications. Brubacher, J. (1962). Modern Philosophies of Education. McGraw-Hill Co. Butler, J. D. (1968). Four Philosophies and their Practice in Education and Religion (3rd Ed.)

New York: Harper and Row Publishers. Chakravarthy, D. K. (2000). Fundamental Questions of Epistemology and Metaphysics. New

Delhi: Omsons Publications. Chaube, S. P., andChaube, A. (2007). Philosophical and Sociological Foundations of Education.

Agra: VinodPustakMandir. Deota, N. P. (2012). An Insight into Educational Philosophy--An Indian Perspective. Germany:

Lap Lambert Academic Publishing.

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Deota, N. P. (2012). Effective Leadership Qualities. Germany: Lap Lambert Academic Publishing.Deota, N. P. (2012).Kaleidoscopic Views On Education. Germany: Lap Lambert Academic

Publishing.Dewey, J. (1963). Democracy and Education. New York: Mac Millan& Co. Kabir, H. (1961). Indian Philosophy of Education. Bombay: Asia Publishing House. Park, J. (Ed.) (1968). Selected Readings in the Philosophy of Education (3rd Ed.). London: The

Macmillan Company. Radhakrishnan, S. (1953). History of Philosophy : Eastern and Western (Vol. I and II). London:

George Allen &Unwin Limited. Sharma, R. N. (2000). Textbook of Educational Philosophy. New Delhi: Kanishka Publishers &

Distributors. Smith, P. G. (Ed.) (1970). Theories of Value and Problems of Education. London: University of

Illinois Press. Thakur, A. S. (1977). The Philosophical Foundations of Education. New Delhi: National

Publishing House.

EEA 2108 Sociological Foundations of Education (3 Credits)

Objectives:

To enable students to1. Understand the social context of education and its operational dimensions as a social sub-

system.2. Understand the role of education in a changing social context and critically analyse its

operational effectiveness in the context : problems and prospects.3. Provide an understanding of certain current problems and issues of education in the social

context.

Course Outline:

Unit I: Education and Society 12 Hours

1. Education as a process in the social system; a social activity2. Education as a social sub system; its characteristics; interrelationships between education and

other social sub-systems eg. economy, polity, culture, etc. 3. The context of societal and social groups for education

formation of different groups : sub groups in a nation and mutual pressures – the pressure groups in a society.

Impact on education.4. Education as a process of socialization

enculturation, acculturation formal, non-formal and informal modes

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Unit II: Sociological Functions of Education 3 Hours

Sociological Functions of Education as directed by the socio-political ideology of any given society functions of preservation of culture

transmission of culture reinterpretation of culture

Unit III: Education and Social Changes 12 Hours

1. Concept of social change : modernization development2. Factors affecting social change process

endogenous : exogenous factors nature and impact of the factors

3. Views on process of social change structural functionalism conflict theories

Unit IV: Role of education in a changing society: 3 Hours

Role of education in a changing society (with specific reference to Indian Society) education for development for modernization education as

a factor affecting social change a condition for social change an instrument of social change

problem of relevance of education in a changing context

Unit V: Certain Current Issues in the Context of Education and Society in India 15 Hours

keeping pace between educational change and social change. politicization of education : political control interference in institutional

administration; need and possibilities of autonomy of education. education and the goal of secularism. education as a potential equalizing social force : equality of educational opportunities. educating the masses : the needy and the disadvantaged sections; women’s education. nature of education and the impact of social reality on its content methodology and

organization : accountability and feasibility.

Activities:

Students will be preparing an assignment on any one of the above mentioned issues and make a presentation and submit the same in the form of an assignment.

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References:

Berger, P. L. (1966). Invitation to Sociology. London: Penguin Books.Berger, P. L., andLuckmann, T. (1967). The Social Construction of Reality. Allene Lane: The

Penguin Press (Set Book).Bhattacharya andSrinivas. (1962). Society and Education. Calcutta: Academic Publishers.Brookoner, W.B., andGottlieb, D. (1964). A Sociology of Education (2 Ed.).New York: American

Book Company. Carl H Gross, C. H., Wronski, S. P., and Hanson, J. W. (1962). School & Society. Boston: D.C.

Health & Co. Chitnis, S. (1974). Sociology of Education: A trend report in a survey of Research in Sociology

and Social Anthropology by ICSSR. Vol. II, p. 166-232. Bombay: Popular Prakashan (ICSSR).

Cosia, B.R. (1971). School and Society, Prepared “The School and Society Course Team at the Open University” in School and Society. London: The Open University Press.

Cox, W. L., and Mercer, B. E. (1961). Education in Democracy. New York: McGraw Hill.Donald A. H., and Joel, E. G. (1967). On Education – Sociological Perspectives. New York: John

Wiley and Sons Inc. Dukhiem, E. (1956). Education & Sociology. New York: The Free Press. Freedman, B. (1967). The College Experience. San Fransisco: Jossey-Bass Inc.Harris, E. S. (1965). Challenge and Change in American Education. California:McCutchan

Publishing Corporation. Levitas, M. (1974). Marxist perpectives in the sociology of education. London:

Routledge&Kangan Paul.Morris, I. (1978). The Sociology of Education - An introduction. London: William Cloves Limited. Moser, C.A., andCalton, G. (1979). Survey Methods in Social Investigation (2nd Ed.) California:

The English Language Book Survey & Heinemann Edl. Books. Musgrave, P. W. (1970). Sociology, History and Education-a reader. London: Methuen & Co.

Ltd.Nisbet, R. A. (1967). The Sociological Tradition. London: Heinemann.Ottaway, A. K. C. (1962). Education in Society: An introduction to sociology of education.

London: Routeledge and Kegan Paul Ltd. Parsons, P. (1951). The Social System. USA: Free Press.Premnath. (1957). The Bases of Education. Delhi: S. Chand & Co. Ruhela, S. P. (1969). Social determinants of Educability in India. New Delhi: Jain Brothers

Publishers.Schlechty, P. C. (1976). Teaching and Social Behaviour. USA: Allyn and Bacon, Inc.

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Shah, B. V. (1965). Sociology of Education - An attempt at definition and scope. Sociological Bulletin, XIV (2), p. 65.

Shukla, S. (1963). The Context of Education in Developing Societies. Delhi: CIE. Sieber, S. D., and Wilder, D. E. (1973). The School of Society. New York: The Free Press.Sprott, U. (1958). Human Groups. UK: Pelican Books.Swift, D. F. (1970). Basic readings in sociology of education. London: Routledge&Kegan Paul.Thirtha, T. (1974). Education and Society. Banglore: Centre for Educational Sociology.Tyler, W. (1977). The Sociology of Educational Inequality. London: Methuen and Co. Ltd.West, E. G. (1965). Education and the State. London: The Institute of Economic Affairs Ltd.

EEA 2208 Psychological Foundations of Education (3 credits)

Learning Outcomes:

The course is designed to 1. Orient the students with theoretical contributions of psychology in relation to process of

learning, development; 2. Enable the students to understand the conceptual background of theories of learning, group

dynamics, personality, development and adjustment; 3. Help the students to develop insights into educational implications of these concepts and

principles.

Course Outline:

Unit I: Schools of Psychology 7 Hours

A historical view of different schools of Psychology with specific reference to changing role of teacher and students: (i )Vedic school,(ii) Behaviourist school,(iii) Gestalt theories,(iv) Cognitive theories,(v)Humanistic school.

Unit II: Learning 7 Hours

Learning : Its meaning and nature, theories of learning and instruction with reference to classroom practice.A review of behaviourist’s theories-Classical conditioning, Operant conditioning, Konorski and Hebb proposition on coincidence of strength of bond,Eric Kendal- the cellular and molecular contributions to learning and memory.

Gestalt theories, Verbal meaningful learning-D.P.Ausubel,Gagne’s Theory of Instruction, Conditions of Learning,Cognitive Development-J.S.Bruner, Genetic epistemology and cognitive development-Jean Piaget,Vygotsky’s Social cognitive theory,Constructivist theory, Humanistic theory-Carl Roger,Information Processing theories

Educational implications with specific reference to

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(i) Learning capacity, (ii) Role of Practice in learning (iii) Motivation, (iv)Memory and forgetting, (v) Transfer of learning, (vi) Comprehension and insight.

Unit II: Motivation 5 hours

1. Motivation: Its meaning and importance. 2. Implications of theories of motivation in the context of learning and instruction. 3. Factors related to motivation such as

a. Information b. Social Factorsc. Emotional Factorsd. Family Influencee. Classroom Ethos

Unit III: Individual Differences 5 hours

(1)Concept of Individual differences (2)Role of Heredity and Environment in individual differences (3)Extent of individual differences and its measurement (4)Importance considering individual differences.(5)Implication of individual differences for organising educational programmes.

Classroom instructionExceptional children: Gifted, Slow learner, disabled

Unit IV: Group Dynamics in Instructional Setting 7 hours

1. Group : Its definition; types of groups with illustration2. Meaning of Group Dynamics, Group Properties and Group Characteristics3. Group Processes : Interaction, structure, cohesiveness, common motives and goals,

standardization of behaviour or norms.4. Class room as a group5. Different Techniques to study groups

Observation Sociometric Techniques Questionnaires Cumulative Records

6. Group conflicts and problem solving.

Unit V: Adjustment, Personality and Mental Health 14 hours

I Adjustment: (7 hours)1. Adjustment : Psychological Process

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2. Maladjustment, factors, responsible for maladjustment 3. Juvenile Delinquency – Remedial programme at school and community4. Role of Guidance and Counselling5. Adjustment as Art of Living

II Personality (5 hours) 1. Theories of Personality: (a) Psycho analytic theory, (b) Socio Psychological theory, (c) Field theory 2. Determinants of Personality 3. Measurement of Personality in Educational settings: Tools and Techniques.4. Concept of developing the whole person.

III Mental Health (2hours)

Activities/Practical:

1. Understanding group dynamics of higher secondary school students using different techniques and tools

2. Understanding group dynamics of B.Ed. students using different techniques and tools3. Understanding group dynamics of M.Ed. students using different techniques and tools4. Administration of personality test, its interpretation and report writing.5. Visit of observation home, juvenile home, Special education centers and reporting on its

structure and functioning.

Transaction Mode:

1. Lecture cum Discussion2. Brain storming3. Assignment- individual/ group assignment with its presentation4. Field trips5. Film show6. Case study

References:

Bany, M., and Johnson, L. (1964). Classroom Group Behaviour : Group Dynamics in Education. NewYork: The Macmillan Company.

Bigge, M. L. (1982). Learning theories for teachers (4th Ed.). New York: Harper & Row publications.

Dandapani, S. (2001). A Textbook of Advanced Educational Psychology (2nd Ed.). New Delhi: Anmol Publications Private Limited.

Dougall, W. (2004). A Textbook of Psychology (4th Ed.). New Delhi: Discovery Publishing House.

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Fontana, D. (1995). Psychology for Teachers (3rd Ed.), The British Psychological Society. London: The Macmillian in association with BPS books.

Furth, H. (1970). Piaget for Teachers, New Jersey: Prentice Hall Inc.Lipman, M. (2003). Thinking in Education. (2nd Ed.). New York: Cambridge University Press.Mangal, S. K. (1964). Psychological Foundations of Education. Ludhiana: Prakash Publishers.Mangal, S. K. (2007). Essentials of Educational Psychology. New Delhi: Prentice Hall of India,

Private Ltd.Mani, R. S. (2007). Cognitive Development Theory of Jean Piaget in Wholistic Perspective.

Recent Researches in Education and Psychology, I (II), 9-16. Mary, M. H. andHillix, W. A. (1973). System and Theory in Psychology. New York: Tata

McGraw Publishing Co.Maslow, A. (1968). Some Educational Implication of Humanistic Psychologist, Harvard:

Educational Review. Maslow, A. (1972). The further Researches of Human values. New York: Viking Press.Mehta, P. (1989). Understanding Classroom Behaviour: A Manual. New Delhi: NCERT. Mohan, A. (2004). Educational Psychology. New Delhi: Neel Kamal Publications Private

Limited. Oza D. J., andRonak R. P. (2011). Management of behavioural problems of children with

mental retardation, Germany: VDM publication.Papalia, D. E., and Sally, W. (1978). Human Development. New York: MacGraw Hill Publishing

Company.Saraswathi, T. S. (1999). Cultural Socialization and Human Development: Theory, Research and

Applications in India. A Sage Publications. Soary, J., andTeleford, C. (1964). Dynamics of Mental Health, the Psychology of Adjustment.

Boston: Allyn and Bacon Inc.Spinthal, N. andSpinthal, R. C. (1990). Educational Psychology (5th Ed.) New York: MacGraw

Hill Publishing Company. William, C.M., andWingo, G. M. (1962). Psychology and Teaching. (2nd Ed.) Chicago: SCOH,

Foresman and Company.

EEA 2209 Historical Foundation of Education (3 Credits)

Objectives:

The course is designed to 1. To enable the students to develop knowledge and understanding of the history of

education.2. To enable the students to understand the historical foundation of education as manifest in

the historical documents such as the reports of different commissions and committees.

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3. To acquaint the students with the different aspects of growth of the national system of education.

4. To acquaint the students with the educational development at different levels as well as some special aspects of it.

Course outline:

Unit I: Framework for the historical foundation of education 9 Hours

Need and importance of Historical foundation of Education. Education in Ancient India. Education in Medieval India. Discontentment against western system of education. National Educational Movement Basic Education Movement

Unit II: Elementary Education 8 Hours

Elementary Education

1. Survival of indigenous elementary institutions such as ‘pathshalas’, ‘maqtabs’ 2. Development of elementary education

o Recommendation of different committees and commissions. o Efforts to introduce compulsion : Gokhale’s attempt; introduction of compulsory

primary education in the State of Baroda, constitutional provision; primary education under the plans.

o Problems of universalisation of primary education.

Unit III: Secondary Education 8 Hours

1. Recommendations of different committees and commissions on Secondary education2. Progress of secondary education under the current plan.3. Problems of secondary education in India: Language, Curriculum, Teaching Personnel,

Student Indiscipline, Administrative and financial aspect.

Unit IV: Higher Education 10 Hours

1. Origin of modern universities in India. 2. Types of University in India: State University, Central University, Unitary University,

Affiliated University, Deemed University3. Expansion and progress of higher education: University Grants Commission;

Recommendations of different Committees and Commissions; Distance education; Higher education under the current plan.

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4. Problems of Higher Education: Language; Students’ unrest; job-oriented curricula; linkage of university with environment, privatization, fee structure, shortage of teachers

Unit V: Some Special Aspects of Education 10 Hours

1. Vocationalization of education : (i) Meaning and concept(ii) Views of different committees and commissions(iii) Problems of Vocationalisation

o Linkage of education with employmento Need for proper manpower planning o Development of suitable curriculao Supply of properly trained personnel o Attitude towards vocational training.

2. Women’s Education(i) Status of women’s education before independence.(ii) Views of committees and commissions(iii) Problems of women’s education.

Activities:

1. Critical analysis of the contribution made by educational reformers.2. A survey of the problems faced by Primary, Secondary schools and the Higher education

institutions.3. A survey of the emerging vocational requirements of the society.


Lecture, Discussion, Case study, Projects, Assignments

References:

Aggarwal, J.C. (2004).Development of Education System in India. New Delhi: Shipra.Aggarwal, J.C. (2004).Modern Indian Education. New Delhi: Shipra. Sharma, R.L. (2006).Comprehensive History of Modern Education. New Delhi: Cyber TechPublications.Report of the Education Commission (1964-66).Education and National Development. New Delhi: NCERT.Indian Year Book on Education (Elementary Education). (1964) New Delhi: NCERT.Report of the Secondary Education Commission (1952-53) Ministry of Education and Social Welfare. New Delhi: Government of India.

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Report of the University Education Commission (1948-49) Ministry of Education: Government of India.

Banerjee, J.P. (1979).Education in India: Past, Present, Future. Calcutta: Gupta and Co (Pvt.) Ltd.

Basu, A.N.(1947).Education in Modern India. Calcutta: Orient Book Co. Shrivastava, B.D. (1963).The Development of Modern Indian Education. Calcutta: Orient

Longmans. Desai, D.M.(1957).A Critical Study of Primary Education in India. Baroda: The M.S. University.Dongerkery, S.R.(1955).Thoughts in University Education. Bombay: Popular Book Depot. Kabir, H. (1959). Education in New India. London: Allen &Unwin Ltd. Keay, F.F. (1973). A History of Education in India and Pakistan.Calcutta:Oxford University

Press. Mukherjee, L. (1975). Comparative Education. Bombay: Allied Publishers. Mukherjee, S.N. (1964).Education in India, Today and Tomorrow. Baroda:Acharya Book Depot.Mukherjee, S.N. (1966). History of Education in India (Modern Period). Baroda:Acharya Book

Depot. Naik, J.P.(1965).Educational Planning in India. Bombay :Allied Publishers. Naik, J.P. (1965).Elementary Education in India (The Unfinished Business). Bombay: Asia Publishing House. Nurullah, S. and Naik, J.P.(1975).A Student’s History of Education in India (1800-1961)

Revised Fourth Edition. Bombay:MacMillan and Co. Ltd. Panikkar, K.M.(1963). The Foundations of New India. London: Allen and Unwin.Saiyuddin, K.G.(1962).Problems of Educational Reconstruction. Bombay:Asia Publishing

House. Sharma,S.(2005).History and Development of Higher Education in free India. Jaipur; ABD

Publishers. Shrimali, K.L.(1961).Problems of Education in India. New Delhi: Publications Division.

Govt. of India. Shrimali, K.L. (1965).Education in Changing India. Bombay:Asia Publishing House.Singh, B.P. (1990). Aims of Education in India. New Delhi: Ajanta Publication.

EEA 2109 Methodology of Research in Education (I) (3 Credits)

Objectives:

At the end of this course, students will be able to Understand meaning and types and research in Education.

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Understand various types of research and approaches for qualitative and quantitative research in education.

Identify research problem along with its specification in terms of objectives, hypothesis, definitions, variables and delimitations.

Understand about probability and non probability sampling design. Understand and design various tools of research.

Unit I: Meaning & types of research. 06 hours

1.1 Educational research: Nature and characteristics.1.2 Types of research : Basic Applied and Action Research.1.3 Qualitative and Quantitative research - meaning and characteristics. 1.4 Steps of research in qualitative & quantitative research.

Unit II: Identification & Specification of research problem. 10 hours

2.1 Various sources to identify research problem.2.2 Meaning and types of variables 2.3 Criteria to identify research problem.2.4 Stating objectives, hypothesis, Operational definitions, explanation of terms and

delimitation. 2.5 Role of review of related literature is education research.

Unit III: Approaches of qualitative and quantitative research 12 hours

3.1 Quantitative: experimental, Survey, Developmental, correlational, Historical.3.2 Qualitative Research : Case Study, Ethnography, Phenomenology.

Unit IV: Sampling in Education Research 06 hours

4.1 Probability sampling Random sampling Stratified sampling Cluster sampling Systematic sampling Multistage sampling Multi phase sampling

4.2 Non probability sampling Convenient sampling Purposive sampling Quota sampling

4.3 Sampling in qualitative research : Theoretical sampling, Intensity sampling, criterion sampling, homogenous sampling.

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(Unit will be discussed with meaning of population, Sample, representative sample, Bias sample, Standard Error of mean and sample size).

Unit V : Tools of research 11 hours

5.1 Characteristics of tools: Reliability, Validity and Usability.5.2 Questionnaire, Interview, observation, checklist, rating scale, sociometric

techniques, Standardized tests. (This unit will be discussed keeping qualitative and quantitative research. Focus will be on concept, design, strength and limitation).


Lecture, Lecture cum discussion, group work on problem identification, writing objectives, identification of variables, writing hypotheses.

Activities:

on the selected topics students will be formulating objectives, hypotheses Students will review related literature based on their area of research

Note: Designing and Developing Research Proposal is three credit practical work course which will be done separately by students.

References :

Best, J.W., and Kahn, J.V. (2009). Research in Education. New Delhi: Prentice Hall of India Pvt. Ltd.

Bogdan, R., and Taylor, S.L. (1975).Introduction to qualitative Research Methods. New Delhi: John wiley and sons.

Creswell, J.W. (2011). Educational Research : Planning, conducting, and Evaluating, Quantitative and Qualitative Research. New Delhi : PHI learning Pvt. Ltd.

Flick, U. (2012).An Introduction to Qualitative Research. London: Sage Publication.Fox, D.J. (1969).The Research Process in Education. New York: Holt Rinchart and winstoninc.Gay, L.R., Mills, G.E., and Airasian, P. (2009). Educatinal Research. Competencies for Analysis

and Applications. New Jersy: Merrill and Pearson.Ghose, B.N. (1969).Scientific Method and social Research. New Delhi: Sterling publisher Pvt.

Ltd.Graziano, M., and Raulin, M. (1980). Research Methods, A process of Inquiry. New York:

Harper and Row.Keeves, J. P. (Ed.) (1990).Educational Research Methodology and Measurement: An

international Handbook. New York: Pargamon Press.

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Kerlinger, F.N. (1967). Foundations of Behavioural Research, Education and Psychological Inquiry. New York: Richard and Winston.

Lovell, K., and Lawson, K.S. (1970).Understanding Research in Education. London : University of London.

Mouly, G.T.(1963).The Science of Educational Research. New Delhi: Eurasia Publishing House.Singh, K.(2001).Methodology and Techniques of social Research. New Delhi: Kanishka

publishers.Travers, R.M.(1969).Introduction to Educational Research. London: Macmillan Publishing co.Tuckman, B.W.(1972).Conducting Fundamental Research. New York: Harcourt Brace

Javonovich Inc.Van, D.B., and Meyer, W.J. (1962).Understanding Educational Research: An introduction.

New York: Mcgraw Hill Book Company.Yadav, M.S., and Mitra, S. K. (1989).Educational Research, Methodological Perspectives.

Baroda: CASE, The M.S. University.

EEA 2210 Methodology of Educational Research (B) (3 Credits)

Objectives:

1. To develop understanding and skills in using various quantitative and qualitative techniques of data analysis.

2. To develop understanding and skills to interpret a given set of data after analysis.3. To develop competencies in Research Reporting.4. To develop abilities to understand Research when reported.5. To critically examine certain issues which make Educational Research a challenging task.

Course Outline:

Unit 1: Descriptive Statistics 12 Hours

Data and types of data, Scales: Nominal, Ordinal, Interval and Ratio Data tabulation, Frequency distribution, and Graphical Representation Measures of Central Tendency and Variability Percentile, Percentile Rank, Ogive and Standard Score Normal Probability Curve and its properties, Deviation from normality and

underlying causes, concept of skewness and kurtosis. Linear correlation, Product-Moment Correlation, Rank Order Coefficient of

Correlation, Meaning and interpretation of these coefficients. (Major focus is on its concept and application)

Unit 2: Inferential Statistics 6 Hours

Meaning of Inference

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Central Limit theorem and its need standard error of mean degreee of freedom levels of confidence concept of confidence interval (fiduciary limits) type I and type II error

Unit 3: Parametric and non-parametric tests 16 Hours

Parametric testo Meaning and assumption for parametric testo t test, ANOVA, ANCOVA, correlation and regression (its concept and

application) Non Parametric test

o Meaning and assumption for non-parametric testo chi square testo The Mann Whitney Testo Median Test, Spearman rho

Unit 4 Techniques of qualitative data analysis 7 Hours

Content Analysis Classification Categorization Triangulation Frequency and Percentage Analysis Trend Analysis Utilization of corroborative evidences Use of computer in data analysis ( Use of SPSS and Anthropacketc)

Unit 5: Writing of Research Report 4Hours

Mechanics of Reporting Quantitative and Qualitative Researcho Formato Language o Styleo Bibliography/Referencingo Appendix

Variation in the scheme of Reporting

Activities:

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Assignment Analysis of Dissertation/Thesis Presentation on Issues and Concerns


Lecture, Discussion, Assignment, Projects, Problem Solving

References:

Aggarwal, Y.P. (1998). Statistical Methods Concept, Application and Computation. New Delhi: Sterling Publishers (Pvt.) Ltd.

Creswell, J.W. (2011). Educational Research: Planning, conducting, and Evaluating, Quantitative and Qualitative Research. New Delhi: PHI learning Pvt. Ltd.

Flick, U. (2012).An Introduction to Qualitative Research. London: Sage Publication.Garrett, H.E. (1966).Introduction to Statistics in Psychology and Education. New York:

Longman’s Green and Co.Gay, L.R., Mills, G. E., and Airasian, P. (2009). Educational Research. Competencies for

Analysis and Applications. New Jersy: Merrill and Pearson.Guilford, J.P. (1978).Fundamentals of Statistics in Psychology and Education. New York:

Mcgraw Hill Series.Kerlinger, F.N. (1967). Foundations of Behavioural Research, Education and Psychological

Inquiry. New York: Richard and Winston.

B. ELECTIVES

Group A: Educational Measurement and Evaluation

This optional group of courses is meant for those M.Ed. Students who would like to specialize in different aspects of Educational Measurement and Evaluation. The courses included in this group have been formulated in such a way that they provide the student with current knowledge and

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skills related to evaluation and also equip him with abilities needed for carrying out scientific research in the field of education. The treatment of different topics under these courses would be such that emphasis would be placed to a greater extent on developing conceptual knowledge and application ability than on practicing computational skills. In each of the courses certain practical activities have been specified in order that the student can see the relevance and applicability of the concepts and skills under real situations.

The group consists of four courses. The first course entitled Educational Evaluation deals with certain basic concepts and issues in organizing and conducting evaluation programme. The second course, Standardization of tools of measurement focuses on the meaning and process of standardization. This course is devoted fully to cover in detail various steps involved in the standardization procedure. The third course entitled - Personality and measurement deals with concepts and problems involved in personality and measurement. It specifies various approaches and techniques adopted for measuring different aspects of human personality, viz. attitude, interests, and abilities. The fourth course entitled Advanced Statistics and Experimental Design encompasses concepts and use of advanced level statistical techniques as well as selected designs of experiments in education.

EEA 2115 Educational Evaluation (3 Credits)

Unit I: 15 Hours

(i) Concept of Educational Evaluation & Measurement(ii) Meaning of Educational Objectives, Learning Experiences and Learning outcomes(iii) Steps for the process of Evaluation(iv) Difference between Measurement and Evaluation (v) Characteristics of Evaluation(vi) Uses of the Results of Evaluation Report(vii) Characteristics of the Evaluation(viii) Scales of Measurement : Ordinal , Nominal, Interval and Ratio scales

Unit II 12 Hours

(i) Formative and Summative Evaluation(ii) Norm-referenced and criterion referenced testing(iii) Concept of Mastery Learning(iv) True scores and Errors of Measurement(v) Marks and Grades(vi) Standard Scores-Z-Scores, T-Scores, and Stannie Scores

Unit III: 6 Hours

(i) Concept of a Question Bank

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(ii) Mechanics of Developing a Question Bank(iii) Need for variety of tools and techniques in the Question Bank

Unit IV: 5 Hours

(i) Different types of Norms and their uses-standard Score Norms, Percentile Norms grade Norms and Age Norms.

(ii) Use of profile in Evaluation

Unit V: 7 Hours

(i) Concept of Internal and External Assessment & their merits and demerits. (ii) Evaluation of Group Processes, Assignments, Seminar presentations.

(iii) Teachers’ Performance Appraisal Including Students Ratings.

Practical Work:

Any one of the following:(i) Writing items for a Question Bank(ii) Preparation of a Profile(iii) Study of different patterns of Internal Assessment(iv) Study the different patterns of External Assessment(v) Study the merits and demerits of Internal and External Assessment



EEA 2116 : Standardisation of Measurement (3 Credits)

Unit I: Meaning of a standardized test and standardization of tools 3 hours

Unit II:Need of standardization of tools of measurement. 3 hours

Unit III:Steps involved in developing a standardized test 22 hours

(i) Definition of the construct to be measured(ii) Operationalising the Construct(iii) Target group specification(iv) Developing the pool of items(v) Item editing-Item content and form(vi) Item selection through sample try out

Sample selection Administering the test items

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Item Analysis-item Difficulty, Discriminative value etc. Selection of items-Deciding the criteria for selection of items and selecting the items

following the same.(vii) Establishing the psychometric properties of the final form (i) Reliability (ii) Validity(viii) Test Manual

Unit IV: Interpretation of test scores 7 Hours

Unit V: Standardization of other tools of measurement (such as observation schedules, rating scales etc.) 10 Hours

Practical Work:

(i) Administration of any one standardized tool and reporting about the tool in a comprehensive way.

(ii) Carrying out item analysis on a given set of items and corresponding scores.

EEA 2217 : Personality and Measurement (3 Credits)

Unit I: 10 hours

Meaning of Personality , Structure of Personality – different models, Personality variables relevant to Educational settings.

Unit II: 10 hours

Measurement of Abilities-Intelligence, Aptitude, Achievement etc.

Unit III: 11 hours

Measurement of Attitudes-Equal Appearing Interval Scales, Summated Rating, Other techniques and their limitations.

Unit IV: 8 hours

Measurement of Interests- Rational Approach, Empirical Approach

Unit V: 6 hours

Use of Projective Techniques for measuring personality variables

Practical Work:

(i) Administration of a standardized tool of measurement and reporting.

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(ii) Comparative analysis of two standardized tools for measuring a particular personality variable.



EEA 2218 : Advanced Statistics and Experimental Design (3 Credits)

Unit I: 10 Hours

Biserial and Point-Biserial correlation; Tetrachoric partial correlation, canonical Correlation, Regression and Prediction- linear and multiple

Unit II: 11 Hours

Concept of Variance: Partitioning of variance; Anova as a technique of multi-variate analysis; Use effects; One way analysis, and multiple way analysis. Analysis of Covariance; Application of ANOVA and ANCOVA techniques in experimental and other types of educational research.

Unit III: 11 HoursMeaning and purpose of Factor Analysis; Correlation Matrix, Geometrical interpretation of factors; Different approaches to extract factor Loading, Commonality and Rotation. Interpretation of factors.

Unit IV: 7 HoursDifference between Parametric and Non-Parametric techniques, Assumptions in the use of Non-Parametric techniques, Sign test, Median test, Chi-square , Spearman’s rho, contingency coefficient, Application of Non-parametric techniques in Educational research.

Unit V Experimental Designs 6 Hours

Dependent and Independent variables, Experimental variables (Treatment), Controls in experimentation; Randomization, Replication, Equivalence of groups. Certain illustrative designs of experiments-pre experimental quasi-experimental, and experimental, Efficiency of an experimental design, External and Internal sources of Validity.

Practical Work:

Exercises involving data processing including computation of a few statistical indices and interpreting the results obtained.


32


References:

Adams, G. S. (1964). Measurement and Evaluation in Education, Psychology and Guidance. New York: Rinehart and Winston.

Anastasi, A. (1968). Psychological Testing (3rd Ed). New York: Macmillan.Bloom. (1971). Handbook on Formative and Summative Evaluation of Student Learning. New

York: McGraw Hill.Child, D. (1970). The Essentials of Factor Analysis. London: Holt, Rinehart and Winston.Dayton, C. (1970). The Design of Education Experiment. New York: McGraw Hill.Edwards, A. (1968). Experimental Design in Psychological Research (Revised Ed.). New Delhi:

Amerind Publishing Co (Pvt.) Ltd.Edwards, A. (1969). Techniques of Attitude Scale Construction. New York: McGraw Hill.Elwey, W., and Livingstone. (1972). External Examinations and Internal Assessments. New

Zealand: Willington.Feguson. (1971). Statistical Analysis in Psychology and Education (3rd Ed.). New Delhi:

McGraw Hill.Freeman, F. (1971). Theory and Practice of Psychological Testing (3rd Ed.). New Delhi: Oxford

and IBH. Fruchter. (1954). Introduction Factor Analysis. New York: Benjamin Norstand Co. Garret, H. E. (1969). Statistics in Psychology and Education (5th Ed.). Bombay: Vakils, Feffers

and Simons.Guilford, T. P. (1965). Fundamental Statistics in Psychology and Education. New York:

McGraw Hill.Wright, S., and Justman, R. (1964). Evaluation in Modern Education. New Delhi: Eurasia

Publishing House Ltd. Yadav, M. S., and Govinda, R. (1977). Educational Evaluation - A Package of Auto instructional

Material. Ahmedabad : Sahitya Mundranalaya.

Group B: Educational Administration

M.Ed. with Educational Administration, as a specialized area aims at preparing students planning to be Educational administrators and managers. They shall be helped to understand principles and practices of different components of the school organizational management. For these students, principle and theories of Educational Administration, concepts and practices of supervision, educational planning and finance, personnel administration and human relations,

33

administration of innovation in education, some communication skills and the broad aspects of Gujarat Secondary Education Act are essential to be effective administrators. After having completed this course, they have to pass the major part of their professional life as a custodian or sub custodians of schools. It is therefore decided to impart the instructions by teaching the following four courses:

B 611 : Principles of Educational AdministrationB 612 : Educational Planning and Finance B 613 : Educational Administration in India : Present practices and issues B 614 : Personnel Administration and Human Relations in Educational Administration

EEA 2117 : Principles of Educational Administration(3 credits)

Objectives:

To enable students to : 1. To impart knowledge of the concept of Educational Administration and concepts underlying

Educational Administration.2. To provide knowledge and understanding of development of thought in Administration.3. To facilitate the study of Educational Administration through its processes, its responsibility

areas and the requisite skills.4. To provide for critical thinking in certain relevant areas of Educational Administration.

Course Outline:

Unit I: Concept of Educational Administration 5 Hours

Related concepts: Organisation, Structure, Management. Definitions of Educational Management

Unit II: Development of thought in Administration and Implications in Educational Administration 15 Hours

1. Scientific Management : F.W Taylor2. Bureaucratic Model : Max Waber3. Human Relations and Human Resources Model : Eltan Mayo4. Political and Decision making model5. Contingency Model

Unit III:Educational Administration as a Process 10 Hours

Planning, Organizing, Staffing, Co-ordinating, Directing, and Controlling. The importance of communication and Decision making.

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Unit IV: Administrative Skills 5 Hours

Task / Responsibility Areas Administrative Skills--- Conceptual, Human, Technical

Unit V: Issues in Educational Administration 10 Hours

Comparison with Industrial Management. The Accountability Factor Existing research and needed study areas.

Activities:

To study management practices prevailing in secondary schoolsTo study the decision making process of school principals.To study principal’s Humane Skills.


Lecture, Discussion, Presentation, Seminar, School visit, Group Activities

References:

Callahan, R.C. (1962).Education and the Cell of Efficiency. Chicago: Chicago University Press. Campbell ,T. et.al.(1965). The Social Sciences View School Administration. Prentice Hall Inc.

Englewood Cliff.Campbell, R. F., and Russel, T. G. (1967). Administrative Behaviour in Education. New York:

Harper and Row.Charters, W. et.al. (1965). Perspectives on Educational Administration and the Behavioural

Sciences. Centre for the Advanced Study of Educational Administration. Oregon: University of Oregon.

Coldaree, A. P., and Getzel, J. W.(1955). The Use of Theory in Educational Administration. Stanford University: University Press.

Deota, N. P. (2012). Effective Leadership Qualities. Germany: Lap, Lambert Academic Publishing Deota, N. P. (2012). Kaleidoscopic Views On Education. Germany: Lap, Lambert Academic

Publishing Deota,N.P. (2012).An Insight Into Educational Philosophy--An Indian Perspective. Germany:

Lap, Lambert Academic Publishing.Griffiths,D. E.(1959).Administrative Theory. New York: Appleton Century Crofts.Halpin, A. W.(1966). Theory and Research in Administration. London: MacMillan.Knight,E.W.(1967). Reading in Educational Administration. New York:Henry Holl and Co.Lane, C., and Mohanan (1967). Foundation of Educational Administration. New York: Henry

Holl and Co.

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Lulla, B.P. Research in Educational Administration Department of Educational Administration. Faculty of Education and Psychology, Baroda:The M.S. University.

Mathur, S.S.(1969).Educational Administration – Principles and Practices. Jallander: Krishna Press.

Mineas, J.B. (2006).Organisational Behaviour I: Essential theories of motivation and leadership. New Delhi: Prentice Hall.

Mineas, J.B. (2006).Organisational Behaviour II: Essential theories of motivation and leadership. New Delhi: Prentice Hall.

Mukherji,S.N. (1970).Administration of Educational Planning and Finance, (Theory and Practices). Baroda: Acharya Book Depot.

Parsons, T., and Shills, E. (eds.). Towards a general Theory of Action. Cambridge: Harvard University Press.

Robbins, P.S. (2004).Organisational Behaviour Tenth Ed. New Delhi : Prentice Hall.Simon, H. A. (1951).Administrative Behaviour. New York: Mac Milan Publishing.

EEA 2118 : Educational Planning and Finance (3 Credits)

Objectives:

1. To acquaint the students with the concepts, nature, principles and procedures, approaches, administration and organization of educational planning.

2. To keep them precisely informed about the educational planning in India. 3. To acquaint them with the theory and practices of finance.4. To give them understanding of financing of education in India.

Course Outline:

Unit I: The Concept and Nature of Educational Planning. 12 hours

(i) The Need and Importance of Educational Planning(ii) The Goals of Educational Planning (iii) Approaches to Educational Planning (a) Social Demand Approach, (b) Manpower

Approach, (c) Rate of Return Approach.

Unit II: Administration and Organization of Planning. 9 hours

(i) Administrative Machinery : (a) National (b) State level (c) District level (d) Block level and (e) Institutional level.

(ii) The Planning Process and Procedure.(iii) Factors influencing in determination of priorities in Planning.(iv) Need-based Data for Educational Planning.

Unit III: Educational Planning in India 10 hours

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(i) Early Attempts – Wardha Scheme of Education & Sargent Report on Education and their implications for post-independent educational Planning.

(ii) Post – Independence Planning :(a) National Development Council (b) Planning Commission and State Planning Boards(c) Five Year Plans in India – Perspective Planning

Unit IV: Educational Finance 8 hours

(i) Importance of Financing of Education (ii) Role of Government – Central, State, Local(iii) Types of Educational Expenditure: Types: Developmental Expenditure and Maintenance Expenditure (Meaning)(iv) Concept of Cost of Education and Expenditure on Education(v) The Determinants of Expenditure on Education (vi) Theory and Practice of Financing Education : (a) Planning, (b) Budgeting, (c)

Control of Funds

Unit V: Financing of Education in India 6 hours

i. Sources of Finance ii. Grant-in-Aid Policy in Education

Practical Activities:

Critical analysis of five year plans Critical account of Educational Planning in India. Study grant in aid policy in grant-in-aid schools Study of sources of finance in different types of schools Study the Expenditure on Public Education in India

Transactional Mode:

Lecture Method Discussion Seminar Group Activities

References:

Beaby,C.E.(1967).Planning and Educational Administration. UNESCO. Burgess, T.R et. al.(1968).Manpower and Education Development in India (1961-86).

Edinburgh: Oliver and Boyd.Fletcher, B.A.(1963). Planning of Education. New York: Institute of Education.Griffiths, V.L.(1962).Educational Planning. London:Oxford University Press.Harpinson, F. (1964) Education Manpower and Economic Growth. New York: McGraw Hill.Harry,J. H.(1973).Educational Planning, Programming, Budgeting: A System Approach. New

Jersey: Prentice Hall Inc.

37

Introduction to Educational Planning. (1968).Asian Institute of Planning and Administration. New Delhi.

John, R.L., and Morphat.(1964).Financing the public school. New Jersey: Englewood Cliffs. Lyons, R.F. (1967).The Fundamentals of Educational Planning, (No.21 and 22). International

Institute of Educational Planning: UNESCO.Mckerinan,K.R.(1973).Realistic Educational Planning.UNESCO.Mishra, A. (1967).The Financing of India. Bombay: Asia Publishing House.Mukerji, S.N.(1970).Administration of Education Planning and Finance (Theory and Practice).

Baroda: Acharya Book Depot. Musgrave, R.A. (1959).Theory of Public Finance, A Study of Public Economy. New York:

McGraw Hill. Naik, J.P. (1965).Educational Planning in India. Bombay: Allied Publishers. Platt,W. J.(1960).Research for Educational Planning. UNESCO. Rao, V.K.(1961).Education and Human Resource Development. Bombay: Allied Publishers. Singh, B. (1967).Education as Investment. Delhi: MeenakshiPrakashan. UNESCO. (1963). Economic and Social Aspects of Planning. Paris.

EEA 2219 : Educational Administration in India: Present Practices and Issues(3 Credits)

Objectives of the Course:

To enable students1. Understand the organizational dimensions of the educational system in India.2. Become conversant with the different sub-structures operating within the educational

system and their interrelationships.3. Gain knowledge of the historical development of administration and management of

education in India.4. Critically examine the present administrative/managerial practice and the issues related.

Course Outline:

Unit I: Educational Organization in India 13 Hours

Structural details. Interrelationships between sub-structures Emerging substructures: implications-- Non-formal Education, Open University system,

Correspondence Education, &NavodayaVidyalaya . Expected roles of special agencies in education: UGC, NCERT, ICSSR, NCTE and

NAAC

Unit II: Educational Administration in India: A historic view 8 Hours

Colonial period Developments during freedom movement

38

Types of UniversitiesThese will be dealt with specific reference to the different commission and committees and their implications to operational dimensions/ administrative practices.

Unit III: Critical Analysis of Post Independence developments in Educational Management 8 Hours

Recommendations of different Committees since 1947—University Commission and Kothari commission.

The educational policies : 1968 and 1986 The relevance of the process of policy making in educational management--

Appropriateness, suggested changes, extent of implementation and its effectiveness.

Unit IV: Critical issues in Effective Management of Education 8 Hours

Management structure at University level and structural constraints. Accountability Autonomy

Unit V: Process of Policy Making 8 Hours

Concept of Governance and Management Priorities for research

Activities:

Critical Analysis of different committees and commissions on Educational Administration Study of Structure and sub-structure of different educational institutions.\ Study the contribution of different autonomous organizations in Educational Administration

in India.


Lecture, Group work, Discussion

References:

Callahan, R.C. (1962).Education and the Cell of Efficiency. Chicago: Chicago University Press. Campbell ,T. et.al.(1965).The Social Sciences View School Administration. Prentice Hall Inc.

Englewood Cliff.Campbell, R. F., and Russel, T. G. (1967). Administrative Behaviour in Education. New York:

Harper and Row.

39

Charters, W. et.al. (1965). Perspectives on Educational Administration and the Behavioural Sciences. Centre for the Advanced Study of Educational Administration. Oregon: University of Oregon.

Coldaree, A. P., and Getzel, J. W.(1955).The Use of Theory in Educational Administration. Stanford University: University Press.

Deota, N. P. (2012). Effective Leadership Qualities. Germany: Lap, Lambert Academic Publishing Deota, N. P. (2012). Kaleidoscopic Views On Education. Germany: Lap, Lambert Academic

Publishing Deota, N. P. (2012). An Insight Into Educational Philosophy--An Indian Perspective. Germany:

Lap, Lambert Academic Publishing. Griffiths,D. E.(1959).Administrative Theory. New York: Appleton Century Crofts.Halpin,A. W.(1966). Theory and Research in Administration. London: MacMillan.Knight,E.W.(1967). Reading in Educational Administration. New York:Henry Holl and Co.Lane, C., and Mohanan (1967).Foundation of Educational Administration. New York: Henry

Holl and Co. Lulla, B.P. Research in Educational Administration Department of Educational Administration.

Faculty of Education and Psychology, Baroda:The M.S. University.Mathur, S.S.(1969). Educational Administration – Principles and Practices. Jallander: Krishna

Press. Mineas, J.B. (2006).Organisational Behaviour I: Essential theories of motivation and

leadership. New Delhi: Prentice Hall. Mineas, J.B. (2006).Organisational Behaviour II: Essential theories of motivation and

leadership. New Delhi: Prentice Hall. Mukherji,S.N. (1970).Administration of Educational Planning and Finance, (Theory and

Practices). Baroda: Acharya Book Depot. Parsons, T., and Shills, E. (eds.)Towards a general Theory of Action. Cambridge: Harvard

University Press.Robbins, P.S. (2004).Organisational Behaviour Tenth Ed. New Delhi: Prentice Hall.Simon, H. A. (1951).Administrative Behaviour. New York: Mac Milan Publishing.

EEA 2220 Personnel Administration and Human Relations in Educational Administration (3 Credits)

Objectives:

The course will enable students to :- 1. Gain knowledge of the concept and processes of personnel management in education.2. Understand the scope of personnel management in terms of maintenance and renewal

dimensions within an educational organization.3. Understand the concept and processes of performance management and performance

appraisal within an educational organization.

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4. Understand the concept and processes of supervision within educational organization.

Course Outline:

UNIT 1: Concept of Personnel Management in Educational Organization 10 Hours

1. Concept of Personnel Management in Education2. Relevance of Personnel Management in education3. Personnel Management Process:

Procurement (Recruitment, selection, placement) Development Compensation Integration Maintenance Seperation

4. Characteristics of Educational Personnel

UNIT 2: Development of Educational Personnel11 Hours

Professional Development Programmes Conferences, Seminars, Symposium, Workshop Self Actualisation of Educational personnel

UNIT 3: Motivation for Personnel Administrators6 Hours

Meaning and Concept Objectives of Motivation Types of Motivation Motivation Process Different Theories of Motivation:

o Maslow Hierarchy of Needso Mclleland

Strategies of Motivating Educational Personnel

UNIT 4: Performance Management and Performance Appraisal 10 Hours

1. Need and Importance of Performance Management2. Meaning and concept of Performance Management 3. Performance Management Process4. Meaning and concept of Performance Appraisal5. Appraisal Process 6. Appraisal Methods

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UNIT 5: Educational Supervision 8 Hours

1. Meaning and Nature2. Functions 3. Planning, Organizing and Implementing Supervisory Program4. Issues and challenges in Educational Supervision

Activities:

Case studies on performance Appraisal systems in schools. Case studies on Supervisory Practices in Schools.


Lecture, Discussion, Case study, Visit of Institutes, Projects, Assignments

References:

David, A.D., and Stephen, P. R. (1997).Personnel/Human Resource Management. New Delhi: Prentice Hall of India.

Dessler, G. (2005).Human Resource Management. New Delhi: Pearson Prentice Hall.Edwin, F. (1984).Personnel Management . New Delhi: Mac Graw Hill.Kohli, A. S., and Deb,T. (2008). Performance Management. New Delhi: Oxford University Press.Pattnayak, B. (2005).Human Resource Management. New Delhi: Prentice Hall of India (Pvt.)

Ltd.Rao, T.V. (1999). Appraising and Developing Managerial Performance. New Delhi: Excel

Books.Saiyadain, M. (2003).Human Resource Management. New Delhi: Tata Mac. Graw Hill

Publishing Co. Ltd.Singh, N.K. (1999).Human Resource Management. New Delhi: Excel Books.

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GROUP C: HISTORY OF EDUCATION

Introduction:

M.Ed. Students opting for this area of specialization would require to study different aspects of the history of educational developments in India and abroad. The courses under this group have been formulated in such a manner that the students have to examine in greater detail and depth the educational ideas, institutions and practices which have evolved in the process of historical development of the system of education in the world as a whole and that in India and certain other countries in particular. The treatment of different topic under these courses should be such that emphasis would be placed to a greater extent on interpretation of education thoughts and developments in the perspective of contemporary socio-cultural realities than on chronological descriptive account of events and contribution of individual personalities at a particular period of history.

This group comprises four courses : In Course C-611 viz. History of Educational Thought, the students would study the educational Thought, the students would study the educational ideas, institutions and practices in the western countries as well as India in the perspective of their historical development. In this course contents cover ancient through modern period in respect of western countries while in case of India content coverage takes into account ancient and medieval periods. Course C-612 viz History of Education in India : Modern Period (up to 1947) deals with educational developments in the modern period upto independence. In Course C - 613 viz Recent Trends and issues in Indian Education the topics under different units would bring to focus the educational trends and issues in the post-independence India. Course C 614 viz Education in other Countries mentioned and study the significant features of the system of education in these countries in the perspective of their historical development.

Instruction under each of the four courses would be organized through (i) lecture (ii) discussion sessions (iii) library study.

The practical work under each course would be organized by giving suitable assignments to the students. The specific task or activity under assignment would be decided by the teachers in charge of instruction of the course.

EEA 2119 : History of Educational Thought (3 Credits)

Unit I: 12 Hours

A. Perspective and Prospect1. Approach to the study of history of education

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2. Focus on exposition and interpretation than mere description of educational thoughts and developments

3. How study of history of education contributes to studying education as a discipline.4. Education as a system reflects the interplay of the constituent forces of society.5. How education came to be institutionalized in some of the early societies.

B.Educational Ideas and Institutions in Ancient Greece and Rome1. The rise of political organization2. State vs. private control of education 3. Rationality as a way of life4. Education for citizenship and intellectual discipline5. Ideas like the above and such others are to be elaborated in relation to the

educational thoughts of Socrates, Plato, Aristotle, the Sophists, Cicero and Quintilion.

Unit II: Western Education in the Middle Ages and Later on 9 hours

1. The intellectual and the spiritual in education2. From monastic school to rise of universities.3. Renaissance/emergence of modern state, struggles over control of education, growth of

secular thoughts, Humanism in education.4. Reformation/how reformation and counter reformation influenced educational ideas and

developments of the time 5. Education in an age or challenges to authority6. Scientific revolution/Francis Bacon7. Roots of national system of education8. Broadening of humanism in education

Unit III: Western Education in seventeenth through twentieth century 8 Hours

1. The age of reason and enlightenment/contribution of Locke and Rousseau2. American response to the enlightenment/from colonies to nationhood, liberalizing education3. Modern era in education–old and new dimensions of thoughts conflicts in religion, science

and philosophy, nationalism and liberalism in French education, Conservatism and Liberalism in English education, Contribution of Pestalozzi, Frobel, Herbert and Montessori, Horace Mann and American Common School Movement, Contribution of Herbert Spencer and John Dewey, British and American Education, idea of Democratic Development, Nazi Germany Education for a Totalitarian State, USSR, commitment to Education.

Unit IV: Education in Ancient India 8 Hours

1. Factors influencing education system/ Geographical environs, social conditions, religion , philosophy.

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2. Concept and aim of education3. Salient features of Vedic, Brahmanic and Buddhistic education4. Educational institutions in ancient India/ Centers of higher learning.5. Role of society and state in education6. Impact of the past upon the present.

Unit V:Education in Medieval India 8 Hours

1. Advent of a new culture2. Parallel systems of Hindu and Muslim education3. The state and education/contribution of the Medieval rules towards education4. Educational institutions at different levels a cultural synthesis.5. End of medieval period/ set back in education due to political anarchy and socio cultural

education.


Lecture cum Discussion

EEA 2120 : History of Education in India: Modern period (upto 1947) (3 Credits)

Unit I: Education in the early British period: Some aspects 9 Hours

1. Indigenous education/reports of Adam and others: potentialities of indigenous system.2. Significance of early missionary work 3. A prelude to western education through the charter of 1813.

Unit II: Western Influence 8 Hours

1. The renaissance/Ram Mohan, Hindu College.2. Oriental-Anglist controversy , Maculay’s minutes3. Despatches of Wood (1854) and Stanley (1859) assessment and significance.

Unit III: Education for the Nation: Initial developments 8 Hours

1. Dawn of national consciousness in education.2. Growth of political consciousness, Aligarh movement.3. Hunter commission / evaluation and effect.

Unit IV: National Education Movement 12 Hours

1. Discontent against western education.2. Revivalism and extremism/Brahmosamaj,Aryasamaj, R.K Mission, Theosophical Society,

Dawn Society, Vivekananda, Dayanand, Tilak , Besant, Aurobindo, Rabindaranath3. Curzon’s educational policy.4. Weaknesses and effects of the movement

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5. Basic education movement by Gandhi.

Unit V: Reform Movement till 1947 13 Hours

1. Sadler Commission2. Hartog Committee and Sapru Committee3. Abbott-wood report4. Sargent Committee5. CABE6. Education in the pre-independence period/ a retrospect



EEA 2221 : Recent Trends and Issues in Indian Education (3 Credits)

Unit I: Course of development in the post-independence period. 10 Hours

1. Socio-economic events: economic development through planning, attempt at developing industry and agriculture based colonial society under the impact of industrialization, rapid growth of population and its effects, linguistic reorganization of states.

2. Landmarks of educational development: establishment of UGC and NCERT – their role in the development of education, University Education Commission (1948-49). Secondary Education Commission (1952-53), Education Commission (1964-66), declaration of National policy on education (1968), inclusion of ‘Education’ in the concurrent list of the constitution of India.

Unit II: Major concepts for educational development 9 Hours

1. Education as an instrument for national education2. Education for productivity, modernization, social, moral and spiritual values.3. Education as manpower planning4. Equalization of educational opportunity.

Unit III Trends of development in education I 9 Hours

Current trends : Uniformity of structure of education, universalisation of elementary education, education for rural reconstruction, vocationalisation and work oriented education ,education for leadership , education for national and emotional integration, identification of talent, part time and own time education-nonformal, adult and life-long education, financing of education position in different five year plans.

New demands: establishment of autonomous colleges and schools, common schools, neighbourhood schools, school complexes, development of need based curricula at different levels, linking education with environment.

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Unit IV: Trends of development in education II 6 Hours

Educational research in the perspective of national development: support of research and developmental activities by the agencies like, UGC, NCERT, ICSSR and the State Institute of Education.

Unit V: Issues in education 11 Hours

Quality vs quantity , checks and balances Secularism and education Medium of instruction and the language question Role of local bodies in educational development



EEA 2222 : Education in Other Countries (3 Credits/ 45 Hours)

For the purpose of study in this course, the students shall have to select one each from the two groups of countries mentioned below:

(i) UK, USA, FRANCE, GDR, JAPAN(ii) Sri-Lanka , Pakistan, Bangladesh, Thailand, Phillipines, Brazil.

Educational developments in the country selected for study, would be examined by the student mainly in respect of the following dimensions.

i. Socio-economic and political factorsii. Structure of the educational system

iii. Curriculum at different levelsiv. Education of teachersv. Financing and control of education

vi. Special programmes of education



References:

Agrawal. S. P., andAgrawal, J. C. (1994). Third Historical Survey of Educational Development in India. New Delhi: Concept Publications.

Brangled, T. (1968). Japan Culture, Education and change in two communities. New York: Holt Rinchart and Winston Publications.

Hughes, J. M. (1962). Education in America. New York: Harper and Row Publishers.Kumar, S. (2005). Ancient Educational Philosophy. New Delhi: Anmonl Publications.

47

Mookerji, R. K. (1969). Ancient Indian Education. New Delhi: MotilalBanarsidas.Nigam, B. K. (1993). History and Problems of Indian Education. New Delhi: KanishkaPruthi, R. K. (2005). Education in ancient India. New Delhi: Sonali Publications.Sharma, R. S. (2006). Comprehensive history of Modern Education. New Delhi: Cybertech

Publications. Singh, V. (2005). Development of Education in India. New Delhi: Akansha Publication House. Ulich, R. (1971). Three thousand years educational wisdom. United States of America: Harvard

University. Vaidya, (2005) Educational Reforms. New Delhi: Deep and Deep Publications.

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GROUP D: COMPARATIVE EDUCATION

This area of specialization has been formulated to provide the M.Ed students with a broad understanding of the meaning and methods of comparative education and opportunities to apply these in studying certain aspects and problems of education, The area consists of four courses. Courses D-611 deals with the theoretical background in meaning and methods of comparative studies in education. Courses D-612, D-613 and D-614 are intended to provide exercises in the application of three major approaches of comparative methodology to relevant aspects and problems of education. Countries or regions for comparative studies have been selected in such a way as to highlight the principles and mechanics involved in using different methods and their relevance to the particular problem or aspects of education. It is proposed that in addition to cross-country comparisons, the methodology will be applied to instructional problems of education in India where ever found suitable. The instruction for course D-611 will be mainly through lectures and library work, in the remaining courses it will be mainly through paper writing, seminar-discussions and library work with a minimum component of lectures. In each course students will be required to prepare and present term papers which will form the practical activity component.

EEA 2121 : Comparative Education-Meaning and Methods (3 Credits)

Unit I: Meaning of comparative education 7 Hours

1. Historical development of comparative studies in education, the present status of the concept of comparative education.

2. Comparative education and international education.3. Comparative education and international studies in education.

Unit II: Major concepts in comparative education. 9 Hours

1. Juxtaposition2. Area Studies3. Comparative Statistics4. Comparative dynamics5. Intra-educational analysis6. Educational societal analysis

Unit III: Purposes and scope of comparative education 11 Hours

1. Intellectual value, comparative education as an academic pursuit.2. Practical value, comparative education for better understanding of educational issues in a

particular country.3. Reformative value: comparative education for effecting improvements and reforms.4. Comparative education as a means for formulating principles and generalization.5. Humanitarian value, comparative education for better international understanding.6. Comparative education as an instrument of planning and development.

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Unit IV: Methodology in comparative education. 13 Hours

(i) Three main classifications of methods comparisonDiscipline based classificationPurpose based classificationHigson’s categorization

(ii) Methods of comparative education a. Historical approachb. Cross-disciplinary approachc. Problem approachd. Comparative Studies and decision makinge. Comparative education as social sciencef. Statistical (quantitative) approach.

Unit V: 5 Hours

Role of comparative education in the analysis and understanding educational programmes and practices in India from an inter-regional perspective.


National and international agencies facilitating comparative studies in education



EEA 2122 : Comparative Education-Historical Analysis (3 credits)

This course will be an exercise in the application of historical approach to comparative education as illustrated by Nicholas Hans and Kandel. For this purpose a list of six topics are given below. Also, suitable combinations of three or more countries have been suggested, considering the nature and scope of the different topics.

Unit I: 6 Hours

Structure of education, the educational ladder from primary to tertiary level, compulsory component, general education vs diversification, vocationalisation of education.

Unit II: 9 Hours

Democracy and education: administrative set up at national and regional level, freedom and control regarding curricula and instructional methods in management of educational institutions.

India ,France, USA,USSR.

Unit III: Financing of Education 10 Hours

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Place of education in the sectoral outlay of finances, Priorities in Expenditure for different stages of Education, Centre State relationship in financing of education in a federal set up, mechanisms of allocation and disbursements of grants, cost of education at different stages.

India, USSR, USA.

Unit IV: Preparation of teachers 10 hours

Provision of Training facilities for teachers of various stages of education, different types of pre-service and in-service programmes, duration, curricula and instructional methods, certification procedures.

India, UK, USSR, USA.

Unit V: Professional education and technical training: 10 Hours

Its growth and relationship with economic development, apprenticeship vs institutionalized training. Curricula and instructional methods, role of professional bodies, industries, state etc. in the organization of such education, influence of technical change and scientific advance upon such education, exchange of scientific and technological know-how.

Indian, Japan, Germany, USA, USSR.


Transference of educational programmes and practices in the field of higher learning Universities, institutes of advanced studies and research establishments.

India, USA, UK, USSR.



EEA 2223 : Comparative Education-Area Studies (3 credits)

For this course the area consisting of India, Pakistan, Bangladesh, Sri-Lanka and Mayamnar will be considered. Area studies with respect to the topics listed below will be carried out adopting Cross-disciplinary approach as expanded by George Bereday.

Unit I: 6 Hours

The prevalent social structure and the functions of school.

Unit II: 6 Hours

The prevalent social and political practices and their bearing up on the organization of school education.

Unit III: 12 Hours

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Enrolment and selection procedures at different stages of education. Cultural tradition, emerging needs of the society and content of education at the school

stage.

Unit VI: 15 hours

Socio–economic background of the student community, Socio-economic affiliation of teachers and reflection of these factors in the instructional methods and training of teachers.

Management of school- the role of government, religious organizations and other private agencies

Unit V: 6 Hours

Financing of school education in relation to the polities, economic set-up.



EEA 2224 : Comparative Education – Study of a Problem (3 credits)

This course will be an exercise in the application of problem approach to comparative education as formulated by Brain Holmes. Eight problem areas in education are listed below for this purpose. Relevant to the nature and scope of the problem suitable combinations of three or more countries are specified therein.

Unit I: 11 hours

Languages and Education India, USSR, Canada

Religion and Education India, Pakistan, USA, USSR , UK

Unit II: 12 Hours

Universalisation of elementary education India, Tanzania, China, Mexico, UK.

Enrolment and Quality in higher education India, USA, Thailand, USSR.

Equalization of educational opportunities India, USA, Brazil, USSR

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Unit III: 7 Hours

Education of the disadvantaged India, USA, Brazil , UK.

Unit IV: 7 Hours

Education and Economic growth India, Japan, Philippine, USSR, Nigeria.

Unit V: 7 Hours

Education and Modernisation India, Thailand, U.S.A., China, Israel

Model of Transaction:


References:

Aggarwal, J. C. (2005). Recent developments and trends in education. New Delhi: Shipra Publication.

Jayapalan, N. (2005). Problems of Indian Education. New Delhi: Atlantic.Jha, P. (2005). Quality and Access in Primary Education. New Delhi: VPH.Khader, Z. (2006). School Environment and Value Development. New Delhi: Academic

Excellence.Khan, A. (2006). Education in the Modern Indian Context. New Delhi: Arisep.Khanna, P. K. (2005). Education in the New Millennium. Jaipur : ABD.Mehrotra, S. (2005). Universalizing Elementary Education in India. New Delhi: Oxford

University Press.Mishra, B. C. (2005). Ashram School in India. New Delhi: DPH. Pandey, V. C. (2004). Girls Primary Education. New Delhi: Isha Books.Prasad, R. (2006). School teacher students relations and values. New Delhi: APH

Publishing. Ramaniyam, P. R. (2006). Globalisation, Education and Open distance learning. New Delhi:

Shipra Publication.Rao, V. V. (2004). Education in India. New Delhi: DPH.Sharma, P. (2005) Encyclopedia of comparative education (vol. 1) aims and education. New

Delhi: APH.Sharma, S. (2005). Basic Principles of secondary education. New Delhi: Mahamaya Public

House.Singh, R. P. (2007). Educational finance and the planning challenge. New Delhi: Kanishka.

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GROUP E: TEACHER EDUCATION

EEA 2123 : Foundations of Teacher Education (3 Credits)

Objectives:

1. To acquaint the students with the need, concept, and objectives of Teacher Education.2. To acquaint the students with the historical background of Teacher Education in India.3. To enable the students with the procedure for profesional preparation of teachers.4. To enable the students to realize the place of teaching profession in the community.5. To enable the students to understand the importance of working with the community and

developing in them the ability to organize different programmes and decide their mode of operation.

Unit I: Teacher Education in India –A Historical Perspective 10 Hours

Teacher Education in ancient India. Teacher Education in the pre-independence period. Teacher Education in the post-independence period Future of Teacher Education in India (Recommendations of Commission).

Unit II: Concept and Objectives of Teacher Education 9 Hours

(i) Need of Teacher Education Changing Concept of Teacher Education

(ii) Stage wise objectives of Teacher Education Objectives and structures of Teacher Education for pre-school stage. Objectives and structures of Teacher Education for the Primary stage. Objectives and structures of Teacher Education for the Secondary, Higher Secondary

stages. Objectives and structures of post-graduate studies in Teacher Education.

Unit III: Professional Preparation of Teachers 9 Hours

Instructional Components of Teacher Education. Technology of Education Pedagogy of Education Development of Teaching Competence

Unit IV: Teaching as a Profession 12 Hours

Some characteristics which make teaching a profession. Roles and Responsibilities of the teachers in the Teaching profession.

54

Preparation of professional personnel. Professional renewal of teachers : continuous in–service programmes, orientation

programmes, refresher course, Seminars etc. Research and development in teaching profession Teaching profession in the decades ahead.

Unit V: Working with the Community 5 Hours

Rationale for working with the community Organization of different programmes Mode of operation

Activities:

Preparation of a term paper on any one topic suggested by the teacher concerned, related to the course content given in the units I to V.


Lecture and Discussion, group work on various types of teacher education programmes

EEA 2124 : Organisation of Teacher Education (3 Credits)

Objectives :

The course is designed to enable the students to 1. acquaint themselves with various organisational patterns of Teacher Education programmes

in India and abroad.2. acquaint them with the Broad organisation of programmes of Secondary Teachers’ Training. 3. acquaint the students with the various types of Inservice programmes in Teacher Education

organised by the various agencies. 4. acquaint them with various agencies controlling Teacher Education at all levels. 5. acquaint them with the economics of Teacher Education programmes.6. acquaint them with the role of Teacher Educator.

Course Outline:

Unit I: Various Organizational Patterns of the Education in India 10 Hours

(i) B.Ed (1 Year, 2 Year , distance Education,B.Ed. (Basic Education), B.Ed. (Special Education) 4- Year integrated

(ii) M.Ed (Fulltime, Part time)(iii) Teacher Education at primary level

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Unit II: Broad Organisation programme of Teacher Education at Secondary level 10 Hours

i. Admission Procedure ii. Planning & Scheduling of course

iii. Curriculum Components-(a) Foundational courses(b) Stage relevant(c ) Additional specialization(d) Practice teaching & practical work(e) Limitations of Teacher education at Secondary level

Unit III: In-service Education of teachers 08 Hours

Meaning of Inservice teacher education objectives of Inservice teacher education various programmes of Inservice teacher education like SOPT, PMOST) significance of Inservice teacher education Thrusts in Inservice teacher education desigining of Inservice teacher education some basic guidelines various agencies of Inservice teacher education limitations of Inservice teacher education

Unit IV: Organisation and role of various agencies in the field of Teacher Education09 Hours

UGC , NCERT, NCTE, GCERT ,CTE, CASE, IASE and Teachers’ organisation

Unit V: Management of Teacher Education 08 Hours

(i) Administrative Structure in Teacher Education(ii) Management issues in teacher education

(a) Planning and designing(b) Executing the instruction(c) Monitoring the programme(d) Management of demand and supply of teacher

Activites:

Students will study various preservice teacher education programmes and will make presentation


Lecture and Discussion, group work on various types of teacher education programmes

56

EEA 2225 : Practice Teaching (3 credits)

Objectives:

To enable the students to :1. understand the place of practice teaching and its principles in Teacher Education. 2. understand the purposes of different types of practices in teacher preparation. 3. acquaint themselves with the various systems of practice teaching and evaluation procedures.4. evolve a pragmatic system of practice teaching and its evaluation through exposure to

different systems.

Unit I: Practices in Teacher Education 10 Hours

Teacher preparation programme at primary, secondary and collegiate levels. Historical perspectives of teaching practices in India Teacher education practice for in-service training. Practice teaching for college teacher preparation Practice teaching for craft education, physical education, Basic education and technical

education.

Unit II: Practice Teaching- Concepts, Principles and Objectives 8 Hours

Concepts of practice teaching Principles of practice teaching Student teaching objectives Evaluation of Practice Teaching System

Unit III: Approaches to Practice Teaching: Simulation 10 Hours

Analytic – synthetic model for developing teaching competencies Identification of skills Student teaching in simulation Micro teaching and integration with all the phases Different roles of planners, supervisors and students.

Unit-IV: Approaches to Practice Teaching: Real condition 12 Hours

Patterns of student teaching with reference to their nature, organization, merits, demerits, which include Block teaching, off campus, Unit teaching, stray lessons, internship, criticism lessons, Adoption programmes.

Observation schedule preparation, observation techniques and feedback by peers.

57

Unit-V: Evaluation of Practice Teaching Programme 5 Hours

Evaluating, Planning, Organisation and execution of practice teaching. Methods of Evaluation during simulation/Micro teaching, class room teaching, off

campus, internship Internal versus external evaluation Feed back mechanism.

Activities:

Visit to the teacher training institutions of other subjects, namely, Art teacher, Physical Education Teacher and English Teacher, Preparation and Presentation of Rubrics


Lecture, Discussion, Field trip, Assignments and Practical Work

EEA 2226: Issues, Innovations and Researches in Teacher Education (3 Credits)

Objectives:

1. To acquaint the students with the problems and issues related to teacher education.2. To acquaint the students with innovative approaches and researches in teacher education.

Unit I: Problems and issues in Teacher Education 13 Hours

(1) Selection of teacher trainees and related issues(2) Assessing teacher effectiveness(3) Integration of theory and practice(4) Demand and supply of qualified teachers(5) Financing and control of teacher education(6) Content competency of teachers(7) Preparing teachers for single teacher schools/ multigrade classrooms.(8) Generating favorable school and classroom climate(9) Bridging gaps between school and training college(10) Evaluation of student teaching(11) Curricular concerns in teacher education (ICT), life skills, joyful learning.

Unit II: Recent trends in Teacher Education 8 Hours

(1) Competency based teacher education.(2) Integrated approach – school centered teacher education.(3) Teacher centered approach to community development.

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(4) System approach to teacher education.

Unit III: Research and Innovations in classroom-Interaction. 8 Hours

(1) Identification of teacher behavior.(2) Classroom interaction Verbal and non-verbal.(3) Systematic observation – Observational systems.

Unit IV: Researches and Innovations in training for better teaching. 8 Hours

(1) Simulation (2) Role playing(3) Microteaching(4) Mini teaching(5) Mini courses.

Unit V: Other innovations in Teacher Education 8 Hours

(1) Innovations in curriculum development.(2) Innovations in evaluation process.(3) Adoption as an approach to student teaching.(4) Correspondence courses in teacher education.

Practical work (Any one)

1. Participation in Micro teaching programme and preparation of critical report.2. Identification of teacher behaviours in four classes by an appropriate system and preparation

of matrices followed by adequate interpretations.3. Participation in the organization of an adoption programme of student teaching and

preparation of a report.4. In the light of the syllabi of a few Indian universities evolve core programme of teacher

education at secondary level.

Mode of transaction:

Lecture, Lecture cum discussion, Assignments, Research trends Analysis, Field Visit

References:

Bose, K., and Srivastava, R.C. (1973).Theory and Practice. Teacher Education in India.Allahabad: Chug Publication.

Byrne, H.R. (1961).Primary Teacher Training. London : Oxford University Press.Chaurasia, G. (1967).New Era in Teacher Education. New Delhi : Sterling Publishers.

59

Chaurasia, G. (1977).Challenges and innovations in Education. New Delhi: Sterling Publications (Pvt.) Ltd.

Dave, R.H., and Crofley, A.J. (1978). Life Long Education and the Training of Teachers. Oxford : Hamburg and Perganon Press.

Epstein, H.T. (1970).A strategy for Education. London : Oxford University Press.Hillard, F.H. (1971).Teaching the Teachers. Trends in Teacher Education. London: George

Allen and unwin Ltd. Jangira, N.K. (1978).An Experiment in Teacher Education and Teacher Effectiveness. Delhi :

Frank Brothers and Co. John, M.N. (1971).Towards Accountable Teachers, their appraisal and Improvement. New York

: Holt, Rine Hart and Winston. Kinney, L.B. (1964).Certification in Education. London: Englewood Cliffs.Kothari, R. G. and Patel, J, B (2011).In-service Teacher Education: Training programme for

Primary Teachers. Germany:VDM Verlag Publisher.Lomax, D.E. (1973).The Education of Teachers in Britain. London : Johnwiley and Sons.Mangla, S. (2002).Teacher Education- Trends and Strategies. New Delhi: Sage Publishers. Mukerji, S.N. (1968).Education of Teachers in India (vol. 1 and 11). New Delhi: Sultan

Chandand Co. National Council For Teacher Education. (2009). National Curriculum Framework for Teacher

Education: Towards Preparing Professional and Humane Teachers. New Delhi: Member Secretary, National Council for Teacher Education.

National Curriculum Framework for School Education (2000) NCERT: J.J. offset Printers.National Curriculum Framework for School Education (2005) NCERT: J.J. offset Printers.National Curriculum Framework for Teacher Education (2006) NCTENCERT (1991) Secondary Teacher Education Curriculum : Guidelines and Syllabus. New

Delhi, NCERT.NCERT (1991a).Elementary Teacher Education Curriculum – Guidelines and Syllabus. New

Delhi, NCERT. NCERT. NCERT. (l979).Teacher Education curriculum – A Framework. New Delhi. NCTE (1988).National Curriculum for Teacher Education – A Framework. New Delhi : NCTE. (1978).Teacher Education Curriculum. A Framework. New Delhi, NCERT. Panigrahi, S. C., and Biswal, A. (2012).Teacher Education. New Delhi: APA Publishing

Corporation.Pires, E.A. (1959).Better Teacher Education. New Delhi: University Press.Rao, D. (2002).Teacher Education in India. New Delhi: Discovery Publishing House. Rao, D. (2003).Teachers in a changing world. New Delhi: Discovery Publishing House.Rao, R.(2004).Methods of Teacher Training. New Delhi. Discovery Publishing House.Report of the Secondary Education Commission (1954)Report of the University Education Commission (1947-48)

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Saxena, P.C.et. al.(1984).An Analytical Study of Teacher Education in India. Allahabad : Amitabh Prakashan.

Sharma, R.A. (1999).Teacher Education. Meerut: Loyal Book Depot. Sharma, S. P. (2003). Teacher Education. New Delhi: Kanishka Publishers (Pvt.) Ltd.Smith, E.R. (1962).Teacher Education. A Reappraisal. New York : Harper Row Publishers. Stinnet, T.M. (1965).The Profession of Teaching. New Delhi: Prentice Hall of India (Pvt.) Ltd. Stone, J.C. (1970).Breakthrough in Teacher Education. San Francisco : Jossey Bass Inc. UNESCO, (1978).Developing Instructional Models for Teacher Education. Bangkok:Regional

office for Education in Asia and Oceania.

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GROUP F: GUIDANCE AND COUNSELLING

EEA 2125 : Principles and Practices of Guidance (3 credit)

1. To enable the students to understand and appreciate the need for guidance in our present day society.

2. To enable the students to understand the nature, basic principles and underlying assumption in guidance.

3. To enable the students to understand the factors influencing vocational development. 4. To enable the students to know the types of Guidance.

Course Outline:

Unit 1:Nature & Scope of Guidance 7 Hours

Misconceptions of Guidance Meaning, Nature and definition of Guidance Characteristics of Guidance Scope of Guidance Services of Guidance Programme

Unit 2: The Need for Guidance8 Hours

Changing Conditions of home, society, population, labour & industry, leisure time.

Changing religious and moral values. Individual Needs.

Unit 3:Principles and Basic Assumptions in Guidance 8Hours

Unit 4:Types of Guidance 14 Hours

Educational Guidance. Vocational Guidance and Vocational development. Personal Guidance

Unit 5: Individual and Group Guidance6 Hours

Purpose Programme

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Activities:

A survey of Guidance needs in different age group

Transactional Mode:

Lecture, Discussion, Assignment,Project

References:

Jones, A. J. (1970). Principles of guidance. New York: McGraw Hill Book Comp. Kochher, S. K. (1984). Educational and Vocational guidance in secondary schools. New Delhi:

Sterling publisher (Pvt.) Ltd.Sharma, Y. K. (2005). Principles of Educational and Vocational Guidance. New Delhi:

Kanishka Publishers and Distributors. Vashist, S. R. (1993). Perspectives in Educational and vocational guidance (vol. 1 to 5). New

Delhi: Anmol Publications(Pvt.) Ltd.

EEA 2126 : Organization and Administration of Guidance Services in India (3 credits)

Objectives:

1. To acquaint the students with principles of organization and administration of guidance services.

2. To acquaint the students with different types of guidance program and Organizational patterns.

3. To develop the abilities of students to organize various guidance services.4. To make the students aware of the different administrative responsibilities of guidance

personnel.5. To enable students to evaluate guidance programmes6. To enhance knowledge base of the students on the guidance services globe over.

Course Outline:

Unit I: Organizational Patterns for Guidance Services 10 Hours

a. Organization of Guidance Programme : Need, Nature and Objectivesb. Principles of organizationc. Types of organizational patternsd. Responsibilities of Guidance Personnel.

Unit II: Organizing Guidance Services 15 hours

a. Orientation/Induction Service

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b. Individual Inventory servicec. Information Serviced. Counseling service e. Placement Service : Curricular placement, Co-curricular placement, Training

placement, and Job placement.f. Follow-up for school leavers, Pupils in school and other guidance services.

Unit III Administration of Guidance Services 8 hours

a. Administrative relationshipsb. Planning and executing Guidance Services throughout the year.

a. Establishment of Guidance Centre in the schoolb. Needc. Objectivesd. Infrastructuree. Guidance servicesf. Modes of functioning

c. Evaluation of Guidance service: Need , Criteria and techniques of Evaluation

Unit IV: Status of Guidance Services Globe Over. 7 hours

a. Scenario Buildingb. Face to Face and Online Guidance Services

Unit V: Problems and issues 5 hours

a. Organization and administration of Guidance Servicesb. Guidance Services for Special Groups.c. Changing roles of various functionaries.

Activities:

1. To prepare a plan for organizing any one guidance service.2. To study the guidance services in any one educational institution.


Lecture, Field Visit, Discussion

References:

Robert and Erickson,(1955). Organization and Administration of Guidance Services. McGraw- Hill Book Co.

Stoops, E. (1959).Guidance Services: Organisation and Administration. Mac Graw Hill Book Co.

Stoops and Wahlguist,(1958). Principles and Practices in Guidance. Mac Graw Hill Book Co.Miller, C.H.(1965).Guidance services, An introduction. New York: Harper and Row

Publishers.

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Hatch and Stefflre, (1961). Administration of Guidance Services: Organization, Supervision Evaluation. N.J.: Prentice Hall Inc.

EEA 2227 : Measurement for Guidance and Counseling (3 credits)

Objectives:

1. To enable students to develop an understanding of the nature of psychological measurement and its underlying principles.

2. To acquaint students with the tools and techniques of psychological measurement, their nature, uses and limitations.

3. To enable students to develop skills in the use of selected psychological test for the purpose of guidance and counselling.

Course outline:

Unit I: Psychological Measurement 9 Hours

a. Meaning, nature and scope of psychological measurement.b. Difference between psychological measurement and physical measurement.c. Need of psychological Measurement for Guidance and Counselling.

Unit II: Psychological Tests with reference to Guidance and counseling 9Hours

a. Meaning, Nature, scope, advantage and limitations of psychological tests.b. Characteristics of good psychological tests, Reliability, validity, Norms, Ease of

Administration c. Types of Psychological tests: individual and group tests; standardized and teacher made

tests; verbal and non-verbal test; speed and power tests.d. Use of psychological tests in guidance and counselling.e. Sources of psychological test.

Unit III: Theories and tools of Psychological Measurement 15 Hours

a. Intelligence : IQ and EQb. Aptitudec. Interestd. Achievemente. Personality

Unit IV: Techniques of psychological Measurement with reference to guidance and counselling 6 Hours

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a. Testing Techniques: Standardized tests, Teacher-made tests. b. Non Testing Techniques :Observation, Personal Records, Rating Scales,c. Socio metric techniques, Projective Techniques, Questionnaires, Interview, Inventories.

Unit V: Administration of Psychological Tests 6 Hours

a. Procedure of test administrationb. Scoring and analysis of test result c. Interpreting the test result in the light of Guidance and Counsellingd. Reporting the test results to students, teachers and parents.

Activities:

Psychological Testing and analysis, Development of criteria for teacher made test


Lecture, lecture cum Discussion

References:

Anastasi, A.(1968).Psychological Testing. New York: Mac-millan.Cronbach, L.J. (1965).Essentials of psychological Testing.New York.Freeman, F.S. (1971).Theory and practice of Psychological Testing. New Delhi: OxfordGarrett, H.E.(2006).Introduction to statistics in psychology and education. New Delhi: Cosmo

publication. Nunnally, C. (1972).Introduction to psychological measurement. Tokyo: MacGraw Hill.Pareek, U., and Rao,T.V. (1974). Handbook of psychological and Social Instruments. Baroda:

Samasthi.Thorndike and Hagen. (1963).Measurement and Evaluation in psychology and Education. New

Delhi: Willey Eastern (Pvt.) Ltd.

EEA 2228 : Theories and Techniques of Counselling (3 Credits)

Objectives:

1. To equip students with the knowledge of theories and practices of counselling. 2. To enable students to acquire the knowledge regarding different techniques of counselling. 3. To enable students to conduct case-study.

Course Outline:

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Unit I: 9 Hours

A. Nature of Counselling a.Meaning and definition of counsellingb. Difference between counselling and guidance, Education and psychotherapy.

B. Preparation and Training for Counselling a.Academic preparation b. Qualities of a good Counsellorc.Professional Ethics for Counsellor.

Unit II: Counselling Approaches 9 Hours

a. (Main features, uses and limitations of)b. Directive counsellingc. Non-Directive counsellingd. Eclectic counselling

Unit III: Counselling Process 9 Hours

Preparation for Counselling Counselling skills Factors affecting Counselling process. Case study and Case conference :Purpose, Plan, Procedures, and Precautions

Unit IV: Group Counselling 9 Hours

Introduction and assumptions in group Counselling. The process of group Counselling Values of group Counselling Limitations of group Counselling

Unit V: Some Techniques of Environmental Treatment 9 Hours

Home Environment. School Environment. Social Environment.

Activities:

To undertake a case study. To arrange a case conference. To conduct a Group Counselling.

Transactional Mode:

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Lecture, Discussion, Case Study, Assignment, Project, film show

References:

Fullmer, D. W., and Bernard, H. W. (1972). Counselling: Content and Process. New Delhi: Thomas Press Ltd.

Gerald, C. (2005). Theory and Practice of Counselling. US: Thomson Learning Inc. Narayan, Narayan, R. S. (1989). Counselling Psychology. New Delhi: Tata MacGraw Hill Publishing.Palterson, C. H. (1965). Counselling and Guidance in Schools. New York: Harper Row

Publishers. R. S. (2000). Counselling and Guidance. New Delhi: Tata MacGraw Hill. Robert, N. (1999). Three Psychologies perspectives from Frued, Skinner and Rogers. US:

Wadsworth Thomson learning.Rogers, C. R. (1951). Client centered therapy. Boston: Houghton-Miffin.Tolbert, E. L. ( 1971). Introduction to Counselling. New York: McGraw Hill.Walters, J. (1964). Techniques of Counselling. New York: Mac Graw Hill.

GROUP G: HIGHER EDUCATION

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EEA 2127 : Growth and Organisation of Higher Education ( 3 credits)

Objectives:

The course is designed to enable the students:1. Understand the definition and purposes of higher education.2. Understand the Growth and Development of higher education in India and other countries.3. Study the legacy of Ancient Indian higher education in the Modern context.4. Study the trend of growth and development of higher education in Independent India

Course Outline:

Unit I: Higher Education- A Historical Perspective 7 Hours

(i) Ancient Period : India- Vikramshila, Greece - Nalanda and Rome - Takshashila(ii) Medieval Period: India, France and Germany(iii) Modern Period: United Kingdom, Growth of Higher Education in India from 1600-

1947.

Unit II: Concept and Purposes of Higher Education 7 Hours

Purpose of Para and AparaVidya according to ancient Indian institutions. Concept of University Aims of general/ liberal education as perceived by Cardinal Newman and Carnegie

Commissions & other commissions. Role of education in national development - strategy for human resource development.

Unit III: Growth of Higher Education after 1947 12 Hours

(i) Reports of the University Education Commission (1949), Education Commission (1964) and the other national documents including the plan of Action (1985).

(ii) Types of Universities: Formal, Affiliated, federal, unitary, unitary residential, deemed to be universities, Institutes of National Importance, Agricultural Universities, Rural Universities , ITI and Women’s Universities.

Non-Formal : Open Universities, correspondence courses, continuing adult education etc.

(iii) Present status: Number of institutes of Higher Education in India.

Unit IV: Curricula of Higher Education 10 Hours

Courses of study –under graduates and post graduate level. General education-concept and functions.

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Professional Education-agriculture, commerce, education, engineering, medicine, law business management etc.

Interdisciplinary studies

Unit V: Research as a function of Higher Education 9 Hours

Need for research in Higher Education Admission and enrolment for research Facilities for research Agencies providing research in the universities

Practical Work

Preparation of three abstracts of papers/articles in professional journals. A term paper on a comparative study on growth and development of higher education in

any developing or developed nation. A term paper on the contribution of the agencies such as UGC, ICSSR, AIU, ICMR etc to

Higher Education. A paper on the growth and development of higher education in any one state of India. A study of the growth and development of any one of the institutes of national

importance.



EEA 2128 : Management of Higher Education (3 credits)

Objectives:

The course has been developed in order to enable the students:1. Understand the concept of University Governance2. Understand the importance of the concept of university autonomy and decision making in the

university management.3. Understand the relationship of state, central and private agencies in the functioning of

universities and colleges in terms of finance and administration.4. Understand the role of the internal and external agencies in the governance of universities.5. Study the new dimensions in the realms of university education.

Course Outline:

Unit I: University Management 9 Hours

(i) Governance-its nature and characteristics(ii) The nature of Decision making

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(iii) Internal management of Universities Academic management Administrative Management Financial Management

Unit II: University Autonomy 7 Hours

(i) Its concept-characteristics(ii) Its importance in university management(iii) Concept of Accountability(iv) Autonomy and Accountability

Unit III: Constitutional Provision & Legislation for Universities 15 Hours

(i) Higher Education in Con-current list (ii) Centre and State responsibilities(iii) Legislation for establishment of universities:

(a) Acts, Statues, Ordinances & regulation(b) Administrative structure of the Universities-Senate, Syndicate and other bodies(c) Appointment and the role of the Vice Chancellor, and Pro Vice-chancellor, Visitor

and Chancellor.(d) Student teacher participation in decision making.

Unit IV: Financing of Higher Education 6 Hours

(i) Sources of finance(ii) Role of state, centre and private agencies(iii) Cost of Higher Education

Unit V: Administrative Reforms in Universities & Colleges 8 Hours

(i) Model Act of the Ministry of Education(ii) The Report of the Committee on Governance of universities & Colleges (1971)(iii) Administrative Reforms in Universities(iv) Autonomous Colleges



EEA 2229 : Instruction in Higher Education (3 Credits)

Objectives:

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The course is designed to enable the students:1. Understand the concept of instruction with regard to higher education.2. Develop an insight into process of post-adolescent and adult learning,3. Develop awareness regarding the different techniques of teaching in higher education4. Develop awareness about the need for teacher preparation for college and university teaching

and the different programmes for teacher preparation5. Understand the concept of evaluation at higher education level.6. Understand the different techniques of evaluation at higher education level.

Unit I: Process of Learning at Post Adolescent and Adult Level 6 Hours

(i) Characteristics of post-adolescent and adult learners.(ii) Theories of Learning(iii) Objectives of higher education with reference to the total development of youth.

Unit II: Instruction in Higher Education 12 Hours

(i) Instruction –its nature(ii) Various techniques of teaching at higher education level : lecture, small group discussion

techniques, seminar , tutorials , assignment, individualized instruction use of educational technology field trips, practical demonstration etc.

(iii) Internship programmes in professional institutions.

Unit III: Evaluation in Higher Education 12 Hours

(i) Concept of Evaluation(ii) Instructional objectives in behavioural terms(iii) External examination structure, advantages and limitations and possible reforms(iv) Concept of internal assessment , continuous assessment, grading system, question bank,

semester system, their advantages and limitations.

Unit IV: Teacher Preparation for College Teaching 9 Hours

(i) Standards of Teaching(ii) Need for training(iii) Existing programmes and their features (iv) FIP & UIP(v) FDP(vi) Academic Staff Colleges

Unit-V: Co-curricular and Community Centered Service Programmes 6 Hours

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(i) Need and purposes(ii) Types-Cultural and literary programmes, Youth Festivals, N.C.C. and Physical Education

programmes, N.S.S and community oriented programmes.

Practical Work:

(i) A term paper of different evaluation practices in different types of universities(ii) A term paper on any of the programmes for teacher preparation.(iii) A term paper on co-curricular activities(iv) A term paper on COHSSIP & COSSIP programmes.



EEA 2230 : Issues and Problems in Higher Education (3 Credits)

Objectives:

The course is designed to enable the students1. Understand the problems arising of the enrolment situation in higher education.2. Understand the complexities of higher education as a result of the language problem.3. Understand the factor influencing the university campus life and its impact on the

community.4. Understand the need of manpower planning.5. Understand the diverse role of the university teacher 6. Understand the problems of reforms in higher education in their proper perspective.

Course Outline:

Unit I: Enrolment and Equalization of Opportunity in Higher Education 12 Hours

(i) Size of the university and colleges and issues emerging out of this.(ii) Reservation and meritocracy(iii) Vertical, Horizontal and Spatial mismatch(iv) Regional Imbalances(v) Education for SC and ST etc.(vi) Education for Woman and Handicapped

Unit II: Manpower Planning 6Hours

(i) Magnitude of the problem

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(ii) Wastage and stagnation in higher education(iii) Manpower management-brain drain(iv) Job Oriented Courses

Unit III: Problem of Standards and Medium of Instruction in Higher Education 12 Hours

(i) Teaching, Examination and Textbook(ii) Problems of qualitative Improvement(iii) Autonomy to institutions for improvement of Standards(iv) Problems of Standards in affiliated colleges(v) Psychological basis of Medium of Instruction(vi) Language formula(vii) Mother tongue versus English medium

Unit VI: University Teacher 5 Hours

(i) Selection and Recruitment(ii) Functions-teaching research & extension(iii) Decentralisation of decision making-academic freedom(iv) Professional growth of teachers –FIP, ULP(v) Professional association of teachers.

Unit V: University Campus Life and Student’s Welfare Services 10 Hours

(i) Unrest, a universal phenomenon(ii) Popular views on students activism(iii) Student’s upsurge in India(iv) Political and economical forces behind student’s activism(v) Student’s Union(vi) Rational for student’s welfare services(vii) Guidance for admission & Selection(viii) Residential & medical facilities(ix) Financial aids(x) Placement services

Practical Work:

(i) A study of student welfare services(ii) A term paper based on problems of medium of instruction(iii) A study of the role of university teacher’s professional organization(iv) A study of teacher’s role in student’s union.


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References:

Academics – India, a website on Higher Education in India at http:/ www.academics-india.com.Agarwal, J. C. (1967). Educational Administration, Social Organization and Supervision.

New Delhi: Arya Book Depot. Agarwal, R. B. (1993). Financing of Higher Education in India. Varanasi: Ganga Kaveri

Publishing House.Asby, E. (1971). Any Person, Any Study: An Essay on Higher Education in the United States.

New York: McGraw Hill.Basu, A. (1974). The Growth of Education and Political Development in India. New Delhi:

Oxford University Press.Bhatt, N. (2006) Higher Education Administration and Management : Sublime Publications.Castaldi, B. (1987). Educational Facilities: Planning, Modernization and Management. Boston:

Allyn and Bacon. Chauhan, S. S. (1989). Innovations in Teaching-Learning Process. New Delhi: Vikas Publishing

House (Pvt.) Ltd.Chitnis, S., and Altbach, P. (1979). Indian Academic Profession: Crises and Change in the

Teaching. New Delhi: Macmillan. Dekha, B. (2000). Higher Education in India. New Delhi: Atlantic Publishers and Distributors.Ellington, H. (1985). Producing Teaching Materials: A Handbook for Teachers and Trainers.

London: Kogan Page. Gronlund, N. (1981). Measurement and Evaluation in Teaching. New York: Macmillan. Higher Education at http://www.education.nic.in Education in India : GATS and Higher

Education in India. An overview at http://prayatna.typepad.com/education. Illich, H. (1971). Deschooling Society. London: Calder and Boyars. Inhalers, B. and Piaget, J. (1958). The Growth of Logical Thinking from Childhood for

Adolescence. New York: Basic Books. Jayaram, N. (1987). Higher Education and Status Peterson. New Delhi: Mittal Publications. Jersild, A., & Brook, D. W. (1978). The Psychology of Adolescence. New York: Macmillan Pvt.

Company.Kamat, A. R. (1985). Education and Social Change in India. New Delhi: Somaiya. Kaul, J. N. (1988). Governance of Universities, Autonomy of the university community. New

Delhi: Abhinav Publications.Peterson, K. D. (2006). Effective Teacher Evaluation. California: Corwin press. Naik, J. P. (1965). Educational Planning in India. New Delhi: Allied.Naik, J. P., & Nurullah, S. (1974). A students History of Education in India. New Delhi:

Macmillan.Nunnally, T. (1972). Educational Measurement and Evaluation. New York: McGraw Hill.

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Nurullah, S., & Naik, J. P. (1951). History of Education in India during the British Period. Bombay: Macmillan.

Pandey, V. (2006). Higher Education a Globalising World. New Delhi: Isha Books. Ram, A. (1990). Higher Education in India -Issues and Perspectives. New Delhi: Mittal

Publications.Ramanujam, P. (2006). Globalisation, Education and Open Distance Learning. New Delhi:

Shipra Publications. Rao, V. (2004). Encyclopedia of Educational Development. New Delhi: APH.Raza, M., and Malhotra, N. (1991). Higher Education in India- A Comprehensive Bibliography.

New Delhi: Concept Publishing House.Ruhela, S. (1970). Sociology of the Teaching Profession in India. New Delhi: NCERT.Sharma, M. (1985). Systems Approach: Its Application. Bombay: Himalya Publications.Singh, A. (1984). Asking for Trouble what it means to be Vice chancellor Today. New Delhi:

Vikas Publishing House. Singh, A., & Sharma, G. (1988). Higher Education in India: The Socio Context. New Delhi:

Konark.Singh, A. and Sharma, G. (1989.) Higher Education in India : The Institutional Context. New

Delhi : Konark.Singh, A. (1985). Redeeming Higher Education. Delhi: Ajanta Publications. Singh, B. (2004). Women Education and Women Right in India. Chennai: Vista Publications.Sobti, M. (1987). A Financial Code for University System, New Delhi: Vikas Publishing House.Tarvis, P. (1983). Professional Education. London: Croom Helm. Tata, H. (1962. Curriculum Development : Theory and Practice. New York: Harcourt Brace

Jovanovich.

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GROUP H: ORGANIZATIONAL MANAGEMENT AND CHANGE IN EDUCATIONAL INSTITUTIONS

EEA 2129 : Basic Elements of Organizational Management (3 Credits)

Objectives:1. To provide them basic knowledge of the organizational management of Educational

institutions.2. To acquaint them with different concepts, principles and functions of Management.3. To acquaint them with development of Management Thought

Course Outline:

Unit I Basic Concepts of Organizational Management 7 Hours

1. Meaning, scope and importance of Organizational Management.2. Concepts of administration, organization, management, efficacy and efficiency, production-

oriented and human-oriented Management.

Unit II Theories of Organizational Management 10 Hours

1. The Conventional View –‘Theory X’.2. A New Theory of Management-‘Theory Y’ of Douglas Mc. Gregor3. Management by Control and Management by Objective by Peter Drucker

Unit III Growth of Organizational Management 10 Hours (Development of Management Thought)

1. Important stages in present Management Thought-important stages such as quantitative approach, Scientific Management, Human Relations, Behavioral Sciences.

2. Models-Basic Normative Model, Full Normative Model, Simple Descriptive Model.

Unit IV Principles and Functions of Organizational Management 14 Hours

1. Principles of Policy Making, Principles of Improvement and Adjustment, Relationship of Task and Accomplishment, Individual Effectiveness, Planning, Controlling, Cooperation.

2. Functions: Planning , Policy formulation, Decision-making, organization, controlling, communication, direction, motivation, coordination, evaluation etc

Unit V Recent Trends in Organizational Management 4 Hours

Practical Work:

1. A Survey of organization and management of some educational institutions.2. A survey of the current practices and problems related to organization and

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Management in educational institutions.3. A Survey of some schools with respect to participation of teachers in the process of decision-

making.

Some Terms and Concepts:Efficacy and Efficiency, Production oriented and Human Oriented, Decision-making, Scientific Management, Human Relations, Task and Accomplishment, Communication, Motivation.

Mode of TransactionLecture and Discussion

EEA 2130 : Resource Management in Educational Institution (3 Credits)

Objectives:

To Develop in Students:1. Understanding of the concept of systems approach to the management of resources

effectively and efficiently in educational institutions.2. Understanding of the economic dimensions of resource management in educational

Institutions,3. skill of budget preparation in educational institutions;4. Understanding of the use of tools and techniques of evaluating the process of resource

management in educational institutions.

Course Outline:

Unit I: Systems Approach to the Management of Resources and its Key Tasks8 Hours

1. The concept of Systems Approach(i) Society: Resources (People, Money, Buildings, Equipments, Time, Reputation)

Expectations from Educational Institutions.(ii) Goals and Purposes based on values.(iii) Activities: Organize, Forecast, Plan, Allocation of Resources, Lead, Motive, Develop People Control, Evaluate.

2. Interrelation among various aspects of system in educational institutions.

Key Tasks in Resource Management

1 Resource Identification2 Resource Utilization3 Resource Replenishment

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Unit II: Classification of Resources and their uses 10 Hours

(A) 1. Real Resources : Labour, Materials, Capital, land.2. Abstract Resources: (a) Embodied with real resources-imagination, insight, skills, Knowledge, Foresight, motivation, power, authority.(b) disembodied with real resources: goodwill , tradition, credibility.

3. Other resources : time, information, finance. (B) 1. Human Resources: teachers, students, parents, ex-students, peon, clerks,

trustees. 2. Physical Resources: Buildings, play ground , furniture, laboratory, garden. 3. Instructional Material & Information:

Curriculum, textbooks, reference books, work books. 4. Community: Informal Agencies of education, Functions & Festivals. 5. Government & other official Agencies: Directorate, Secretariat, D.E.O ‘s Office , SIE, NCERT. 6. Financial Resources: Donations, Fees, Grants, Banks, Charitable Trusts.

(The list of Resources is not exhaustive).

Unit III: Economic Dimensions of Resource Management 16 Hours

1. Wants2. Resources3. Choices4. Resource allocation & efficiency of Resources5. The concept of cost-financial or budgetary cost, Non-financial or Non- budgetary cost6. Opportunity cost-Economic or Real Cost.Budgeting (All Types of Resources)1. The concept of Budget

(i) Preparation of Budget(ii) Form of Budget(iii) Presentation and Adoption of Budget(iv) Management of Budget.

2. Functions (Uses) of Budget(1) Planning (ii) Choosing (iii)controlling (iv) Evaluation.3. Types of Budget(i) Subjective (Input) Budget(ii) Objective (Output or Programme)Budget 4. The Process of Budgeting:The steps involved in preparing each of these two types of budget.

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Unit IV: Management by Objective (MBO) 8 Hours

1. The concept of Management by objective2. The Principal steps in MBO

(i) Setting the objectives(ii) Gearing the personnel and other resources towards the achievement of the objectives.(iii) Orienting the persons for the achievement of objectives-training, development, motivation.(iv) Evaluating the progress(v) Reappraisal of techniques from time to time

Unit V: Resource Management and its Evaluation 3 Hours

Tools and techniques of evaluating the process of Resource Management with respect to effectiveness and efficiency of resources.

Practice Work:

1. Study of Budgets of few schools2. Preparation of subjective, and objective Budgets3. Review of the literature on “Resource Management in Educational Institutions”.4. Study of the problems in educational institutions through the technique of MBO

Some Terms and Concepts : System, Efficiency and Effectiveness of the Resources, Budgetory cost, Non-Budgetory cost, opportunity costs Subjective Budget ,Objective Budget, Management by Objectives.

Mode of Trasanction:


EEA 2231 : Human Behaviour in Educational Management (3 Credits)

Objectives:

1. To help the students to develop understanding of Human dimension of organization and implications for educational organizations and management.

2. To develop the understanding of role of human relationships in organizational effectiveness. 3. To help the students know the competencies, skills, roles of individuals and groups in

organization and Management.

Course Outline:

Unit I: An Introduction of Human Behaviour in Organization 5 Hours

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(i) Concept of Human Behaviour in organization. A Systems view of Organizational Behaviour

1. The formal System2. The Individual System3. The Social System

Unit II: Motivating Human Behaviour in Organization 5 Hours

(i) Importance of Human Needs

(ii) Nature of Needs(iii) Priority of Needs-Goal setting(iv) Maintenance of Motivation(v) Frustration and unsatisfied Needs(vi) Uniqueness of each individual

Unit III: Leadership in Organization 17 Hours

(i) Conceptions of Leadership(ii) Types: Status (formal) Emergent (Informal)(iii) Styles : (a) Autocratic, Democratic, Laissez fair (b) Idiographic – Nomothetic & Transactional.(iv) Overview of Leadership theories

Great Man theories: (Basic Quality) (Galton woods Wiggam) Trait theories (Bornardtead) Environmental theories: (Situation, which calls for a leader) (Munford Bogardus,

Person Murphy and others). Personal-Situational Theories: Synthesis of Greatman& environmental theories of

leadership (Westburgh ,Gibb, Stegdill, Shartle, BannisCattel E.P. Hallander) Interaction-Expectation theories (Human Hamphil, Stogdill, Ban, Evans, Fielder). Humanistic Theories: (Chris Argyris, Blake Moutan, Likert, McGregor). Exchange Theories : (Homan, March, Simon Thibant, Kelley, Jacobs).

(v) Dimensions of Leadership (Halipin)(vi) Leadership Models: The Hersey (Environmental Variables) Blanchard &Reddin Models

(The D. Situational Elements)

Unit IV: Interpersonal-Interactional Relationships in Educational Organizations. 12 Hours

(i) Basic Principles of Human Relationships(ii) Perception of (a) Self (b) Others (c) roles (iii) Small Group Relationships, Organizational Relationships and Roles: Goals, Needs

Agenda, Hidden Agenda, Group Cohesion, Group Competency, Organizational Climate,

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Faculty morals, Role Awareness, Role Expectations, Role analysis, Role Conflict, Conflict resolution

(iv) Problem-Solving : Identifying, Analysing, Classifying, Suggesting Alternative Solution.(v) Decision Making : Priorities, Process, Communications.(vi) Communication and feedback

Unit V: Managing change in Human Behaviour in Educational organization: 8 Hours

(Training & Development of Personnel)(i) Performance Appraisal of different groups and individual Methods (self-external) of

appraisal,(ii) Seminar, Workshops, Meetings, Role Play, Transactional Analysis, system of Feedback.(iii) Developing personal Faith and Values (sensitivity courses) courses for self-identity, self-

enhancement and self-renewal, johari window.

Practical Work:

(i) A study of leadership roles (expectation, awareness, performance)(ii) Study of groups of different nature in educational institutions.(iii) A study of feedback system.(iv) Case Studies of Decision making and problem solving.



EEA 2232 : Managing Change in Educational Institutions (3 Credits)

Objectives:

1. To enable the students to understand the concept of change and its process in educational institutions.

2. To help the students to understand the ways of planning strategies and implementing models to bring change in educational institutions.

3. To make the students aware of various approaches to change in educational institutions.4. To enable the students to know different types of change to be brought in educational

institutions.5. To make the students aware of the factors affecting and resisting to change in educational

institutions.6. To help the students to know various techniques for managing change in educational

institutions.7. To enable the students to understand the role of school as an agent of educational change.

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Course Outline:

Unit I: Managing Change and Planning for Change 16 Hours

Understanding the concept of change:(i) The changing world as perspective: Planned change, efforts for change, communication

and Education and change .(ii) The need towards change: Population growth, technological & Scientific Development,

Educational growth & Diffusion of knowledge.(iii) The scope for change(iv) The systems process for change.(v) The factors affecting the process of change or causes for the slow change in educational

institutions: Input, Output & through put factors,(vi) Theories of change: Talcott Parsons and Barrington Moore.

Planning, Strategies and Approaches to change

The Planning for Change :(i) The concept, objectives and typology of planned change process.(ii) General conditions for a socio-psychological process of change in the enterprise.(iii) Planning for change.

Organisational Change Strategies:Pilot Project, Cadre training, Manipulation of the environment, and Controlling and

changing the content. Approaches to Change:

Overview of basic approaches, Need based, value oriented people ,task-focussed approaches.

Unit II: Facilitating Change and the System Effect on Change 10 Hours

Types of Change:Physical Change: tools, machines , equipments, methods, and structure (formal and informal)Other changes (Personnel ) : substitution , alterations, addition, restructuring, elimination of old behavioural patterns and reinforcing of old behaviour.Degrees of change: Encumbered and Unencumbered Facilitating change:(i) the organizational change capability(ii) the Research and Development (R &D) The social-Interaction and the problem- solving

models.(iii) The distinguishing features of the process models for change: stress, Planning Personnel

and Dissemination media.The System Effect on Change:

The changes to be brought in:

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Leadership, Supervision, Goals, Traditions, Incentives, Planning process, and clients need. The Stages of change process:

Awareness, Interest, Conviction/shaping, Evaluation, Trial, Acceptance, and Adoption (Rogers, Hyen and Gross).

Unit III: The Process of Managing Change: 3 Hours

Steps to be followed:Association, Involvement, Relationship, commitment and Action.

Change Proneness: Early majority, Late majority, Early adopters, Late Adopters and

Laggards.

Unit IV: Factors Affecting and Inhibiting Change: 4 Hours

Factors Affecting Change: Maturity , Training , Stability, Security, Interest, Independence, Age and out breeding, Consonnance, personnel, Restoring understanding, Facilitating adjustment and change, Persistence, and change.

Factors inhibiting change : Nature of resistance, Conditions conducive to resistance, Decreasing resistance, Dissonance of personnel and Dissonance reducing devices.

Unit V: School as an Agent of Educational Change: 12 Hours

(i) Application of Group dynamic theory(ii) The group as a target and a medium of change(iii) The role, competence and performance of change Agents (Leaders, teachers, pupils

parents and community) involves, Developing need for change, Establishing, a change relationship, Diagnose the problem, Create interest to change in the client. Translate intent into action. Stabilize change and prevent discontinuances, Achieve a terminal relationship and Helping other people to change.

(iv) Researches about change agents.Organization as a change agent:(i) Studying and creating change as a means to understand social organization.(ii) Growth and changefulness as a symptom of an healthy organization/system maintenance

and system renewal.(iii) Envisaging change for future organization.(iv) Innovations in Educational scene: Semester system, 10+2+3 pattern, Non- formal

Education, Adult Education, and Autonomy to Institutions.

Practical Work:

1. Case Studies of change oriented institutions2. A Case Study of the stages of change processes in Educational institutions.

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3. A survey of the factors affecting and inhibiting change in Educational Institutions.4. Preparation of an observation schedule to find out some barriers to change in educational

institutions.5. Preparation of a term paper on the role of change agents in Educational Institutions.6. A survey of the success and failures of some of the innovative ideas in Educational

Institutions.

Terms & Concepts:

Innovation and change, systems Process, diffusion, typology, enterprise, strategies, Cadre Training, Encumbered, Unencumbered, substitution, Alterations, Models, Dissemination clients, Adoption, Consonance, Dissonance, Conducive change proneness, Change Agents, Discontinuances, System Renewal, System Maintenance and autonomy.



References:

Haynes, W. (2005). 21st Century Management. Delhi: New Central Book Agency (Pvt.) Ltd.Prasad, L. M. (2003). Principles and practice of management. New Delhi: Sultan chand& Sons. Ravichandran, K. (2006). Functional Management. New Delhi: Himalayan Publishing

House. Schumerhorn, J. R. (2006). Management (8th Ed). New Delhi: New Printing Press.Sherlekar, S. A., & Sherlekar, V. S. (2004). Modern Business Organization and Management.

New Delhi: Himalaya Publishing House. Singh, K. (2005). Organisational Change and Development. New Delhi: Excel Publications.Singh, N. (2002). Human Relations and Organisational Behaviour. New Delhi: Deep and Deep

Publications( Pvt.) Ltd. Robbins, S. P., &DeCenzo, D. A. (2009). Fundamentals of Management : Essential concepts and

application. New Delhi: Pearson Education Inc. Publishing House.

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GROUP I: CURRICULUM DEVELOPMENT

EEA 2131 : Foundations of Curriculum Development (3 Credits)

Objectives:

1. To enable the students to understand the concepts and approaches of curriculum development.

2. To enable the students to understand the bases and determinants of curriculum.3. To acquaint the students with the Indian context of curriculum development.4. To enable the students to examine significant problems and issues in curriculum

development.

Course Outline:

Unit I: Curriculum- Meaning and Concepts 5 Hours

1. Definition of Curriculum2. Child as a learner, a person, a citizen and a worker.3. Relationship of curriculum with educational objectives, Instructional process (learning

experience, methods and media) and evaluation.

Unit II: Bases & Determinants of Curriculum 8 Hours

1. Determination of educational objectives, influence of philosophy.2. Curriculum as determined by analysis of society and culture:influence of current social trend,

problems and value system.3. Contribution of psychology of learning to curriculum development.4. Impact of science and technology.5. Education as manpower planning : influence of economy on education.6. Current conceptions of the functions of schools: education as preserver and transmitter of

cultural heritage, education as an instrument for transforming culture, education for individual development.

Unit III: Curriculum development as educational engineering: different approaches. 10 Hours

1. Administrative approach.2. Grass roots approach.3. Demonstration approach.4. Systems approach to curriculum development.

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Unit IV: The Indian Context 12 Hours

1. Variety of backgrounds of the learner in the stratified and multi-cultural (multilingual and multi-religious) society.

2. Changing society, changing curriculum: an historical background.3. Views of different commission regarding curriculum development, university education

Commission (1948-49) Secondary Education Commission (1952-53) Education Commission (1964-66).

4. National Policy on Education (1968).5. The Curriculum for the Ten-year School: Ishwarbhai Committee’s report.6. Different national and state level organs/agencies for curriculum development.7. Need of differing curricula for formal and non-formal systems of learning for urban and rural

learners.8. Teacher’s freedom and involvement in the decision making about curriculum development.

Unit V: Certain Issues and Problems. 10 Hours

1. Educational objectives: individual or society oriented.2. Scope for development of creativity of the learner in curriculum.3. Curriculum should provide education for leisure.4. Co-curricular activities : a misnomer. 5. Place of value education in curriculum.6. How far is it possible to realize secularism through curriculum?

References:

Aggrawal, J. C., and Gupta, S. (2005). Curriculum Development. New Delhi: Shipra Publisher.Alaxander, W. M., and Saylor, J. G. (1966). Curriculum Planning for modern schools. New

York: Holt, Rinhart and Winston Inc. Balrara, M. (1999). Principles of Curriculum Renewal. New Delhi: Kanishka Publishers.Candra, A. (1977). Curriculum Development and Evaluation in education. New Delhi:

Sterling Publishers. Darji, D. R., andLulla, B. P. (1967). Curriculum development in secondary schools of Baroda.

Baroda: Sadhana Press. Hassrin, M. (2004). Curriculum Planning for elementary education. New Delhi: Anmol

Publishers. Herbert, J. W. and Geneva, D. H. (1990). International Encyclopedia of Education Evaluation.

New York: Pergamon Press Oxford House.

EEA 2132 : Curriculum Design. (3 Credits)

Objectives:

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1. To enable the students to understand concepts, principles and approaches regarding curriculum design.

2. To enable the students to understand the different sequential steps of designing curriculum3. To acquaint the students with the significant issues and problems in curriculum design.

Course Outline:

Unit I: Conceptual Frame work for Curriculum Design 6 Hours

1. Curriculum in relation to components of the educative process.2. Ideal, tangible and hidden curriculum.3. Structure & organization of knowledge as a factor in curriculum design.4. Implication of theories of learning & instruction5. Models of curriculum design: Tyler’s model, kerr’s model.

Unit II: Principles of curriculum design 11 Hours

Principles regarding-1. Formulation and validation of objectives:

Criteria of basic human needs, social adequacy, democratic and egalitarian ideals, consistency, behavioristic interpretation etc.

2. Selection of curricular experiences:Validity and significance of content, consistency with social realities, balance of breath and depth, provision for wide range of objectives, learner’s adaptability and learnability to experiences, appropriateness to needs and interest of learners etc.

3. Organisation of curriculum content & learning: Establishing sequence & grade placement, provision for cumulative learning and integration, determining the focus, combining the logical & psychological requirement , providing variety in modes of learning (individual differences), allotment of instructional time, attempts to unify the curriculum etc.

Unit III: Approaches to curriculum design 12 Hours

The following approaches are to be studied with special reference to their (i) Main characteristics (ii) Practices & (iii)Problems.

1. Subject curriculum2. Broad fields curriculum 3. Curriculum based on persistent life situations4. Activity or experience curriculum5. Core curriculum

Unit IV: Steps of Curriculum Design 9 Hours

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1. Situational analysis.2. Operational definition of objectives3. Specification of teaching-learning activities.4. Analysis and organization of appropriate learning materials.5. Evaluation and interpretation.6. Modification and replication.

Unit V: A Few Problems and issues 7 Hours

1. The question of balance of different components in curriculum design.2. Limitations of behavioural specification on educational objectives.3. Implication of mastery learning for curriculum development.4. Stages of development of the learner: implications of Piaget’s and Bruner’s views on

curriculum development.



References:

Musgrave, P. W. (1974). Contemporary studies in the Curriculum. Australia: Angus and Roberston Publishers.

Nigam, B. K., and Khan, I. M. (1993). Evaluation and research in Curriculum Construction. New Delhi: Kaniska Publishers.

EEA 2233 : CURRICULUM IMPLEMENTATION (3 Credits)

Objectives:

1. To enable the students to understand the role and function of the different types of people involved in curriculum implementation.

2. To acquaint the student with the different aspects of curriculum implementation at school.3. To acquaint the student with the tools and steps of curriculum implementation.

Course Outline:

Unit I:Organisation and Functionof personnel in Curriculum implementation. 8 Hours

1. Curriculum team : teacher, principal, subject expert, curriculum specialist , educational authorities, parents.

2. Team work and cooperation: sub-grouping of curriculum team, differentiation of tasks for groups and individuals for effective functioning and decision making.

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3. Leadership roles.

Unit II: Implementation at School. 12 Hours

1. Paradigms for Instructional system.2. Systems approach to course development3. Individualized and group instruction: learner’s background, abilities, etc.4. Providing continuity of learner’s growth through articulation.5. Staff development programmes: making effective use of specialization

Unit III: Tools of Implementation. 10 Hours

1. Curriculum and instructional guides to teachers and students.2. Textbooks : Different aspects of making Text Books as effective tools for learning; role of

State Board of Textbook Production; Nationalization of Text Books, National Book Trust.3. Instructional materials (packages): decisions for methods and media of learning.

Unit IV Steps of Implementation 11 Hours

1. Producing pilot unit2 Testing experimental unit3. Modifying and consolidating4. Developing a framework5. Installing and disseminating new units.

Unit V: Coordination of Curriculum implementation 4 Hours

1. Coordination of curriculum administration at local and state levels.2. Community participation: utilizing community as sources of learning experiences.



References:

Jenkins, D., andShifrnan, D. M. (1976). Curriculum an introduction. London: Pitman Publishing House.

Jhompson, K., and White, J. C. (1975). Curriculum development. London: Pitman Publishing Kumari, S., and Srivastava, D. S. (2005). Curriculum and Instruction. New Delhi: Shipra

Publishers.Macdonald, B., & Walker, R. (1976). Changing the Curriculum. Britain: Pitman Press.Rajput, J. S. (2004). Encyclopedia of Indian Education. New Delhi: NCERT.Satyanarayan, P.V. (2004). Curriculum development and management. New Delhi: DPH.

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Sharma, R. (2002). Modern methods of Curriculum Organisation. Jaipur: Book Enclave.

EEA 2234 : Curriculum Evaluation, Research & Improvement (3 Credits)

Objectives:

1. To acquaint the students with the concepts and process of evaluation in curriculum improvement.

2. To enable the students to understand how curriculum improvement can be brought about through innovations

3. To enable the students to understand the role of research in curriculum improvement.

Course Outline:

Unit I: Evaluation in Curriculum Development 7 Hours

1. The concept of evaluation2. Criteria for a programme of evaluation: determining the values sought.3. A comprehensive programme of evaluation.4. Evaluation as a cooperative enterprise.5. Making evaluation an integral part of curriculum,

Unit II: Procedures of Curriculum Evaluation 14 Hours

1. Formative and summative evaluation.2. Gathering evidence on which to base evaluation: techniques for securing evidences.:

techniques in relation to four major areas: provision of formative feedback; measurement of attainment: assessment of attitude , interest and motivation; and the description of curriculum context and process.

3. Keeping functional records.4. Interpretation of evaluation data.5. Reporting pupils progress.6. Translation of evaluation data into the curriculum.7. Evaluating the educational programme.

Unit III: Curriculum Improvement Through Change and Innovation: Some Basic Considerations. 9 Hours

1. Curriculum innovation and improvement demand changes in people, changes in their skills, understanding, attitude, values, beliefs, relationships and uses of resources.

2. Teacher as the keystone in the process of change and curricular innovation.3. Integration of curriculum improvement activities and teacher training.4. Conditions and process of improving curriculum.

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Unit IV: Ways of Curriculum Improvement 6 Hours

1. Organisation for curriculum improvement,2. Planning effective procedure for improving curriculum.3. Securing necessary personnel and resources.4. Patterns of work.5. Levels of improvement.6. Providing leadership.

Unit V: Improving curriculum Through Research 9 Hours

1. Understanding of the research process: Scientific method.2. Current research on curriculum development: studying one curriculum development project

where research is an integral part.3. Implication of research for curriculum development: providing insight into problems of

human relationship, analysis and understanding of teaching-learning process; solving problems of classroom and school organization; development and effective use of resources; sharpening of evaluation skills.

4. Cooperative action research for curriculum improvement.5. Utilization of quasi-experimental designs for curriculum research.

References:

Sharma, S. R. (1999). Issues in Curriculum Administration. New Delhi: Pearl Publishing House.Sockett, H. (1976). Designing the Curriculum. Britain: Pitman Press.Srivastava, H. S. (2006). Curriculum and methods of teaching. New Delhi: Shipra Publishers.Tata, H. (1962). Curriculum development theory & practice. New York: Harcourt, Brace &

World Inc.

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GROUP J: EDUCATIONAL TECHNOLOGY

This group of specialization is offered to those M.Ed students who are interested in acquiring knowledge, regarding various aspects of educational technology, and developing necessary skills in designing instructional system. The courses in this area will also aim at providing the students a systemic perspective towards education. Through this specialization they will be able to apply the knowledge and skills pertaining to this area with a systemic approach to designing and improving various instructional programmes.

EEA 2133 : Systems Approach to Education (3 Credits)

Course Outline:

Unit I: Concept and meaning of systems approach 11 Hours

Subsystems, components Open system, closed system Input/ output model

Unit II: Systems approach in education 11 Hours

Education as a system Its characteristics Comparison with other systems

Unit III: Educational technology as systems approach 12 Hours

Concept of educational technology : Its origin, concept of instructional technology, concept of behavior modification

Meaning and scope of educational technology Software and hardware Subsystems and components of educational technology

Unit IV: Instructional technology 11 Hours

Educational objectives Curriculum Instructional process Evaluation



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EEA 2134 : Educational Technology and Instructional Process (3 Credits)

Course Outline:

Unit I: Instructional Process 6 Hours

Teaching and instruction Instructional objectives Components of the instructional process: content, media, method, learner, Teacher,

etc. Evaluation Efficiency and effectiveness

Unit II: Instructional objectives 6 Hours

Behavioural specification Entry and terminal behaviour Objective in the three domains of behaviour, cognitive, affective, conative. Limitations of behavioral specifications

Unit III: Methods and media 6 Hours

Considerations for selection of methods and media Sequencing of methods and media Multi media approach to instruction

Unit IV: Instruction through various techniques 20 Hours

Teacher oriented techniques: Lecture Team teaching

Self Instruction: Different forms of programmed instruction

Group oriented techniques Discussion Seminar Panel discussion Brain storming Tutorial Buzz session

Unit V: Instructional techniques involving student’s activity 7 Hours

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Role play Library work Field work Simulation Educational games

EEA 2235 : Communication & Teaching (3 Credits)

Course Outline:

Unit I: Communication Process 9 Hours

Basic concepts of cybernetics Different components of the communication process sender, media, message,

receiver, feedback Unidirectional and interactional communication Distortion in communication: Physical and psychological factors Teaching –learning as communication process

Unit II: Teaching 9 Hours

Concept of teaching: different viewpoints Bases for a technology of teaching behaviour: observation analysis & modification Paradigm of teaching: approaches of Gage, Mitra, Medley and Mizel

Unit III: Identification of teaching behavior 9 Hours

Techniques and tools of observation, FIACS and other instruments, Role of hardware Skills of teaching: planning, presentation, evaluation & managerial skills, skills as

competencies

Unit IV: Development teaching behaviour 9 Hours

Different programmes: Skill based and others Micro-teaching approach to skill development. Integration of teaching Skills

Unit-V: Communication media in education 9 Hours

Mass media: T.V , radio, films ,etc. Other media such as CCTV , tape recorder computer Communication accessories such as projector, camera etc.

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(Potentialities of these media for educational Purposes will be discussed along with their limitations).

EEA 2236 : Development & Evaluation of Instructional System (3 Credits)

Course Outline:

Unit I:Systematisation of instructional process 9 Hours

Availability of alternatives for attaining specified goals Designing the instructional system Empiricism as the basis for development of instructional systems.

Unit II: Development of instructional system 9 Hours

Objective specification Target group specification Task analysis Development of evaluation tools Identification of instructional inputs and their sequencing Development of software material Try-out and refinement Field testing & finalization Development as a continuous and cyclic process

Unit III: Evaluation of instructional system 9 Hours

Formative evaluation Summative evaluation: internal and external criteria Judging the suitability of a developed system for adoption in new settings

Unit IV: Study of a few instructional systems 9 Hours

Distance education systems Computer assisted instruction

Unit V: Some issues in systematization of educative process 9 Hours

Extent of systematization possible in formal, non-formal & informal components Systematisation & creativity


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1. Students will select an instructional situation, formulate terminal behavious to be achieved, identify the instructional inputs for this situation, develop soft-ware for each inputs and devise evaluation procedures for it

2. A few instructional situations will be given with certain characterizations w.r.t. learners and resources. Students will be required to examine these and suggest suitable instructional inputs with justification

3. Students will collect various definitions and view points regarding the concept of educational technology. These would be critically examined in discussion sessions specially organized for the purpose.

4. Students will study few instructional systems developed at CASE and outside and present them to the group in seminar situations.

5. Students will identify various teaching behaviours required for organizing and managing various instructional systems. These would be discussed at the seminars to be conducted for the purpose.

References:

Aggarwal, J. C. (2003). Principles Methods and Techniques of Teaching: New Delhi: Vikas Publishing Home.

Chaudhury, N. R. (2001). Management in Education. New Delhi: APH Publishing Corporation.Elias, M. A. (2002). Systems Analysis and Design. New Delhi: Godgotia Publishing (Pvt.) Ltd.George, R. T, & Stephen, G. F.(1994). Principles of Management. New Delhi: AIBS Publishers

and Distributors. Mahapatra, B. C. (2005). Information Technology and Education. New Delhi: Swarup& Sons. Marianne, D., and Elaine, D. (2005). Applying Communication Theory for Professional Life: A

Practical Introduction. New Delhi: Sage Publications.Pandey, V. C (2005). Frameworks for ICTs and Teacher Education. New Delhi: Isha Book

Publishers.Patricia, H. A., and Richard, T. H. (1997). Organizational Communication, Empowerment in a

technological society. New Delhi: AITBS Publishers and Distributors.Reddy, S. (2004). Education Learning and Technology- New Opportunities in Training and

Development. The ICFAI University: ICFAI Books.Sharma, R. S. (2005). Television in college Education. Jaipur: ABD Publishers.Sharma, Y. K., and Sharma, M. (2006). Educational Technology and Management, (Vol 1). New

Delhi: Kanishka Publishers and Distributors. Sharma, Y. K., and Sharma, U. M. (2006). Educational Technology and Management. (Vol 2).

New Delhi: Kanishka Publishers and distributors.Singh, V. (2005). Practical Approach to Educational Technology. New Delhi: Akanksha

Publication House. Srinivasan, T. M. (2005). Instructional Technology. New Delhi: Jaipur Pointer Publishers.

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Steve, M., and Davis, K. M. (2005). Engaging Organizational Communication Theory and Research, Multiple Perspectives. New Delhi: Sage Publications.

GROUP K: MOTIVATION

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Objectives:

1. To enable the students to know the genesis and the basic concepts and theories of motivation.2. To enable the students to understand the significance and role of motivation as a determinant

as well as component of personality.3. To enable the students to know and apply motivational inputs in instructional-setting.4. To enable the students to understand the role of motivation in development.

EEA 2135 : Motivation: Concept and Theories (3 Credits)

Course Outline:

Unit I: Motivation and educational process 9 Hours

formal, nonformal, informal scope and relevance of studying motivation motivation in classroom instruction motivation and personality motivation and development

Unit II: Motivation: A historical perspective 9 Hours

1. Dualism, determinants of conduct2. Hedonism and Law effect 3. Darwin’s theory, Post Darwinian developments4. Psychoanalysis/behaviourism5. Personal causation

Unit III: Concept of Motivation 8 Hours

1. Definition of motivation2. Definition and characteristics of certain related concepts: drive, need, incentive,

motive, urges, emotions, instinct, etc. 3. Nature and characteristics of Motivation as a process and product.

Unit IV: Various classification of motives 9 Hours

Primary / secondary Innate / acquired Physiological / Psychological / Social

Unit V: Theories of Motivation : Homeostatic theory 10 Hours

Helson’s Adaptation level theory

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Lewin’s psychological field theory Young’s theory of motivation Hullian theory of motivation Psycho-analytical theory of motivation


Development of Measurement

i. Motive Acquisitionii. Development of Motivation: possibilities and approaches.

iii. Measurement: tools and techniques: Role of Projective techniques.



EEA 2136 : Motivation and Personality (3 credits)

Unit I: A Personality Theories 10 Hours

1. The Freudian Approac2. The Adlerian Approach 3. Roger’s Self theory 4. Personology of Allport 5. Social Learning theory 6. Present status of personality theories

Unit II: A Motivation as viewed by various personality theories 9 hours

B Personality traits as influenced by motivation.

Unit III: Correlates of Motivation 10 Hours

(A)Personality Correlates: Performance, perception, intelligence, aspiration, anxiety concerns, adjustment, initiative, dependency, creativity, introversion – extroversion. (B)Environmental Correlates: Birth order, number of siblings peer perception, family influence. (C)Motivation and personality development in Instructional-Setting.

Unit IV: Motivation and Creative Talents 8 Hours

(a) Significance of motivation and creativity; Motivation for creativity.

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(b) Identifying talented individuals, using their potentials in society.

Unit V: Motivation and National Development 8 Hours

Socio-cultural factors influencing education. Education as a motivating agent for social change and economic development.

Practical work:

(Any one of the following)1) Preparing a paper on the motivational theories through library study.2) Measuring Ach. Motivation of Students through various tools. 3) Observing pupils classroom behaviour and preparing a report (keeping motivational theories

in view)4) Content analysis of any text-book and finding out the motivational component. 5) Enlisting the motivational characteristics of students (a) in a given instructional-setting (b) in

a given community.6) Case Studies of nAch, n.power, and n.Aff, motives in individuals. 7) Surveying the aspects of mental health of the pupils.8) A study of group dynamics (through Sociograms) in Instructional-Setting.9) A study of the correlates of motivation.10) Enlisting the use of Incentives in the (classroom) instructional setting through observation. 11) Preparing biographies of persons manifesting a high level of different motives. 12) Study of pupils and teachers’ personal social and community values. 13) Survey of pupils’ aspirations level in terms of vocations. 14) Studying Motive Development Experiments and writing an account of practiceable

suggestions for teachers. 15) Studying motivational inputs of inservice training courses for instruction.



EEA 2237 : Motivation in Instructional Setting. (3 Credits)

Unit I: 6 Hours

1. Motivation and Instructional goal. 2. Motivation in Learning process.3. Motivation and School Performance.

Unit II : Motivation as viewed by various learning theories 10 Hours

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1. Connectionism Theory2. Conditioning Theories3. Field Theory4. Psycho-analytical

Unit III: Concepts related to Motivation in instructional setting 15 Hours

success / failure feedback reinforcement incentives – positive/negative approach/avoidance Self motivation

Unit III: Facilitators of Motivation to Learning 14 Hours

(a) Physical(b) Human : (i) Individual factors.

Teacher Oriented – Pupil oriented. (ii) Group factors

Teacher Behaviour and Motivation Communication behaviour Leadership behaviour Classroom management Teacher expectation

Group characteristics and Motivation Cohesion Trust Adjustment

Motivation generating techniques. Participation in decision making. Perception of goals. Generating interpersonal support. Developing positive self concept Receiving and interpreting the feedback Competition with self and others (cooperation and

competition).

Unit V: Development of Motivation in Instructional Setting 10 Hours

(A) Strategies for Motivation Development aspiration boosting

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inducing origin behavior Goal Discrepancy treatment Increasing positive self concept

(B) Impact of Motivation Development on Student Learning(C)Psychological Education : Concept and implications.



EEA 2238 : Motivation and Development (3 Credits)

Unit I: Perceiving for Development 9 Hours

(a)Perceiving what should be : Self and the world, Self and the environment (Hawthrone Studies), Self and

motivation, the Search for motivation. Motivation, Behaviour, Human groups. Accelerating economic growth Motivating youth for social progress Encouraging excellence

(b)Perceiving what it is Achieving nations and societies such as, U.S.A. Japan, U.K., Germany,

Africa, China, Nigeria. Achievement drive and economic growth, entrepreneurial behaviour and their

characteristics, psychological factors in economic development.

Unit II: Motivation in Relation to Productivity and Performance 9 Hours

(A) Education as investment in Human Capital developing work values developing a concern for excellence concern with future needs. development of work motivation.

(B) Human performance Motivating individuals, groups organizations and society : a role of motivation

in work performance. Aspirant individuals, the genesis of their aspirations. Individuals job behaviour & job satisfaction. Human concerns in personal, social, political & economic situations Motivation & concerns : Cantril’s model; concern for the self and for the

country.Primary Education level (6-11)

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Secondary Education level (12-16)College level

Unit III: Motivation and Mental Health in Instructional Setting 8 Hours

Self concept and motivation Self improvement and self actualization Conflict of motives Frustration and adjustment Role of motivation in mental health through guidance, counselling and

corrective programmes.

Unit IV: Motive Acquisition 10 Hours

(A)Achievement Motive Acquisition through family influences.1. independence training2. feedback system of parents, 3. goal identification4. guidance in decision making

(B)Motive Acquisition through literature analysis 1. analysis of novels. 2. analysis of text books3. the components of origin and fatalism in literature.

(C)Motive Acquisition through Social Ethos, Social values leading to positive self-concept customs, traditions, folk-tales, folk-lores.

Unit V: Role of Education in Motive Acquisition 8 Hours

1.Teacher’s expectancies 2.Aspirations of the institution towards the students3.Social expectations4.Value norms of the society5.Feedback mechanisms in the institution.6.Academic achievement 7.Institutional ethos8.Curriculum



References:

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Atkinson, J. W., and Feather, N. T. (1966). A theory of achievement motivation. New York: John wiley& Sons.

Beck, R. C. (1978). Motivation: Theories & principles. New Jersey: Prentice-hall.Bernard, H. W. (1970). Mental health in the classroom. New York: Mcgrawhill books.Bindra, D. (1966). Motivation selected readings, Stewart: Mcgraw hill books.Brody, N. (1983). Human motivation, commentary on goal directed action. London: Academic

Press.Ford, M. E. (1992). Motivating humans.Londan: Sage publication.Fred ,V. P. (1975). Motivation theories and Issues. California: Cole Publishing co.Gellerman, S. W. (1942). Motivation in the real world. New Delhi: Rupa& co.Gellerman, S.W. (1968). Management by motivation. America: American association of AmericaHall , J. F. (1961). Psychology of Motivation. Philadelphia: JB Lippincott Company.Harre, R., Clarke, D., and Carlo, N. D. (1985). Motives & Mechanisms. New York: Methuen

publication.Houston , J. P. (1985). Motivation. London: Macmillan publishing co.Jeffreys, M. (2002). Success Secrets of the motivational superstars. India: Joyce publishing

house.Kaur, R. (2006). School psychology: New trends & Innovation. New Delhi: Deep & Deep

Publications.Maslow, A. (1968). Some educational implication of humanistic. NewDelhi: Rupa and co.Michael, B. (1966). Leadership, employee needs and motivation.Columbus: The ohio state

University.Pandey, J. (2004). Psychology in India Revisited developments in the Discipline Vol-3, Applied

Social and Organizational Psychology. New Delhi: Sage publicationSingh, N. (2005). Motivation theories and Practical applications. New Delhi: Deep and Deep

Publications.Tack , A. (1984). Motivational leadership. England: wildwood house.

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GROUP L: COMPUTER EDUCATION

EEA 2137 : Data Processing in Education(3 Credits)

Objectives:

1. To develop the capabilities of students to analyze educational data using computers.

2. To develop the skills of writing programs in students to analyze the given data.

3. To develop the data interpretation abilities of students.

Course Outline:

Unit I:Data Analysis in Education 6 hours

Meaning, Purpose and Scope of Data analysis in Education, Planning and preparation for data analysis, computer in Data Processing – different packages.

Unit II:Data Management Functions 7 Hours

Data, DBMS, RDBMS, Storage, Retrieval, Editing, Browsing, Updating, Duplicating, Transmission, Seeking, Sorting, Indexing etc.

Unit III: Descriptive Statistics 12 Hours

Preparation of spread sheet, graphical representation, computing measures of central tendency- mean, median & mode, and measures of variability- Range, Average Deviation, Quartile Deviation, and Standard Deviation.

Unit IV: Inferential Statistics 12 Hours

Computing different types of correlation, such as, product moment, bi-serial, point bi-serial, rank difference multiple regression, Chi-square test, t-test, ANOVA, ANCOVA

Unit V: Research Reporting 8 Hours

Text Editing, Text Formatting, Formatting Bibliography, References and Printing

Practical:

Students will develop programs for data analysis.

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Lecture, Discussion, Assignment, Project, Practicals

References:

Garrett H.C. (1966).Introduction to Statistics in Psychology and Education, New York: Longman Group Ltd

Guilford, J.P.(1978). Fundamentals of Statistics in Psychology and Education. New York: McGraw Hills Series.

Taxali, R.K. (1996).FoxPro 2.5 for DOS and Windows. New Delhi: BPB Publication

EEA 2138 : Application of Software Packages in Education (3 credit)

Objectives:

1. To acquaint students with elements of Microsoft Office 2007.2. To develop abilities of students for using MS -Front-Page, Excel, Word, Access, Power Point

and Publisher.

Course Outline:

Unit I: Introduction to MS Word 6 Hours

Text Editing: Paragraphing, Word Wrapping, Border and Shading, Bulleting, Table Making, Mail Merge, Spell check & Grammar Check, Object Inserting, Auto Shaping, Formatting, criteria for Evaluation of software.

Unit II: Introduction to Excel 10 Hours

Spread Sheet; Formulas and Functions: Mathematical, Logical, Date and Time, Statistical: Graph Making, criteria for Evaluation of software.

Unit III: Introduction to Power Point 8 Hours

Power Point Presentation: Slide Making, Transaction, Animation, Border & Shaping, View Composition, Sound & Visual Effects, criteria for Evaluation of software.

Unit IV: Introduction to MS ACCESS 11 Hours

Introduction to MS ACCESS Package Relationships and Field Properties

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Retrieving data using querries Forms and Reports

Unit IV: MS Publisher 10 Hours

Designing Web-Page, Using Hyperlinks Designing News Letters and Cards Criteria for Evaluation of software.

Activities:

Producing a Research Paper in a proper format through MS Word Production of a Result Sheet along with Graph Designing a Power Point Presentation including possible latest features Designing an Educational Website Designing a News Letter


Activities, Lecture, Discussion, Problem Solving, preparing worksheets and spread sheets.

References:

Gupta, V. (2001). Comdex ( Computer Course Kit).New Delhi: Dreamtech Press. Gupta, V. (2007). Multimedia and Web Design. New Delhi: Dreamtech Press.Intel Teach to the Future. (2002). Pre-Service Curriculum, National Centre for Software

Technology, Indian Edition.London, S. (2000). Front Page 2000- Get Professional Results. New Delhi: McGraw Hill.Perry, G. (2007). Microsoft Office 2007. New Delhi: Pearson Education. Price, M. (2007). Front Page 2003 in Easy Steps. New Delhi: Dreamtech Publication.Reid, M., and Schwartz, K. R . (2000). Training Guide Microsoft Office 2000. New Delhi: BPB

Publication.Shufflebotham, R. (2007). Photoshop in Easy Steps. New Delhi: Dreamtech Publication.

EEA 2239 : System Analysis and Designs in Education (3 Credit)

Objectives:

1. To acquaint students with System Analysis, Design and Implementation.2. To develop abilities of students in designing different computer based educational systems.

Course Outline:

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Unit I: Problem Identification & System Analysis 10 Hours

System, system analysis, designing and implementation, tools of structured analysis data, flow diagram, data dictionary, data structured diagrams and structured English, tools of structured design- structure chart, pseudo-code, input & output layouts, file & database layouts and processing controls, Traditional tools of system analysis and design- system flow chart, program processing menus and program flow charts.

Unit II: System Requirements 8 Hours

System Requirements- problem classification and definition, problem identification and evaluation tools, finalizing project requirements, data collection and analysis, data organization and documentation.

Unit III: System Designing 10 Hours

Feasibility analysis, logical design specification, system organization, input, output design, data file and database design, computer program design.

Unit IV: System Development, Conversion, Security and Maintenance 10 Hours

Processing control design and the technical design specification, programming and program testing, system testing and conversion and system maintenance.

Unit V: Designing, Developing and Implementing Computer Based Systems 7 Hours

Library Management, Time-Space-Personnel Management, Laboratory Management, Office Automation and Examination Management etc

Activities:

Preparing System Flow Chart, Developing System development cycle


Interactive modes

References:

Awad, E. M. (1987). System Analysis and Design. New Delhi: Galgotia Publication (Pvt.) Ltd. Demareo, T. (1978). Structured Analysis and System Design. New York: Yurdon Press.Eliason, A. L. (1987). System Development- Analysis, Design and Implementation. Boston: Little

Brown and Company.

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Hawryszkiewyez, I. (1998). Introduction to systems Analysis and Design (4th Ed.). New Delhi: Prentice hall of India (Pvt.) Ltd.

Lee and Lee, (1982). Introducing System Analysis and Design, Combined Volume Set. New Delhi: Galgotia Publication (Pvt.) Ltd.

Parkin, A. (1980). System Analysis. Cambridge: Mass Wintrop Publishers.Rilia, L. S. (1986). Computers and Information: An Introduction (3 Ed.). New Delhi: McGraw.

Hill Book Inc.Semprevivo, P. C. (1982). Systems Analysis. Chicago: Science Research Associates.

EEA 2240 : Computer Aided Instruction (3 Credits)

Objectives:

1. To familiarize students with the concept of CAI.2. To acquaint students with the elements of Basic/Visual Basic/C/C++/SQL.3. To introduce Flash Macromedia and 3D MAX.4. To develop CAI using any Language or Software Package.5. To identify Research Trends in CAI.

Course Outline:

Unit I: Computer Aided Instruction 5 Hours

Concept, steps of development of CAI, forms of CAI, advantages and disadvantages

Unit II: Introduction of Programming Languages (C/C++) 15 Hours

Statements, Functions, Commands, Procedures, forms, controls and variables

Unit III: Introduction to Animation (Flash Macromedia) 15 Hours

Tools, Creating Basic Shapes, Working with Text, Frames and Layers, Symbols, Scripting

Unit IV: Development of CAI 7 Hours

Steps in development of CAI in School Subject. Criteria for Evaluation of CAI

Unit V: Research Trends in CAI3 Hours

Identification of Research Trends in CAI

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Activities:

Preparation of Learning materials. Analysis of studies conducted in India and Abroad on CAI Survey of CAI in different school subjects


Hands on experience, Demonstration, Project, Assignments, Discussion, Lecture

References:

Blake, B., andSahlin, D. (2006). Flash 8: A Beginner’s Guide. New Delhi: Dreamtech Publisher.E.Balagurswamy, (2011), Computer Programming and Utilization, Tata-McGrawHill Publications, New Delhi.Gupta, S., and Gupta, A. (2006). Flash 8 in Simple Steps. New Delhi: Dreamtech Publisher.Holzner, S. and et.al. (2007). Visual Basic 2005 Programming Black Book with CD. New Delhi:

Dreamtech Publisher.Kanetkar, Y. (2007). Let us C++. New Delhi: BPB Publication.Kanetkar, Y. (2007). Working with C. New Delhi: BPB Publication.Kent, W. A. (1987). Computer Assisted Learning in the Humanities and Social Sciences. Oxford:

Black Well Publishing.Perry, G. (1998). Teach Yourself Visual Basic-6 in 21 days. New Delhi: Tech Media.Smith, E. A., Whisler. V., and Marquis, H. (2006). Visual Basic Programming with CD-Bible.

New Delhi: Wiley Publishers.

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M.ED. GOLD MEDALS

PROF. T.K. N. MENON GOLD MEDAL IN EDUCATION:

To a regular student who passes the whole M.Ed. Examination held by the M.S. University of Baroda at the first attempt, obtaining highest number of marks in the six compulsory papers and obtain at least a Second class.

In case of a tie between two or more students obtaining equal number of marks in the compulsory papers at the M.Ed. Examination, the medal should be awarded to a student who has passed the B.Ed. or its equivalent examination obtaining the highest number of marks.

PROF. S.N. MUKHERJI GOLD MEDAL:

To regular student who passes the whole M.Ed. Examination of June of M.S. University of Baroda at first attempt and stands first with atleast a Second class.

Provided further that whom the Chancellor’s Medal is awarded in the Faculty of education and Psychology, this Medal be awarded to the regular candidate who stands second in the whole examination at the first attempt and with at least a Second class.

PROF. M.B. BUCH GOLD MEDAL M.Ed.

To the student getting highest grade in the Area Specialization courses at M.Ed. level at the yearly May/June Examination, conducted by the M.S. University of Baroda for awarding Gold Medal. Only the result of the regular Final Examination of the student will be consider. The Medal will be awarded to the First student in the area Specialization Courses provided. He/She gets minimum A Grade at the yearly May/June regular M.Ed. Examination every year.

Incase of tie between two or more students for obtaining equal number of grade as per rule no. 3 above, the amount of the Gold Medal shall be provided and distributed equally amongst all the students.

NOTE:While calculating the grades for awarding the Medals actual grade points must be taken into consideration.

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“The Full-blown lotus growing out of the lake symbolizes the emergence

of mind and its triumph over matter. The flame rising from the centre of

the lotus is the flame of human knowledge, spreading light and learning

for the coming generations. The motto inscribed below the lotus defines

the purpose and existence of life which is love of beauty, goodness and

intellectual curiosity.”

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