school of education - suresh gyan vihar universitym.ed.pdf · · 2013-11-20school of education...

School of Education

Suresh Gyan Vihar University

Mahal, Jagatpura, Jaipur-302025

B.Ed.

for

Academic Session 2013-14

Teaching & Examination Scheme -B.ED 2013-14.

Semester: - I

Sub.

Code Theory Paper

Teaching Periods

per week Duration

of Exam

(Hrs.)

Weightage (in

%)

C L S/P/WS/

TU CIE ESE

A Compulsory Papers

ED-101 Essentials of Instructional and Educational Technology

6 6 3 30 70

ED-103 Psycho Social Basis of Learning & Teaching 6 6 3 30 70

ED-105 Th.-Computer Literacy & Educational

Application 3 3 3 30 70

B Elective Papers

ED-107 ED-109

ED-111

ED-113 ED-115

Methodology of Teaching General Science

Methodology of Teaching Mathematics Methodology of Teaching Social Studies

Methodology of Teaching English

Methodology of Teaching Sanskrit

6 6 3 30 70

ED-151

Pr.-Computer Literacy & Educational

Application 2 3

60 40

TP-101 Teaching practice 6

60 40

SM-101 Seminar/Presentation/WS/Tu. 5 10 60 40

DE-101 Discipline and co-curricular activities 2 100

Total 36

Total Teaching Load 34

Note – Students have to select one paper only from the elective papers

Teaching & Examination Scheme -B.ED 2013-14.

Semester-II

Note – students have to select one paper only from the elective papers and only one paper from

special paper.

Sub.

Code Theory Paper

Teaching Periods

per week Duration

of Exam

(Hrs.)

Weightage

(in %)

C L S/P/WS/

TU CIE ESE

A Compulsory Papers

ED-102 Education & Emerging Indian Society

6 6 3 30 70

ED-104 Educational Management & School

Organization 6 6 3 30 70

ED-106A

ED-106B

Special Paper: Educational & Vocational

Guidance

Or

Special Paper: Environmental Education

6 6 3 30 70

B Elective Papers

ED-108

ED-110

ED-112

ED-114

ED-116

ED-118

ED-120

ED-122

Methodology of Teaching Chemistry

Methodology of Teaching Physics

Methodology of Teaching History

Methodology of Teaching Civics

Methodology of Teaching Economics

Methodology of Teaching Hindi

Methodology of Teaching home science

Methodology of Teaching Biology

6 6 3 30 70

TP-101 Teaching practice 6

60 40

SM-101 Seminar/Presentation/WS/Tu. 5 10 60 40

Total 35


Teaching & Examination Scheme -M.Ed 2013-14.

Semester: - I

Sub.

Code Theory Paper

Teaching Periods

per week Duration

of Exam

(Hrs.)

Weightage

(in %)

C L S/P/WS/

TU CIE ESE

A Compulsory Papers

ED-501 Philosophical & Sociological Foundations

of Education 5 5 3 30 70

ED-503 Methodology of Educational of Research 5 5 3 30 70

ED-505 Psychological Foundations of Teaching &

Learning 5 5 3 30 70

B Elective Papers (Specialization)

ED-507

ED-509

er

er

ED-511

ED-513

Area-1

Principles of Comparative Education-1

Educational Technology -I

OR

Area-2

Foundation & Organization of Teacher

Education-I

Principles & Procedure of Guidance-I

5 5 3 30 70

DI 501 Dissertation work -

Synopsis preparation and presentation 3 3

- 60 40

SM 501 Seminar/Presentation/WS/Tu. 5 10

OTP501 Observation of teaching practice 2

100

DE501 Discipline and co-curricular activities 2 100

Total 32


Note – Students have to select one area out of area-1 or area -2 paper only from the elective papers.

Teaching & Examination Scheme -M.Ed 2013-14.

Semester-II

Sub.

Code Theory Paper

Teaching Periods

per week Duration

of Exam

(Hrs.)

WEIGHTAGE

(in %)

C L S/P/WS/

TU CIE ESE

A Compulsory Papers

ED 502 Philosophical & Sociological

Foundations of Education 5 5 3 30 70

ED 504 Methodology of Educational of

Research 5 5 3 30 70

ED 506 Psychological Foundations of

Teaching & Learning 5 5 3 30 70


ED 508

ED 510

er

er

er

ED 512

RRRR

ED 514

Area-1 Education in U.K., U.S.A. &

India-II

Educational Technology &

instructional Process -II

OR

Area-2 Student Teaching & Innovative

Practice in Teacher Education-II

Techniques of Appraisal &

Counselling-II

5 5 3 30 70

DI 502

Dissertation work

Field work and Report writing 6

12 - 60 40

SM 502 Seminar/Presentation//WS/Tu. 5 10

OTP502 Observation of teaching practice 2

100

Total 33


Note – Students have to select one area out of area-1 or area -2 papers only from the elective

papers.

LIST OF BED. PAPERS

1st Semester

ED- 101

Essentials of Instructional and Educational Technology

ED-103 Psycho Social Basis of Learning & Teaching

ED-105 Th- Computer Literacy & Educational Application

ED-151 Pr-Computer Literacy & Educational Application

ED-107 Methodology of Teaching General Science

ED-109 Methodology of Teaching Mathematics

ED-111 Methodology of Teaching Social Studies

ED-113 Methodology of Teaching English

ED-115 Methodology of Teaching Sanskrit

TP-101 Teaching practice

SM-101 Seminar/Presentation/WS/Tu.

DE-101 Discipline and co-curricular activities

LIST OF B.ED PAPERS

II- semester

ED-102

Education & Emerging Indian Society

ED-104

Educational Management & School Organization

ED-106A

Special Paper: Educational & Vocational Guidance

ED-106B Special Paper: Environmental Education

ED-108

Methodology of Teaching Chemistry

ED-110 Methodology of Teaching Physics

ED-112 Methodology of Teaching History

ED-114 Methodology of Teaching Civics

ED-116

Methodology of Teaching Economics

ED-118 Methodology of Teaching Hindi

ED-120 Methodology of Teaching home science

ED-122 Methodology of Teaching Biology

TP-102 Teaching practice

SM-101 Seminar/Presentation/WS/Tu.


LIST OF PAPERS –M.ED SEM-I

Sub.

Code Theory Paper

A Compulsory Papers

ED 501 Philosophical & Sociological Foundations of Education

ED 503 Methodology of Educational of Research

ED 507 Psychological Foundations of Teaching & Learning


ED 509

ED 511

er

er

ED 513

ED 515

Area-1 Principles of Comparative Education-1


OR

Area-2

Foundation & Organization of Teacher Education-I


DI 501

Dissertation work -

Synopsis preparation and presentation

SM 501 Seminar/Presentation/WS/Tu.

OTP 501 Observation of teaching practice

DE 501 Discipline and extra co-curricular activities

Sub.

Code Theory Paper

A Compulsory Papers

ED 501 Philosophical & Sociological Foundations of Education


ED 507 Psychological Foundations of Teaching & Learning


ED 509

ED 511

er

er

ED 513

ED 515

Area-1 Principles of Comparative Education-1


OR

Area-2

Foundation & Organization of Teacher Education-I


DI 501

Dissertation work -

Synopsis preparation and presentation

SM 501 Seminar/Presentation/WS/Tu.

OTP 501 Observation of teaching practice

LISTOF PAPERS –M.ED SEM-II

Sub.

Code Theory Paper

A Compulsory Papers

ED 502 Philosophical & Sociological Foundations of

Education


ED 506 Psychological Foundations of Teaching &

Learning


ED 508

ED 510

er

er er

ED512

RRRR

ED514

Area-1

Education in U.K., U.S.A. & India-II

Educational Technology & instructional

Process -II

OR

Area-2

Student Teaching & Innovative Practice in

Teacher Education-II

Techniques of Appraisal & Counselling-II

DI-502

Dissertation work

Field work and Report writing

SM-502 Seminar/Presentation//WS/Tu.

OTP-502 Observation of teaching practice


The first research oriented University of state

SCHOOL OF EDUCATION

DETAILED SYLLABUS

2013-14

1-SEM. B.ED. EVALUATION

SCHEDULE PER WEEK

LECTURERS-6

CREDITS-6

EXAMINATION TIME = (3) HOURS

MAX. MARKS = 100

[CIE (30) & ESE (70)]

Two questions will be set from each unit and students will be required to answer one question from

each unit.

Unit Contents of the Subject No. of

Teaching

Periods

required

1 Technology and Education:

i. Concept, nature and scope of Educational Technology

ii. Role of Educational Technology in teaching learning process

Types of educational technology

i. Teaching technology: Meaning, characteristics, basic assumptions

and contents

ii. Instructional Technology: Meaning, characteristics, basic

assumptions and contents

15

ESSENTIALS OF INSTRUCTIONAL AND EDUCATIONAL TECHNOLOGY

[Ed 101]

iii. Behavioural technology: Meaning, characteristics, basic

assumptions and contents

2 Designing of instructional system:

i. Task analysis, types of task analysis

ii. Identification of instructional objectives (Bloom’s taxonomy)

iii. Writing the objectives in behavioural terms

iv. Socialized recitation: Lecture cum discussion, team teaching, and

tutorials.

Techniques of Behaviour modification:

i. Micro-Teaching: Meaning, steps, characteristics, limitations and

advantages

ii. Various skills of micro teaching: Skill of questioning probing,

illustrating, reinforcement, explanation

iii. Flander’s interaction analysis

15

3 Programmes of teacher preparation:

i. Programme instruction: origin, definition, meaning, characteristics,

proinciples merits and demerits

Types of programme instruction: Linear and branching

Models of teaching:

i. Meaning, assumptions, types, characteristics, elements of teaching

models

ii. Types of teaching models: Glaser Model and concept attainment

model

15

4 Approaches in Educational technology:

i. Hardware approach and software approach

ii. Systems approach in educational technology

Multimedia approach in education:

i. Need and importance of multi media

ii. Electronic media- TV, radio, OHP, computer, E-learning, Satellite

Instructional Television Experiment (SITE)

15

5 Communication: A mode of teaching learning process

i. Concept of communication, principles, features and purpose of

communication

ii. Communication process, barriers to communication

iii. Class room communication (Verbal and non-verbal)

15

Educational technology and distance education:

Distance Education: Concept, different contemporary system viz.

correspondence, distance services, counseling methods in distance

education.

Total 75

Sessional:

o Preparation of micro lesson plan based on any two teaching skills.

o Preparation of lesson plan based on programme instructions

o Preparation of lesson plan based on team teaching.

Recommended Books:

Sr.No. Name of Book Author Publisher

1 Technology of teaching Skinner, B.F. Appleton Century Crofts

2 Innovation in teaching-learning

process

Chauhan, S.S. Vikas Publication, New Delhi

3 The selections and use of

international media for improving

classroom teaching and interactive

individualized instruction

Romiszowaski London: Kagan Page

4 Instructional technology Knork, F.G.

Chillds, T.

N.Y.Holt Rinehart and Winston

5 Introduction to educational

technology

Sampath, K.,

Painiselvan, A &

Santhanam, S

New Delhi, Sterling (P) Ltd.

6 Models of teaching Joyace,

Bruce &

Weilmansha

New Jersey, Prentice Hall,

Englewood Cliffs

7 Encyclopedia of educational

technology

Giridhar, C.H. Commonwealth Publishers

8 Encyclopedia of teaching techniques Shankar, T. Commonwealth Publishers

9 Technological foundation of

education

Sharma, R.A. R.Lall book depot

10 Essential & educational technology

management

Oberoi, S.C.

Saxena, N.R. Swaroop

R.Lall book depot

11 Educational technology

management & evaluation

Aggrawal, J.C. Vinod Pustak Mandir

12 Educational technology and

management

Bhatnagar, R.P. International pub. house.

13 Educational technology Rao, V.K. A.P.H. Publishing Corp.

14 Distance education Pathak, C.K. Rajat Publications

15 f”k{kk rduhdh ds rRo Sharma, R.A. International pub. house.

16 “kSf{kd rduhdh ds ewy rRo

,oa izcU/ku

Mangal A.K. International pub. house.


SCHOOL OF EDUCATION

DETAILED SYLLABUS

2013-14

I-SEM. B.ED. EVALUATION

SCHEDULE PER WEEK

LECTURERS-6

CREDITS-6


MAX. MARKS = 100

[CIE (30) & ESE (70)]


each unit.

Unit Contents of the Subject No. of Teaching

Periods required

1

Educational Psychology:

i. Meaning, scope, need, functions and applications.

ii. Implications of Educational Psychology for a

Teacher, Curricula, Classroom situations and

learner development.

Motivation

i. Motivation: its meaning and role in the process of learning.

ii. Theories of motivation.

10

PSYCHO-SOCIAL BASIS OF LEARNING AND TEACHING [Ed 103]

iii. Concept of Social Learning (Bandura).

2 Growth and Development of the learner:

i. Growth and Development---meaning,

principles (Physical, Social, Mental and

Emotional Development)

ii. Their Implications for learning.

Learning theories i. Learning, its meaning, factors affecting learning and

types of learning (Gagne). ii. Theories of learning—Trial and Error, Classic,

Conditioning, Operant Conditioning, Gestalt, Piaget and Burner.

iii. Transfer of learning: meaning, factors, theories and its Implications for teacher.

15

3

Personality, Intelligence and Creativity

i. Personality: meaning, types, factors responsible for shaping it, objective and Projective of assessment.

ii. Intelligence: meaning, nature, theories, measurement, and role in learning.

iii. Creativity: meaning, components, development and measurement.

Psychology of adjustment

i. Concept of adjustment

ii. Mechanism of adjustment

iii. Ego-defense mechanisms

iv. Identification and education of mal adjusted

children. Individual differences

Individual differences: meaning, causes and their educational

Implications, (with special reference to the slow learners, gifted,

delinquent, physically disabled and socially deprived children).

15

4 i. Group Dynamics, Classroom as a group-its impact upon learning

ii. Development of a child as an individual (concept development), School and development of self-concept.

iii. Creative thinking, reasoning and problem-solving and the effects of social class on their development.

15

5 i. Learning increments of Socialization, Individualized

instruction diagnosing learning difficulties.

10

ii. Adjustment

Total 65

Sessionals:

1. Administration of any one projective test of personality. 2. Administration of any one projective test of intelligence. 3. Study of growth and development of a learner.

Recommended Books:

S. No. Name of the Book Author Publisher

1. Essentials of Educational Psychology Agarwal.J.C.

Vikas Publishing House Pvt Ltd

2. Learning Theories for Teachers Bigge Harper,N.Y.

3. Educational Psychology Blair,jones and

Simpson Macmillan,N.Y.

4. Advanced Educational Psychology Chauhan,S.S.

Vikas Publication House,N.D.

5. Theories of Learning Hilgard,E.R.

Appleton Century Craft N.Y

6. Educational Psychology in the

classroom Lindgren,H.C. Macmillan,N.Y.

7. Fundamentals of Educational

Psychology Sharma,R.A.

Lal Book Depot, Meerut

8. Essentials of Edcuational Psychology Skinner,B.F.

Asia Publishing House,Bombay


SCHOOL OF EDUCATION

DETAILED SYLLABUS

2013-14


SCHEDULE PER WEEK

LECTURERS-3

CREDITS-3


MAX. MARKS = 100

[CIE (30) & ESE (70)]


each unit.


Teaching

Periods

required

1

Computer Fundamentals

1. General awareness about functioning of Computer- a. Characteristics and uses of Computer in Education (Planning,

question paper preparation, evaluation, open learning system) b. Block diagram of Computer c. Classification of Computer

2. Concept of hardware, software and education software. 3. Input/output devices 4. Primary storage devices & secondary storage devices 5. Computer memory and its units-RAM, ROM bit and byte

15

COMPUTER LITERACY & EDUCATIONAL APPLICATION (THEORY) Ed 105

2

Operating System

1. Basic features of Windows 2. Windows and it’s accessories

a. Explorer b. File Manager c. Paint d. Managing Printing

MS-Office

MS-Word-Text Management, Preparation of Resume, Application, Bio-data,

tables & commands

MS-Excel- Preparation of Table, Chart, formulas & commands

POWER POINT- Preparation of Slides, Paper Presentation & commands

15

3 Internet and Multimedia

1. Server, Modem, E-Mail, Internet surfing for educational purpose websites, Search Engines

2. Concept of Multimedia and its educational uses

10

4

Computer as teaching machine:

a. Computer Aided Instruction (CAI)-Concept and modes b. Concept of other terms like CMI (Computer Managed Instructions) CBI

(Computer Based Instructions) CALT Computer Assisted Learning and Teaching)

c. Information Technology and Computer (Concept, role, impact on education system)

15

5 Computer and education

Role of Computer in Education System (e.g. library Management, Education

Management and research, School management, evaluation distance

education, education of special Children etc)

10

Total 65

Recommended Books:

S.No. Name of the Book Author Publisher

1. Macro Computer in Science and Language

teaching

Reghavan, S.S Mysore R.C.E

2. An Introduction to Micro Computers Osborne A Galgolia Book Source,

New Delhi

3. Computer Koor Harjit Aatmaram & Sons,

New Delhi

4. Computer ek parichay Vakatachamal,

S.

Pitabar publication

company P.Ltd New

Delhi

5. An introduction to Computer Science Balamurali,

Savitha

Vikas Publishing

House, Pvt.Ltd.New

Delhi

6. Computer an introduction Payal Lotia and

Pradeep Nair

BPB Publication, New

Delhi-110001


SCHOOL OF EDUCATION

DETAILED SYLLABUS

2013-14

1-SEM. B.ED. EVALUATION

SCHEDULE PER WEEK

LECTURERS-6

CREDITS-6


MAX. MARKS = 100

[CIE (30) & ESE (70)]


each unit.


Teaching

Periods

required

1

1. Definition and concept of Science. 2. Place of science in school curriculum 3. Values of teaching science at school level 4. Meaning of Co-relation 5. Correlation Science with other subjects. 6. Objectives of teaching sciences at Secondary level. 7. Study of the following scientist : Bhabha, APJ Abdul Kalam,

Dhawan, JC Boss

15

METHODOLOGY OF TEACHING GENERAL SCIENCE [Ed 107]

2

1. Principles of developing science curriculum at secondary level. 2. Factors affecting the selection and organization of science

curriculum. 3. Characteristics of a good curriculum of science 4. Qualities and responsibilities of science teacher. 5. Role of teacher in training students in scientific method and

developing creativity among students 6. Unit plan, lesson plan & annual plan

15

3 1. Lecture method, Demonstration method, Lab Method, Problem Solving method, Heuristic method, Project method, Inductive & deductive method.

2. Inquiry approach programmed Instruction, Panel discussion, Team teaching, General & Workshop.

3. Innovative teaching in General Science.

4. Multi sensory aids-charts, models, Bulletin board, flannel board, Transparencies, Overhead Projector, Radio, T.V. Computer

15

4 1. Co-curricular activities-Organization of Science club, Science fair and excursions, use of community resources.

2. Science Lab. Planning & equipping science Lab. Guidelines for organizing practical work care and maintenance of equipment, safety precautions for work in science Lab.

15

5

1. Evaluation: concept, types and purposes. 2. Type of Test items-objective type, S.A. & Essay type. 3. P Preparation of blue print and construction of Achievement test. 4. Evaluation of practical work in Science. 5. planning objective based test items of different types

Total 75

Session Work:-20 Marks

(1) One test of 10 Marks

(2) Any one of the following-10 Marks

Life sketch and contribution of any one prominent Indian Scientist.

Conducting and reporting two experiments useful at secondary level.

Recommended Books:

S.No. Name of the book Author Publisher

1. Teaching Life Sciences Sood,J.K. Kobli Publishers, Chandigarh

2. Teaching of Science & Life

Science Sharma, L.M. Dhanpat Rai & Sons, Delhi.

3. Teaching of Biology Kulsherstha, S.P. Loyal Book Depot, Meerut.

4. Teaching of life sciences Yadav, K. Anmol publishers, Daruagaj,Delhi

5. Modern methods of teaching

sciences Vadav, M.S. Anmol Publisher, Delhi.

6. Science Education Singh, U.K. & Nayab,

A.K.

Common wealth Publishers Daryaganj,

New Delhi

7. Science Education in 21st

century Venkataih, S. Anmol Publishers, Delhi.

8. Teaching science at High

level Yadav, M.S. (Ed) Anmol Publishers, Delhi


SCHOOL OF EDUCATION

DETAILED SYLLABUS

2013-14


SCHEDULE PER WEEK

LECTURERS-6

CREDITS-6


MAX. MARKS = 100

[CIE (30) & ESE (70)]


each unit.

Unit Contents of the Subject

No. of

Teaching

Periods

required

METHODOLOGY OF TEACHING MATHEMATICS

Ed 109]

1

Nature & importance of Mathematics

i. Nature of mathematics, its importance in the secondary school

curriculum.

ii. Relationship of mathematics with other subjects

iii. History of development of mathematics

iv. Contribution of famous mathematicians.

a. Indian mathematicians: Bhaskracharya, Aryabhatt, Leelawati,

Ramanujan

b. Foreign mathematicians: Euclid, Pythagoras

Aims and objectives of teaching mathematics

i. Aims and objectives of teaching mathematics

ii. Introduction of Bloom’s Taxonomy of educational objectives

iii. Writing instructional objectives of teaching mathematics in

behavioural terms.

15

2 Curriculum planning:

i. Curriculum: meaning, importance and principles of designing a

good curriculum.

ii. Critical evaluation of exiting mathematics curriculum prescribed at

secondary level in Rajasthan Board of Secondary Education &

CBSE. Methods of teaching mathematics:

a. Inductive Deductive b. Analytic and Synthetic c. Project method d. Problem solving e. Heuristic and project f. Laboratory method

10

3 Development of teaching skills:

i. Techniques of teaching mathematics

a. Oral work

b. Written work

c. Home assignment

d. Drill work

e. Self & supervised study

ii. Teaching skills: concept, planning & practicing micro skills

a. Questioning

b. Reinforcement

c. Explanation

d. Illustration with examples & visuals

e. Stimulus variation

Audio-Visual aids

i. AV aids in teaching mathematics

ii. Practical/laboratory work in teaching of mathematics

iii. Preparation of low cost teaching aids

iv. Setting up of mathematics laboratory

15

v. Use of mathematics laboratory in day to day teaching of

mathematics

vi. Computer and mathematics

vii. Text books in mathematics. Qualities of good mathematics book

4 Co-curricular activities:

i. Meaning and importance of co-curricular activities

ii. Organizing quiz and puzzles, riddles, etc

iii. Introduction to Vedic Mathematics

iv. Shortcuts mentioned in Vedic Mathematics Evaluation

i. Types of test items and their construction

ii. Preparation of blue print.

iii. Diagnostic test and remedial teaching in mathematics

13

5 Enrichment Programme-1

Diagnostic, Remedial and enrichment programme with respect to the following

content areas prescribed in secondary classes of RBSE and CBSE

a. Set theory and mathematical structures -Sets, Relations and Functions. b. An elementary idea of Boolian algabra and numbers with different bases

Enrichment Programme-2

i. Statistics-Graphical representation of the statistical data, measures of central tendency, dispersion and coefficient of correlation

Axiomatic development of Geometry. Concepts of ray, line segment, angle of a

triangle, interior and exterior angles of a triangle, Concepts of equality, congruency

and similarity

12

Session Work:

1. One test of -10 Marks 2. Make a Diagnostic Remedial and enrichment programmed of set theory and mathematical

structures

Recommended Books:


1. Teaching of Modern mathematics Agarwal S.M Dhanpat Rai and Sons, Delhi

2. Teaching of mathematics in the

new education

Ryangar and

Kuppuswami,N.A.

Universal Publication.

3. The teaching of Secondary Butler and Wren McGraw Hill Book company

mathematics

4. Sri Bhari Krisna Turthji Vedic

mathematics

Jagadguru Swami Moti lal Banarsidas Publisher

Delhi

5. Modern mathematics for

teachers

Kapur J.N Arya Book Depot,New Delhi

6. Teaching of mathematics Mangal,S.K. Prakash Brother Ludhiana

7. Mathematical Statistic Kapoor and Saxena S. Chand & Co. New Delhi

8. Teaching of mathematics Sidha,K.S Streling pub.Pvt.Ltd,New Delhi

9. Maths Edcuation ShriVastov and

Bhatnagar

Ramesh Book Depot, Jaipur

10. Shanti Narayan Modern Abstract

Algebra

S. Chand & Co. New Delhi


SCHOOL OF EDUCATION

DETAILED SYLLABUS

2013-14


SCHEDULE PER WEEK

LECTURERS-6

CREDITS-6


MAX. MARKS = 100

[CIE (30) & ESE (70)]


each unit.


Periods required

1

Nature, Scope and Objectives of Social Studies:

i. Concept, nature, scope and importance of Social

Studies

ii. Importance in school curriculum.

iii. Aims of teaching Social Studies at different levels

iv. Co-relation of Social Studies with other school

subjects—Science, language and social studies group. Planning of instructions:

i. Concept and objectives of lesson planning.

ii. Annual plan

iii. Unit plan

iv. Daily lesson plan

15

2

Support material in teaching of social studies

Need, importance & types of support material

Multi-media and Community resource

1. Use of multi media

10

METHODOLOGY OF TEACHING SOCIAL STUDIES [Ed 111]

2. Computers in Social Studies teaching. 3. Use of local resources in teaching social studies

3

Current events in social studies:

1. National- culture and civilization.

2. National integration , national heritage

3. Importance of Non-violence 4. Cooperation and social responsibilities as a citizen.

Qualities of social studies teacher:

i. Qualities & role of social studies teacher.

ii. Professional growth of a teacher of social studies.

iii. Organization of S.st. Lab.

10

4

Curriculum

1. Concept, nature and scope of social studies

curriculum.

2. Characteristics of good social studies curriculum.

3. Critical appraisal of social studies curriculum. 4. Social studies text book

Instructional Strategies, Methods and Approaches:

Various methods of teaching Social Studies—Lecture, Socialized

recitation, Story, Telling, Project, Problem Solving, Source

Methods

Innovative practices in social studies:

Brain storming, Role playing, Field trips, Team teaching

15

5 Evaluation

i. Concept and objectives of evaluation and

measurement, difference between evaluation and

measurement.

ii. Tools and techniques of evaluation in social studies

teaching Preparation of achievements test

i. Different types of question ii. Blue Print iii. Preparation of objective based question papers iv. Diagnostic and remedial exercises.

15

Total 65

Sessional :

1. One test of 10 Marks 2. Any one of the following (10 Marks)

Content analysis and preparation of instructional material related to any unit of subject related to Social Studies.

Preparation of TV/Radio Script.

Recommended Books:

S.No. Name of Author Name of the Book

1. Bining and Bining Teaching of Social Studies

2. Brantom,F.K. The teaching of Social Studies in changing World

3. Dray and David jordon A Hand Book of Social Studies

4. Hamming,James The teaching of Social Studies in Secondary School

5. Wesley Edger Brose Social Studies for schools

6. Taneja,V.R. Teaching of Social Studies in Hindi Edition

7. Horn.E.E. Methods of instruction in the Social Studies

8. Kochhar,S.K. Teaching of Social Studies in Hindi Edition

9. Bhuwneshwar Prasad Social Studies teaching in Indian Schools

10. Sharma,M.B. Method of Social Science teaching


SCHOOL OF EDUCATION

DETAILED SYLLABUS

2013-14


SCHEDULE PER WEEK

LECTURERS-6

CREDITS-6


MAX. MARKS = 100

[CIE (30) & ESE (70)]


each unit.


Periods required

1

Nature, Scope and Objectives of Social Studies:

v. Concept, nature, scope and importance of Social

Studies

vi. Importance in school curriculum.

vii. Aims of teaching Social Studies at different levels

viii. Co-relation of Social Studies with other school

subjects—Science, language and social studies group. Planning of instructions:

v. Concept and objectives of lesson planning.

vi. Annual plan

vii. Unit plan

viii. Daily lesson plan

15

2

Support material in teaching of social studies

Need, importance & types of support material

Multi-media and Community resource

4. Use of multi media

10

METHODOLOGY OF TEACHING SOCIAL STUDIES [Ed 111]

5. Computers in Social Studies teaching. 6. Use of local resources in teaching social studies

3

Current events in social studies:

5. National- culture and civilization.

6. National integration , national heritage

7. Importance of Non-violence 8. Cooperation and social responsibilities as a citizen.

Qualities of social studies teacher:

iv. Qualities & role of social studies teacher.

v. Professional growth of a teacher of social studies.

vi. Organization of S.st. Lab.

10

4

Curriculum

5. Concept, nature and scope of social studies

curriculum.

6. Characteristics of good social studies curriculum.

7. Critical appraisal of social studies curriculum. 8. Social studies text book

Instructional Strategies, Methods and Approaches:

Various methods of teaching Social Studies—Lecture, Socialized

recitation, Story, Telling, Project, Problem Solving, Source

Methods

Innovative practices in social studies:

Brain storming, Role playing, Field trips, Team teaching

15

5 Evaluation

iii. Concept and objectives of evaluation and

measurement, difference between evaluation and

measurement.

iv. Tools and techniques of evaluation in social studies

teaching

Preparation of achievements test

v. Different types of question vi. Blue Print vii. Preparation of objective based question papers

viii. Diagnostic and remedial exercises.

15

Total 65

Sessional :

3. One test of 10 Marks 4. Any one of the following (10 Marks)

Content analysis and preparation of instructional material related to any unit of subject related to Social Studies.

Preparation of TV/Radio Script.

Recommended Books:

S.No. Name of Author Name of the Book

1. Bining and Bining Teaching of Social Studies

2. Brantom,F.K. The teaching of Social Studies in changing World

3. Dray and David jordon A Hand Book of Social Studies

4. Hamming,James The teaching of Social Studies in Secondary School

5. Wesley Edger Brose Social Studies for schools

6. Taneja,V.R. Teaching of Social Studies in Hindi Edition

7. Horn.E.E. Methods of instruction in the Social Studies

8. Kochhar,S.K. Teaching of Social Studies in Hindi Edition

9. Bhuwneshwar Prasad Social Studies teaching in Indian Schools

10. Sharma,M.B. Method of Social Science teaching


SCHOOL OF EDUCATION

DETAILED SYLLABUS

2013-14


SCHEDULE PER WEEK

LECTURERS-6

CREDITS-6


MAX. MARKS = 100

[CIE (30) & ESE (70)]


each unit.


Teaching

Periods

required

METHODOLOGY OF TEACHING ENGLISH [Ed 113]

1

Uses of Grammar

i. Forms of verbs, articles, prepositions, modals, tag question, sentence structure

ii. Notice, telegram, invitation, report writing, advertisement. iii. Mother-tongue iv. Introduction of English language. v. Second & foreign Language

vi. Difference between teaching and language teaching. vii. Principles of Second Language Teaching.

viii. Forms of English-Formal, informal, Written, Spoken, Global English.

ix. English as a Second Language (ESL), English as a Foreign Language (EFL), English for Specific Purpose.(ESP).

x. Characteristics of English language.

15

2 OBJECTIVES

Objectives of Teaching English as a Second language (a) Skill based (LSRW) (b)

Competence based: Linguistic Competence (LC) and Communicative

Competence (CC) with reference to LSRW skills.

Teaching of listening and speaking skills

(A) Listening:

i. Concept of listening in second language; ii. The phonetic elements involved in listening at the receptive

level.(Monothongs, diphthongs, consonants, pause, juncture, stress, accent beat, intonation, rhythm);

iii. Listening skills and their sub-skills; iv. Authentic listening V/s Graded listening v. Techniques of teaching listening

vi. Role of teaching aids in teaching listening skills vii. Note taking.

(B) Speaking:

i. Concept of listening in second language; ii. The phonetic elements involved in listening at the receptive level

(Monothongs, diphthongs, consonants, pause, juncture stress, accent, beat, intonation, rhythm.)

iii. The Stress System-Weak Forms and scheme iv. Use of pronouncing dictionary v. Phonetics transcription

vi. Techniques of teaching speaking skills and pronunciation practice and drill. Ear Training, Repetition, Dialogues and Conversation.

vii. Role of A.V. aids in teaching speaking skills.

Teaching Reading and Writing skills:

READING SKILLS

20

i. Concept of Reading in second language; ii. Mechanics of Readings (Eype span, Pause, Fixations, Regression); iii. Types of Reading: Skimming, Scanning, Silent reading Reading aloud,

Intensive Reading, Extensive reading, Local and Global Comprehension.

iv. Role of speed and pace; v. Relating teaching of Reading to listening and speaking skills;

vi. Teaching silent reading, intensive reading, extensive readings and genuine reading comprehension in terms of Inference Prediction, Critical Reading, Interpretation, Judgement, Summarizing, Central idea, etc.

vii. Role of course reader and rapid reader, Close procedure, Maza method, dictionary in teaching Reading skills.

WRITING SKILLS:

a. Written Skills; b. Concept of Writing in First Language and the Second language; c. Types of composition oral, written, controlled guided, contextualized

and integrated composition;

Teaching the following items keeping in view their style ingredients and

mechanics Letters: (formal and informal), Essays, Precis, Paragraph,

Developing stories, Note Making.

3 METHODS AND APPROACHES

Introduction to methods of and approaches to teaching of English as a second

language.

(1) (a) Direct Method (b) Structural Situational Approach (c) Audio-Lingual

Method (d) Bilingual Method (e) Communicative Language Teaching (CLT)

(2) Role of Computer and Internet in Second Language Teaching-Computer

Assisted Language Learning (CALL) Computer Assisted Language Teaching

(CALT)

(3) Eclectic Approach to Second Language Teaching. Study of the above

methods and approaches in the light of:

a. Psychology of second language learning. b. Nature of second language learning c. Classroom environment and conditions d. Language functions

Aims of language teaching, role of mother-tongue role of teacher-learners,

text-book and A.V. and language skills. Testing errors and remedial work

15

4 Resources

i. The Blackboard and the White Board

10

ii. Blackboard drawings and sketches iii. Flashcards, Posters and Flip Charts iv. Songs, raps and chants v. Video clips

vi. Pictures, Photos, Postcards, and Advertisements vii. Newspapers, Magazines and Brochures

viii. Mind Maps ix. Radio Tape-recorder, T.V. x. Language Laboratory

xi. Relia xii. Stories and anecdotes

xiii. The Overhead Project (OHP)

5 PLANNING FOR ENGLISH LANGUAGE TEACHING AS A SECOND LANGUAGE

PROSE LESSONS:

i. Content Analysis: a. Planning a Unit (Bases on a lesson in the Course Reader (text

book) b. Identifying and listing language material to be taught (New

lexical and structural items, their usage and uses) ii. Planning for teaching the content and skills in the following order:

a) New lexical items (vocabulary) b) New Structural items c) Reading comprehension d) Textual exercises e) Writing/composition f) Unit Test

Poetry Lessons:

i. Components of Poetry ii. Concept, aims and objectives of teaching Poetry in Second Language iii. Steps of teaching Poetry at the Secondary stage.

Prose Lessons:

a) Components of prose b) Concept, aims & objectives of teaching prose in second language. c) Steps of teaching prose at the secondary stage.

Testing and Evaluation in English

Concept of testing and evaluation in English as a second language, Difference

in Testing in content-subjects and skill-subjects;

Testing language skills (LSRW) lexical and structural items and poetry.

Type of test (Achievement test, Proficiency test, Diagnostic test,

20

prognostic test, Formative and Summative Test).

Preparation of unit and examination paper-their blue print and answer key;

Types and preparation of test-items'

Error analysis;

Concept and need of remedial teaching and remedial work.

SESSIONAL WORK

1. One test of (10 Marks) 2. The Student will be required to do any one of the following (10 Marks)

Review of a text book

Preparation of a list of structural items included in the text-book at the Secondary stage and its critical analysis

Preparation of five (5) word-cards five (5) picture cards and five(5) cross word puzzles

Preparation of twenty (20) test items in Listening/Speaking/Reading/Writing Skill

Recommended Books:

S.No. Name Of Book Author Publication

1. Spoken English for Indian Bansal, R.K. and

Harrison,J.B

Madras: Orient

Longman Ltd.

2. The English Teacher's Handbook Baruag, T.C. New Delhi Starling

publishing Pvt.Ltd.

3. Teaching English as Second

Language

Bright and McGregor Longman

4. Communicative Methodology in

Language

Brumfit,C.J. Cambridge: C.U.P

5. English Grammar Collins Cobuild Harper Colling

Publisher India

6. Teach English Doff,A Cambridge: CUP

7. techniques and Principles in

Language Teaching

Freeman Diane-

Larsen

Cambridge: CUP

Schedule per Week

Practicals-3

Credits-2

Examination Time = (3) Hours

Max. Marks = 50

[CIE (40) & ESE (60)]


1. Macro Computer in Science and Language

teaching

Reghavan, S.S Mysore R.C.E

2. An Introduction to Micro Computers Osborne A Galgolia Book Source,

New Delhi

3. Computer Koor Harjit Aatmaram & Sons,

New Delhi

4. Computer ek parichay Vakatachamal,

S.

Pitabar publication

company P.Ltd New

Delhi

5. An introduction to Computer Science Balamurali,

Savitha

Vikas Publishing

House, Pvt.Ltd.New

Delhi

6. Computer an introduction Payal Lotia and

Pradeep Nair

BPB Publication, New

Delhi-110001

COMPUTER LITERACY & EDUCATIONAL APPLICATION (PRACTICAL) Ed 151


SCHOOL OF EDUCATION

DETAILED SYLLABUS

2013-14

II-SEM. B.ED. EVALUATION

SCHEDULE PER WEEK

LECTURERS-6

CREDITS-1


MAX. MARKS = 100

[CIE (30) & ESE (70)]


each unit.


Periods required

1

1. Concept, nature and Meaning, aims objectives of education.

2. Forms of Education-Formal, Informal, Non-formal. 3. Values and aspirations of the present Indian Society. 4. Cultural heritage and its relevance in the modern

Indian education. 5. Education & Religion. 6. Education & Peace.

15

EDUCATION AND EMERGING INDIAN SOCIETY [Ed 102]

2

1. The meaning & uses of philosophy, metaphysics,

epistemology and Axiology.

2. Educational implications of the following:

a. Idealism

b. Naturalism

c. Pragmatism

d. Realism

Educational contribution of the following:

Jainism, Geeta, Buddhism , Ravindra Nath Tagore

M.K. Gandhi, Swami Vivekanand, Sri Aurobindo Ghosh

15

3 Indian Constitution and the status of education with

reference to the following:

1. Universlization of education. 2. Equality of opportunities in education. 3. Education and Fundamental Rights and Duties. 4. Relationship between education and democracy. 5. Role of education in developing Socialistic patterns and

national integration. 6. Distance Education. 7. Education related to life skills. 8. Education & Guidance.

10

4 1. Concept of social system 2. Education as a Special Sub-System. 3. Education & other sub systems—family, caste, state. 4. Education as an agent of social change, social change

influencing the trend of education. 5. Education & planned change. 6. Social disparities, Gender disparities, Regional

disparities and their educational implications. 7. Social Mobility, Cultural Lag, conflict, modernization &

education. 8. Emerging Indian Concerns and their educational

implications;

15

5 1. The role of educational institution for creating new social orders.

2. Population education. 3. Environmental education and Ecological imbalances. 4. Impact of science & technology on society and

education.

Social issues affecting education

10

1. Globalization. 2. Human rights. 3. Technological invasion. 4. Women Education

Total 65

Sessional Work

1. One test of 10 marks 2. An essay of 10 marks on any one of the following:

Role of teacher to prepare students for responsible citizenship.

Inculcation of values in the present system of education.

Types of education

Education and culture

Education and religion

Education and peace

Relation of educational institutions and society

Relation of education and philosophy

Human development and education

Education opportunities

Educational opportunities

Universalization of Education

Recommended Books

Author Name of the Book & Publisher

Anand,C.L.Etal- The teacher and education in emerging Indian Society

(New Delhi NCERT, 1983)

Dewey John- Democracy and Education, New York.

Home,H.H.- Democratic Philosophy of education,Macmillan,New York.

Odd.L.K. Siksha ki Darshanik and samajshasatriya bhumika-new delhi macmillan

Raymont Principles of Education Longmans Green London.

Philosophical Basis of Education Longmans Green London.

Pandey and Rajni Shiksha and Bartiy samaj


SCHOOL OF EDUCATION

DETAILED SYLLABUS

2013-14


SCHEDULE PER WEEK

LECTURERS-6

CREDITS-1


MAX. MARKS = 100

[CIE (30) & ESE (70)]


each unit.


Teaching

Periods

required

1

Educational administration and management:

i. Concept, need, Characteristics of Educational Administration and

Educational Management

ii. Principles of Educational Administration and Educational Management

Authority and Delegation:

i. Concept of authority, delegation of power centralization and

decentralization, direction and control.

ii. Unity of command. TQM (Total Quality Management).

10

2

Leadership and Planning:

i. Concept, types, principles, styles, need, problems of Leadership,

Leadership. Role of school HM in Institutional planning.

ii. Concept, type, aims, need of Institutional planning and financial

management/School budget, nature, process of preparation, problems

and solutions.

Supervision and Inspection:

i. Meaning, old and modern concept

ii. Types, differences, objectives, principles, nature, problem, remedies of

15

EDUCATIONAL MANAGEMENT AND SCHOOL ORGANIZATION [Ed 104]

supervision and inspection.

iii. Role of school Headmaster in Supervision and Inspection.

3 Concept, type, objectives, principles, nature, problem & remedies of the following:

i. Development and maintenance of infrastructure.

ii. Time table.

iii. Planning co-curricular activities

iv. School records.

v. Student discipline.

vi. Overall school climate and tones.

10

4 Brief survey of growth and development of education in India.

Pre-Independence era-

i. Education during Vedic, Buddhist and Medieval period. Development during British period-Macaulay’s minute.

Brief survey of growth and development of education in India.

Post-independence era-

i. Salient features of Secondary Education Commission 1952-1953,

ii. Education commission 1964 and National Policy on 14Education

1986.

i. Major recommendations of Education Commission (1964)

ii. NPE-1986 for educational administration.

iii. Report of Knowledge Commission. Role of central and state agencies of education:

MHRD, NCTE, NCERT, CBSE, CABE (Central Advisory Board of Education), NIEPA.

State Dept of Education, RBSE, SIERT, IASE CTE, DIET

15

5 Comparative Education:

i. Meaning, scope and importance of comparative education

ii. Components of comparative education: social, economic, scientific,

humanistic.

iii. Comparative study of secondary education in U.S.A., U.K. and India

with reference to characteristics, aims, types and programmes of

institutions of teacher education.

15

Total 65

Sessional work

1. Preparation of an institutional planning on any aspect of school organization 2. A case study of a secondary school with reference to the leadership role of school Headmaster.

Recommended Books:

S.

No.

Name of the

Author

Name of Book Publication

1. Bhatnagar,Suresh Sakshik Padhandha and shisha ki

samashaye

Surya Publication

2. Gupta,L.D. Uchacha sakshik Pashashan Hriyana Shahity Aakadami

Chandigathaa

3. Sukhiya,S.P. School Parshasan and Saganthan Vidon book minadir Agra

4. Vasheshtha K.K. School saganthan and baratiy shiksha ki

samsaye

layal book Depot minadir Agra.

5. Dev Acharya

Mahendra

School Pavandah Rastrvani pakashan delhi

6. Sharma,R.A. School Saganthan and shisha pashasan Surya Publication meret

7. Vayas,Harisacha Sakshik Padndha and shisha ki samsayaye Khukhapal gupta,arya book

Depot,delhi.

8. Agarwal,J.C. School Prashasan Arya book depot, karol baug,new

delhi

9. Yegendra Jit bhay Sakshik and school prashasan Vinod pustak mandir,Agra.

10. Kochhar,S.K. Secondary School Administration Sterling publishers

11. Mukerji S.N. Secondary School Administration Acharya Book Depot Barpda

12. Mukerji,S.N. Administration of Education in India Acharya Book Depot Baroda


SCHOOL OF EDUCATION

DETAILED SYLLABUS

2013-14


SCHEDULE PER WEEK LECTURERS-6

CREDITS-1

EXAMINATION TIME = (3) HOURS MAX. MARKS = 100

[CIE (30) & ESE (70)]


each unit.


Teaching

Periods

required

1

Concept, Nature and Scope of Guidance & Counselling

i. Historical background: abroad & India.

ii. Importance of guidance in the lives of individuals meaning of

guidance.

iii. Distinction between guidance, counseling, directions, instructions.

Importance of Guidance

Philosophy and aims of guidance, Importance of guidance for individuals and

for society.

13

2 Areas of Guidance

1. Educational Guidance

2. Vocational Guidance

3. Personal Guidance,

Guidance in Present context

1. Guidance Implications in the current Indian Scenario. 2. Problems related to guidance & guidance workers.

13

3 Study of an individual

i. Meaning & need

Individual differences with regards to mal-adjusted, slow learners, creative &

physically handicapped

Counseling:

i. Concept, nature & scope of counseling

ii. Career counseling & dissemination of occupational information

iii. Sources of collecting occupational information

13

SPECIAL PAPER--EDUCATIONAL & VOCATIONAL GUIDANCE Ed -106A

4 Guidance Services

Introduction of Guidance Services: Individual Inventory Service-Cumulative

Record, Information Service, Follow up service, Group Guidance Service,

Guidance in the School Programme Role & Responsibilities of Guidance

worker in Schools.

Role of personnel in Guidance

i. Counselor

ii. Principal

iii. Teachers

iv. Guidance workers,

v. Career Masters

5 Standardized testing techniques in Guidance & Counseling:

i. General introduction of standardized & non-standardized tests, their

importance & uses.

ii. Various tests: intelligence, aptitude, personality, interest

Non-standardized testing techniques in Guidance & Counseling:

i. Interview

ii. Observation

iii. Sociometry

Sessional Work :

1. One test of -10 Marks 2. Evaluation an Educational Programme Guidance and Curriculum Approach

RECOMMENDED BOOKS:

S.No. Name of the book Author Publication

1. A Basic Tent for Guidance Workers Erickson, Cliffor E N. Y.Prentics Hill

Inc.1947

2. Guidance services in smaller Schools Forclich Clifford P New York Mc.Graw

Hill Book Co. 3. The Role of Teacher in Personnel work Strang, Ruth New York Teachers

Colleges Columble

University

4. Appraising Vocational Fitness Super Donald New York Harper and

Brothers


SCHOOL OF EDUCATION

DETAILED SYLLABUS

2013-14


SCHEDULE PER WEEK

LECTURERS-6

CREDITS-6


MAX. MARKS = 100

[CIE (30) & ESE (70)]


each unit.


Periods required

1 Environment

1. Concept of Environment 2. Concept of Ecology, Ecosystem, Components of

Ecosystem and interdependence Man & Environment

1. Relationship of man and Environment

2. Personal & family responsibility about the

Environment

13

2 Problems of modern civilization:

1. Population explosion 2. Pollutions-Air, Water, Noise, Waste and Cultural

13

SPECIAL PAPER- ENVIRONMENTAL EDUCATION ED. -106B

Depletion of Natural Resources

1. Depletion of Natural resources: Causes and measures

for conservation of forest and wild life.

2. Water energy and soil management

3 Environment & Education

1. Meaning objectives, importance and philosophy of Environmental education

2. Scope of environment education-Multi-disciplinary approach correlation with other school subjects

3. Environment Education as a subject its curriculum at different levels

Problems of Environment

i. The need for global outlook to solve Environmental

problems

ii. Global warming: Causes & affects

13

4 Methods & Approaches:

i. Methods and Approaches: Group discussion, project

problems solving observation.

ii. field-trips/excursion, activity method.

iii. Games and simulation puppet lecture-demonstration.

Ecology:

i. Ecology-club

ii. Ecology laboratory

iii. Library and publications.

13

5 Role of Mass-media

i. Role of Mass-media in environmental education,

ii. Films and Audio-visual material in Environmental

education.

Role different agencies:

i. Role of different agencies: UNEP,W.W.F.

ii. Friends of tress: N.G.Os and Government

organizations

13

Total 65

Sessional work:

Prepare an article on any one of the following:

1. Concept of Eco-system and Interdependency 2. Green house effect Global warming 3. Depletion of Ozone Layer and Acid rain 4. Acts related to conservation of Environment 5. One test of 10 Marks 6. Any one of the following: 7. Prepare a scrap-book of an environment articles and news. 8. Perparation of maps of charts or models or Transparencies related to Environmental issues . 9. Study any Environment problems and write a report of the same. 10. Find out Environment friendly or Bio-under gradable probucts and prepare a list. 11. Study the role of nay local NGO . 12. Planning of an out of class activity/Games/simulation related to Environment.

Recommended Books:

1. Environmental Studies -- V.B. Singh 2. i;kZoj.k v/;;u & MkW- Hkksik.k flag 3. i;kZoj.k v/;;u & MkW- th-,l- oekZ 4. i;kZoj.k f”k{kk & MkW- th-,l- oekZ


SCHOOL OF EDUCATION

DETAILED SYLLABUS

2013-14


SCHEDULE PER WEEK

LECTURERS-6 CREDITS-6


MAX. MARKS = 100 [CIE (30) & ESE (70)]


each unit.


Teaching

Periods

required

1 Nature & Objective of Science:

i. Nature, scope & historical background of science with special

reference to chemistry.

ii. Relation of chemistry with other subjects.

iii. General & specific objectives of teaching chemistry at

secondary/senior secondary level.

Various issues in science/chemistry teaching

1. Globalization and science education w.r.t chemistry

2. Environmental science and chemistry

3. Present status of Research in the field of chemistry/ chemistry

teaching

13

2 Chemistry Teacher:

1. Qualities, qualification & responsibilities of chemistry teacher.

2. Need and types of professional growth

3. Role of a good chemistry teacher

4. Teacher's role in training students in scientific method

5. Teacher’s role in developing creativity and scientific temper among

learners.

Teaching Methods of Chemistry:

i. Lecture method, Demonstration method, Lab. based methods

ii. Inductive & deductive method, problem solving, Heuristic & Project

method.

iii. Inquiry approach, programmed instruction, Group discussion, self

study, Team teaching,

13

METHODOLOGY OF TEACHING CHEMISTRY [Ed 108]

3 Chemistry Curriculum & text books:

i. Principles of developing chemistry curriculum at secondary/senior

secondary level.

ii. Critical appraisal of chemistry syllabus or a text book at

secondary/senior secondary level prescribed by the Board of

Secondary Education with special reference to The State Board (e.g.

Rajasthan) and C.B.S.E.

iii. Co-curricular activities: (a) Organization of science club science fair

(b) games & quiz (c) seminar & workshops (d) visits to places of

scientific interest.

13

4

Use of instruction Material-1

Brief introduction of types & importance of :

i. Audio-aids: broad cast-radio, tap recorder

ii. Visual-aids

iii. Audio visual-aids: motion pictures, TV, videos

iv. New emerging trends: CC TV, computers, calculators, online

material, mobiles

Use of instruction Material-2

i. Projected-aids: slides, film strips, transparencies, epidiascope

ii. Non-projected aids: reference material, display board, chalk

board, magnetic board, charts, pictures

iii. Others: real & improvised material.

iv. Low cost teaching aids

13

5

Instructional planning, Evaluation of Chemistry and practical work

1. Instructional planning - Daily lesson plan, unit plan and yearly plan

i. Evaluation: Concept, Types and purposes.

ii. Type of test items and their construction.

iii. Preparation of Blue Print & Achievement Test.

iv. Diagnostic Testing & Remedial teaching.

v. Evaluation of practical work in chemistry.

a) Chemistry Lab: Layout Plans, equipments, furniture,

maintenances of records,

b) Repair, care and improvisation of apparatus

c) Safety measures in Lab, organization of practical work.

13

Total 65

Sessional:

(1)One test of 10 Marks

(2)Any one of the following-10 Marks

1. Life sketch & contribution of any one prominent Indian Chemist. 2. Preparation of scrap book containing original science (Scientific cartoon)

Stories/articles/features/plays/Interview report useful for teaching of chemistry. 3. Planning an out of class activity of use local environment to teach chemistry.

Recommended Books:


1. Teaching of chemistry, Yadav, M.S. Anmol publication, New Delhi.

3. Teaching science at Higher Level Yadav, M.S. Anmol Publications, New Delhi

4. Chemistry Teaching Misra, D.C. Sahitya

5. Teaching of Chemistry by Modern Method

Kherwadkal, Anjali

Sarup & Sons.New Delhi

6. Science Teachg in Schools Das, R.C Sterling Publishers Pvt.Ltd., New Delhi

7. Science education in 21st Century Venkataih,S. Anmol Publishers, New Delhi

8. World Conference on Science Education,

Rao,D.B. Discovery Publishing House, New Delhi


SCHOOL OF EDUCATION DETAILED SYLLABUS

2013-14


SCHEDULE PER WEEK

LECTURERS-5 TUTORIAL-1

EXAMINATION TIME = THREE (3) HOURS

MAX. MARKS = 100

[INTERNAL ASSESSMENT (30) & SEMESTER

END EXAM (70)]

Two questions will be set from each unit and students will be required to answer one question from each

unit.


Teaching

Periods

required

1 Nature, Scope and Objectives

i. Meaning, definition & nature of Science, Physics as a fundamental

science.

ii. Objectives and values of Teaching Physics at Senior Secondary Level

Contribution of Indian & foreign physicists

Major milestones in the development of the physics:

i. Indian Physicists: Sir C.V. Raman, M.N. Saha, K.S. Krishana,

Narlekar. J.C. Bose, S.N., H.J. Bhabha and S. Chandra Shekhar

ii. Foreign physicists: Archemedias, Newton, Einstein

10

2 Curriculum:

i. Principles of selection and organization of course content and

experiences for senior secondary level physics.

ii. Characteristics of good physics curriculum. Critical analysis of

physics curriculum of Sr. Sec. classes of RBSE/CBSE.

iii. Correlation of physics with other school subjects and its role in daily

life.

Planning:

i. Developing unit & lesson plan in physics

ii. Writing of objectives in behavioural terms.

iii. Content analysis

15

METHODOLOGY OF TEACHING PHYSICS [Ed -110]

3

Role of Physics teacher:

i. Teacher’s role in planning for developing scientific attitude and

creativity among students and for training them in scientific method.

ii. Qualities & responsibilities of a good physics teacher.

iii. Recommendations of Kothari Commission & NEP on teaching of

science.

Methods of teaching Physics

i. Demonstration method, laboratory method project method problem

solving method and assignment method. Importance of practical work

in teaching physics.

Approaches in teaching physics

i. Heuristic approach Inductive deductive approach

ii. Out of class activities like science club, science fairs and field

trips, co-curricular activities: organization of quiz, riddles, magic

show using principal of physics

15

4 Instructional Support System

i. Multisensory aids in teaching physics: chart, models, over-head

projector, flannel board, bulletin board, transparences, radio, TV,

computer and LCD projector.

ii. Physics Laboratory-planning equipping and organizing physics

laboratory for use of Sr. Sec. Classes. Conduct of practical physics

classes in the laboratory.

iii. Preparation of low cost training aids.

a) State and national level institutions and laboratories

(NPL,ISRO,CEERI, and BARC etc.)

b) Community resources like Science Centers /museums,

planetarium and solar observatory etc.

c) Physics Textbooks-Characteristics of a good textbook and

evaluation of Physics textbook

15

5 Evaluation

i. Evaluation: Concept, types & purpose

ii. Type of test items and their construction

iii. Diagnostic test and remedial teaching in physics

iv. Preparation of blue print and achievement test

v. Evaluation of practical work in physics

10

Total 65

Sessional Work

1. One test of -10 Marks 2. Any one of the following -10 Marks

Case study of one senior secondary lab of Physics.

Description of design of any two improvised apparatus

Recommended Books:


1. Modern Science Hesis, Oburn and

Hoffman

The Macmillan Company"

New York

2. Teaching Science in Today'

ssecondary schools

Thurber W. and A

Collette

Boston Allyan and Bacon

Inc. New York

3. Sadharan Science Siksha Magal S.K Aray book Depot,New Delhi

The impact of science

Teaching

Vaiday,N. Oxford and IBH Publication

Company, New Delhi 1971

4. Science Teaching in

Secondary School

Richardson S Prentice Hall USA

5. Modern Science Teaching' Sharma,R.C. and Sukla Dhanpat Rai and sons Delhi

6. science Education Taygi S.K. Bhotik Sahitay pakashan,agra


SCHOOL OF EDUCATION

DETAILED SYLLABUS

2013-14


SCHEDULE PER WEEK

LECTURERS-6

CREDITS-1


MAX. MARKS = 100

[CIE (30) & ESE (70)]


each unit.


Teaching

Periods

required

1

i. Meaning, nature and scope of history.

ii. Importance of teaching history.

iii. Aims and objective of teaching History at different levels.

iv. Importance of studying Local History, National History and world

History in the context of National Integration and International

brotherhood and global citizenship. v. Co-relation of History with other school subjects.

13

2 Curriculum and Planning

i. Meaning and concept of curriculum ii. Fundamental principles of formulating curriculum in History and critical

appraisals of the existing syllabus.

13

METHODOLOGY OF TEACHING HISTORY [Ed 112]

iii. Lesson plan-Annual plan, Unit plan and Daily lesson plan of teaching History.

iv. Qualities and professional growth of History teacher, his role in future prospective

3 i. Audio Visual aids in teaching History

ii. Text book, teacher, co-curricular activities.

i. Community Resources: Computer, T.V.

ii. History room

iii. Team teaching

13

4 1. Planning of historical excursion.

2. Co-curricular activities

3. Various methods of teaching History (Story Telling,

Biographical, Dramatization time sense, source, project and

supervised study method)

13

5 Evaluation

i. Concept and purpose of evaluation ii. Objectives based evaluation

Tools and techniques of evaluation in history teaching

i. Various types of questions ii. Blue print iii. Content analysis.

13

Total 65

Sessional Work

1. Critical analysis of a History text book of class VI to XII - CBSE/RSEB

2. Project report on local historical place of Rajasthan.

Recommended Books:

1. bfrgkl f”k{k.k & jke fuokl gqM~Mk

2. Hkkjr dk bfrgkl & uhjtk vkpk;Z

3. jktuhfr “kkL= & MkW- lqHkk’k d”;i

4. bfrgkl f”k{k.k & fdj.k “kekZ

5. bfrgkl f”k{k.k & jkedqekj ipkSjh

6. Kothari Commisson by Prof. Suresh Bhatnagar 7. Constitutional History of Great Britain by Dr. W. Metland

8. Teaching of History R.A. Sharma


SCHOOL OF EDUCATION

DETAILED SYLLABUS

2013-14


SCHEDULE PER WEEK

LECTURERS-6

CREDITS-1


MAX. MARKS = 100

[CIE (30) & ESE (70)]


each unit.


Teaching

Periods

required

1

Meaning & scope of Civics

i. Concept, nature and scope of Civics

ii. Contemporary importance of Civics

Aims and Objectives

i. Aims and Objectives of teaching Civics at different level (Upper

Primary, Secondary and Senior Secondary)

ii. Characteristics of good teacher of Civics

12

2 Civics curriculum

i. Meaning and concept of Curriculum

ii. Fundamental principles of formulation of curriculum in Civics.

iii. Approaches to curriculum framing

iv. Critical appraisal of the existing text books of secondary level

12

METHODOLOGY OF TEACHING CIVICS [Ed 114]

3

Correlation with other subjects.

i. Correlation of Civics to other subjects (sociology, history, economics, political science & geography)

ii. Role of Civics in promoting national & international understanding Methods & techniques of teaching Civics

i. Project method

ii. Problem solving

iii. Mock session

iv. Socialized recitation

v. Activity based (quiz, puzzles)

vi. Community resources

13

4 Lesson plan/unit plan/year plan

i. Meaning

ii. Steps

iii. Importance

Approaches of lesson plan (Herbart, Bloom, NCERT)

Audio-visual aids

i. Meaning

ii. Types

iii. Importance

iv. Precautions

v. Community resources

13

5 Measurement & Evaluation

i. Concept of measurement & evaluation

ii. Functions of measurement & evaluation

iii. Types of evaluation

iv. Characteristics of good measurement & evaluation Evaluation Process

i. Types of test (diagnostic tests, achievement test & standardized

test)

ii. Preparation of question paper (blue print)

iii. Types of question paper

iv. Characteristics of good question paper

Examination

i. Meaning

ii. Needs

iii. Types (Internal & External: Oral, written and practical)

iv. Problems inherent in today’s examination

v. Solution to eradicate them (grading system)

15

Total 65

Sessionals:

i. Critical appraisal of text book of secondary level

ii. Report on any political institution

iii. Preparation of scrap book on any topic related to Civics

Recommended Books

S.No. Name of Book Author Publisher

1 Nagrik Shastra Shikshan Saxena, Godhika,

Baghel

Vinod Pustak Mandir

2 Nagrik Shastra Shikshan Gursharan das Tyagi Vinod Pustak Mandir

3 Nagrik Shastra Shikshan M.L. Mittal International

Publishing House

4 Nagrik Shastra Shikshan Savitri Mathur Astha Prakashan

5 Nagrik Shastra Shikshan Rajni Yadav Astha Prakashan

6 Nagrik Shastra Shikshan Yogesh Kr. Singh APH Publishing Corp.

7 Methods of teaching Civics T. Shankar Commonwealth

Publishers


SCHOOL OF EDUCATION

DETAILED SYLLABUS

2013-14


SCHEDULE PER WEEK

LECTURERS-6

CREDITS-1


MAX. MARKS = 100

[CIE (30) & ESE (70)]


each unit.


Periods required

1

Meaning, nature, and scope :

i. Meaning, nature and scope of economics.

ii. Aims and objectives of teaching economics Curriculum and Planning:

i. Concept and objectives of curriculum.

ii. Fundamental principles of formulation of curriculum in

economics

iii. Importance of economics in school curriculum.

iv. Planning of instruction: Unit plan, lesson plan, daily lesson plan,

mini lesson plan in economics

v.

13

METHODOLOGY OF TEACHING ECONOMICS [Ed 116]

2

Correlation of economics with other Disciplines:

i. Meaning and need for correlation

ii. Merits and limitations of correlation

iii. Correlation of economics with other school disciplines Methods and Innovative practices of economics teaching

i. Various methods of teaching economics: Project method,

problem solving, discussion, analytic-synthetic and inductive-

deductive

ii. Innovative Practices in Economics: Brain storming, work shop.

Symposium, seminars.

iii.

13

3 Economics teacher and his qualities

Two fold role of the economics teacher

Essential qualities of an economics teacher Teaching aids in economics:

i. Use of Teaching aids in Economics

ii. Print and non print media

iii. Community resources and their use in the teaching of

economics

13

4

Critical Appraisal syllabus:

Critical appraisal of the existing syllabus of economics at senior

secondary level Critical appraisal of economics Text Book.

Critical appraisal of text books of economics at senior secondary

level

11

5 Subject matter of economics and Contribution of great economists:

Subject matter of economics: Micro and Macro economics

Difference between micro and macro

Contribution of great economists to the principles and practices

of economics Evaluation in Economics;

Meaning and significance of evaluation in economics

Evaluation procedure

Steps involved in evaluation

Preparation of question paper

Blue print

15

Total 65

Sessional work:

Prepare slides related to economics teaching contents at senior secondary level.

OR

Collection of news paper cutting related to economic issues

Recommended Books:


1 Teaching of economics Saxena, N.R.

Mishra, B.K.

Mohanty, P.K.

R. Lall book depot

2 Teaching of economics: A practical

approach


3 Methods of teaching economics Tiwari, Deepak Commonwealth

publishers

4 Arithshastra Shikshan Saxena, Nirmal Rajasthan Hindi

Granth Academy

5 Arithshastra Shikshan Gaur, A.K. International

publishing house

6 Arithshastra Shikshan Singh, Y.K. A.P.H. publishing

corp.

7 Teachers manual in economics Hasan, N. Regional college of

educational Ajmer

8 Introduction to economics of

education

Natrajan, S. Sterling Publication P.

Ltd.

9 The principles and methods of

teaching

Bhatia & Bhatia Doaba house, Delhi

10 Teaching of social studies in

secondary schools

Bining & Bining


SCHOOL OF EDUCATION

DETAILED SYLLABUS

2013-14


SCHEDULE PER WEEK

LECTURERS-6

CREDITS-1


MAX. MARKS = 100

[CIE (30) & ESE (70)]


each unit.


Teaching

Periods

required

1

1- Hkk’kk dk oSKkfud Lo:i ¼o.kZ fopkj]

“kCn fopkj ,oa okD; fopkj dh n`f’V ls½

2- Hkk’kk;h dkS”kyksa ds fodkl gsrq

fuEukafdr i{kksa ds Lo:i dk

f”k{k.k&¼d½ Jo.k ¼[k½ mPpkj.k ¼x½

orZuh ¼?k½ okpu ¼lLoj ,oa ekSu½ ¼M+½

vfHkO;fDr ¼ekSf[kd ,oa fyf[kr½

1- ekr`Hkk’kk@jk’VªHkk’kk ds :i esa

fgUnh f”k{k.k dh fLFkfr

2- iqLrdky; ,oa okpuky; dk fgUnh

Hkk’kk;h fodkl esa mi;ksx

3- ekr`Hkk’kk dk vU; fo’k;ksa ds lkFk

lEcU/k

13

METHODOLOGY OF TEACHING HINDI [Ed 118]

2 1- ekr`Hkk’kk vkSj mldk egRo 2- ekr`Hkk’kk f”k{k.k ds mn~ns”; 3- ekr`Hkk’kk ds fl)kUr 4- d{kk f”k{k.k ds fl)kUr

fgUnh dh fuEu fo/kkvksa dk f”k{k.k ¼d½ x|

f”k{k.k ¼O;kid ,oa xgu ikB :i esa ,oa

nqzr ikB :i esa½ ¼[k½ i| f”k{k.k ¼jl ikB

,oa cks/k ikB :i esa½ ¼x½ ukVd f”k{k.k

¼okfpd ,oa vfHku;kRed :i esa½ ¼?k½ dgkuh

f”k{k.k ¼ vkSipkfjd ,oa O;ogkfjd f”k{k.k

ds :i esaa½

13

3 fgUnh dh fuEu fo/kkvksa dk f”k{k.k &

1- jpuk f”k{k.k ¼fucU/k jpuk ,oa dgkuh jpuk½

2- O;kdj.k f”k{k.k 3- fgUnh f”k{k.k esa n`”;&JO;

lkexzh&lEizR;;] midj.kksa dk egRo ,oa

mi;ksx

4- fgUnh Hkk’kk f”k{k.k esa ikB~;&iqLrd ,oa egRo

ikB~;dze ,oa ;kstuk &

1- ikB~;dze dk vFkZ] lEizR;;] ikB~;dze

fuekZ.k ds vk/kkjHkwr fl)kUr] orZeku

ikB~;dze dk leh{kkRed ewY;kaduA

2- ikB ;kstuk fuekZ.k ,oa izdkj%

okf’kZd ;kstuk] bdkbZ ;kstuk ,oa

nSfud ikB ;kstuk

13

4 fgUnh f”k{k.k es fuEufyf[kr fof/k;ksa dk Kku

,oa mi;ksx rFkk ikB izk:i &

¼1½ iz;kstu fof/k]

¼2½ i;Zosf{kr v/;;u fof/k

¼3½ vfHkdzfer vuqns”ku

fgUnh f”k{k.k esa fuEufyf[kr fof/k;ksa dk

Kku ,oa mi;ksx rFkk ikB izk:i

¼1½ {ks=h; Hkze.k

¼2½ lkeqnkf;d lalk/ku

¼3½ dEI;wVj

¼4½ nwjn”kZu

¼5½ Hkk’kk iz;ksx”kkyk

13

5 fgUnh f”k{k.k esa ewY;akdu &

¼1½ ewY;kadu dh vFkZ ,oa fo”ks’krk,¡] egRo]

O;kdj.k] Hkk’kk dkS”kyksa dk ewY;kadu

¼2½ ikBkUrxZr ikBksijkUr ewY;kadu

¼1½ iz”u&i= fuekZ.k ,oa uhy&i=

¼2½ iz”uksa ds fofHkUu izdkj ,oa jpukA

¼3½ Hkk’kk f”k{k.k lEcU/kh fo’k;&oLrq dk

fo”ys’k.k

¼4½ funkukRed ,oa mipkjkRed f”k{k.k%

lEizR;;] vko”;drk ,oa egRo

13

Total 65

l=h; dk;Z &

1- fgUnh Hkk’kk ds fdlh d{k ls lEcfU/kr Qkby fuekZ.k ¼dgkor]

eqgkojs] dksVs”kUl vkfn½A

2- fp=ekyk] oxZ igsyh] /ofu ds LFkku lEcfU/kr fp=] pkVZ ;k

ikjnf”kZdk rS;kj djsaA

LkanHkZ xzUFk lwph&

1- fgUnh f”k{k.k% je.k fcgkjh yky

2- fgUnh Hkk’kk f”k{k.k% HkkbZ ;ksxsUnzthr

3- fgUnh f”k{k.k fof/k% j?kqukFk lQk;k

4- ekr`Hkk’kk dk f”k{k.k% ds- {kf=;

5- ek/;fed fo|ky;ksa es fgUnh f”k{k.k% fujatu dqekj flag

6- fgUnh f”k{k.k i)fr% cStukFk izzlkn oekZ


SCHOOL OF EDUCATION

DETAILED SYLLABUS

2013-14

1-SEM. M.ED. EVALUATION

SCHEDULE PER WEEK

LECTURERS-5

CREDITS-5

EXAMINATION TIME = THREE (3) HOURS

MAX. MARKS = 100

[CIE-30) & ESE- (70)]


each unit.


Teaching

PHILOSOPHICAL & SOCIOLOGICAL FOUNDATIONS OF EDUCATION [Ed 501]

Periods

required

1 Meaning & nature of Philosophy:

i. Use of Philosophy. ii. Branches of Philosophy metaphysics, epistemology and

axiology and their implications for education. iii. Nature and meaning of education need for a philosophy of

education. iv. Philosophical redirection of educational research in recent

times.

18

2 Indian Philosophical Foundations of Education:

i. Characteristics of Indian Philosophy. ii. Education as conceived in Vedic times. iii. Nature of the learner goals of life. iv. Indian educationists: Gandhi, Vivekananda, Tagore, J.

Krishnamurty

18

3 Ethical Values and philosophies:

i. Theory of knowledge and the ethical values as advocated in the following philosophies- Buddhism Jainism Nyaya Vedanta (Upanishad, Geeta and Advaita Vedanta only) Sankhya.

ii. Teacher student relationship as manifest in Bhagwatgeeta and Upnishads.

iii. Quranic monism and monotheism and its influence in education

18

4 Section-B: Sociological Foundation of Education:

Education as a Social Sub-system.

i. Concept of Social system ii. Functions of education as a special sub-system iii. Concept of Social structure, Social Stratification and

Education. iv. Existing educational disparities, nature and causes,

equalization of educational opportunities.

v. Socialistic and Democratic state of Indian Society vi. Concepts of Socialization

18

5 Relation of Education with other Sub-system of Society: 18

i. Family ii. Caste iii. State iv. Economy

Total 90

Sessional work:

1. Comparative studies of three eminent eastern & western educational philosophers.

Recommended Books:

S.No. Name of the book Author

1 Encyclopedia of Education (in six vol.)

2 Philosophical Foundation of Education Dr. D.C. Prasad

3 f”k{kk dks’k (2nd Vol.) Nirja Sharma

4 Philosophical Historical and Sociological Basis of Education I.S. Sindu.

5 f”k{kk ds nk”kZfud ,oa lekt “kkL=h; vk/kkj S.P. Chobe

6 f”k{kk ds nk”kZfud ,oa lekt “kkL=h; vk/kkj M.L. Mittal

7 f”k{kk ds nk”kZfud ,oa lekt “kkL=h; vk/kkj Dr. Girish

Pachori

8 f”k{kk ds nk”kZfud ,oa lekt “kkL=h; vk/kkj Dr. R.A. Sharma



SCHOOL OF EDUCATION

DETAILED SYLLABUS

2013-14


SCHEDULE PER WEEK

LECTURERS-5

CREDITS-5


MAX. MARKS = 100

[CIE-30) & ESE- (70)]


each unit.


No. of

Teaching

Periods

required

1 Concept of Research in Education:

i. Meaning & Significance of Research ii. Research in Education-it’s need & significance iii. Objective of educational research. iv. Scientific Method and its meaning in Educational Research. v. Scientific attitude and its need in research.

18

METHODOLOGY OF EDUCATIONAL RESEARCH [Ed -503]

2 Fundamentals of Research:

Meaning of the following terms:

i. Philosophical & Scientific Theory ii. Concepts and Constructs. iii. Hypothesis, Facts, Theory, Laws & axioms iv. Steps in developing a scientific theory v. Relationship between Theory & Research

18

3 Developing a Research Plan:

i. The Research Problem - Its selection, formulation and delimitation. Qualities of a good research problem.

ii. Formulation of objectives, hypothesis, characteristics of good hypothesis, testing of hypothesis & Null hypothesis.

iii. Sampling, Methods of sampling, characteristics of a good sample.

iv. Format in preparing a research plan.

18

4 Types of Educational Research:

i. Historical Research ii. Experimental Research iii. Basic and Action Research iv. Conceptual or empirical research v. Status Surveys-Descriptive and Normative

18

5 Collection of Data

i. Problems involved in the collection of Data, Precautions to be taken

ii. Techniques & Tools of Data Collection. iii. Characteristics of a good research tool or technique, reliability

& validity of norms.

18

Total 90

Sessionals:

1. A critical appraisal of a recent research study. 2. Development of any one of the following tools:

(a) Questionnaire (b) Observation Schedule

Recommended Books:


1. Action Research to Improve School

Practices

Corey, Stephen M New York, Bureau of

Publication, Columbia

University

2. Fundamental Statistics in Psychology

and Education

Guilfore J.P. London Mc. Graw Hill

Book Co.

3 Research Methods in Social Relations Shiltz & Jahoda London, Methuen &

Co.

4 Anusandhan Parichay Dr. B.N. Ray Vinod Pusttak Mandir

5 Sekha Anusandhan Lekhan R.S. Sharma Kamal Book Depot,

Murret.


SCHOOL OF EDUCATION

DETAILED SYLLABUS

2013-10


SCHEDULE PER WEEK

LECTURERS-5

CREDITS-5


MAX. MARKS = 100

[CIE-30) & ESE- (70)]


each unit.


No. of

Teaching

Periods

required

1 Educational Psychology: Psychology and educational psychology:

meaning, scope, nature, functions.

Importance of Psychology

Contribution of educational psychology for a teacher—in teaching, in

practice of education in society

Limitations of Educational Psychology

20

PSYCHOLOGICAL FOUNDATION OF TEACHING-LEARNING [Ed505]

Schools of Psychology

An introduction to Behaviorists, Functionalism, Gestalt, Psycho-analytic,

Hormic theory

2 Learning Theories:

i. Learning: meaning, Factors influencing learning: learner, teacher, school and home.

ii. Learning theories with class room implication (a) Connectionism (b) Classical Conditioning (c) Operant conditioning, (d) Cognitive field theory.

iii. Contributions of Piaget and Bruner to learning.

18

3 Cognitive abilities & personality characteristics of learner

i. Intelligence: meaning, nature, types, theories, measurement of intelligence,

ii. Attitude: Meaning, nature, measurement and implication for teaching learning.

iii. Personality: meaning, characteristics, types, assessment of personality (objective & projective), interest, individual differences, anxiety, self concept, their nature and measurement and implications for teaching learning.

18

4 Motivation, Creativity & Group Dynamics:

i. Motivation: meaning, nature, characteristics, effects, classification and theories, Maslow’s self actualization and McClelland’s achievement-motive theory, Motivation with reference to research done in India. Current motivational Techniques.

ii. Creativity: concept, measurement and creative teaching. iii. Group dynamics: concept, characteristics of human groups, types of

groups, group relationship in the class, characteristics of class as a group.

18

5 Education for Adjustment:

Meaning, elements, characteristics of a well adjusted person, need,

importance, teacher’s role in generating a positive classroom climate,

psychology of adjustment.

Methods of Adjustment:

i. Adjustment process and different adjustment mechanism. ii. Mal-adjustment and causes of teacher mal adjustment and

solution

16

Total 90

Sessional Work

i. Construction of a program on any topic related to Psychology. ii. Administration, scoring and interpretation of any one of the projective tests of Personality.

iii. Administration, Scoring and interpretation of any one attitude scale or interest inventory or aptitude test.

iv. Any five psychologist—their life sketch and contribution to education. v. Prepare power-points on any unit of the syllabus.

Recommended Books:


1. Essentials of Educational Psychology Agarwal.J.C. Vikas Publishing House Pvt Ltd


3. Educational Psychology Blair,jones and

Simpson

Macmillan,N.Y.

4. Advanced Educational Psychology Chauhan,S.S. Vikas Publication House,N.D.

5. Theories of Learning Hilgard,E.R. Appleton Century Craft N.Y


classroom

Lindgren,H.C. Macmillan,N.Y.


Psychology

Sharma,R.A. Lal Book Depot, Meerut

8. Essentials of Edcuational Psychology Skinner,B.F. Asia Publishing House,Bombay


SCHOOL OF EDUCATION

DETAILED SYLLABUS

2013-14

I-SEM. M.ED. EVALUATION

SCHEDULE PER WEEK

LECTURERS-5

CREDITS-5


MAX. MARKS = 100

[CIE-30) & ESE- (70)]


unit.


Teaching

Periods

required

1 Concept of Educational Technology:

i. Definition, meaning, nature and scope of Educational

Technology.

ii. It’s basic principles.

iii. Role of Educational Technology in modern times.

iv. New trends in Educational Technology.

18

2 Communication & Media technology:

i. Concept, process & principles of communication,

barriers in Communication.

ii. Class-room communication: verbal communication

& non-verbal communication

iii. Different Media of Communication.

iv. Teaching-Learning as a communication process.

18

3 Innovations in teaching learning process:

i. Cooperative learning

ii. Constructivism

iii. Modules: concept, definition, importance &

applications in the teaching learning process.

18

EDUCATIONAL TECHNOLOGY: EDUCATIONAL TECHNOLOGY-I Ed 507

4 Skill based teaching:

i. Definition, Meaning and Scope of Micro-Teaching and

Simulated Teaching

ii. Characteristics and Objectives Micro-Teaching and

Simulated Teaching

iii. Steps of Micro-Teaching and Stimulated Teaching

iv. Feed-back devices: meaning, devices, mechanism of

feed-back

18

5 Management and Organizing teaching:

i. Task analysis

ii. Content analysis

iii. Ways of providing learning experiences

iv. Programmed learning : Concept, meaning,

characteristics & Principles, Merits and Demerits of

Programmed Learning

v. Evaluation: Continuous & comprehensive

18

Total 90

Sessional Work:

1. Preparation and administration of Programmed Learning material (at least 25 frames).

2. Preparation of two Micro lessons on any two skills.

Recommended Books:


1 Technology of teaching Skinner, B.F. Appleton Century

Crofts


process

Chauhan, S.S. Vikas Publication,

New Delhi







Chillds, T.

N.Y.Holt Rinehart

and Winston


technology

Sampath, K.,

Painiselvan, A &

Santhanam, S

New Delhi, Sterling

(P) Ltd.


Bruce &

Weilmansha

New Jersey, Prentice

Hall, Englewood

Cliffs


technology

Giridhar, C.H. Commonwealth

Publishers

8 Encyclopedia of teaching techniques Shankar, T. Commonwealth

Publishers


education


10 Essential & educational technology Oberoi, S.C. R.Lall book depot

management Saxena, N.R.

Swaroop

11 Educational technology management

& evaluation



management

Bhatnagar, R.P. International pub.

house.

13 Educational technology Rao, V.K. A.P.H. Publishing

Corp.



SCHOOL OF EDUCATION

DETAILED SYLLABUS

2013-14


SCHEDULE PER WEEK

LECTURERS-5

CREDITS-5


MAX. MARKS = 100

[CIE-30) & ESE- (70)]


each unit.


No. of

Teaching

Periods

required

1 Meaning, scope, need, importance and purpose of Comparative

Education.

i. In relation to the education system prevailing in the U.K. ii. In relation to the education system prevailing in the U.S.A. iii. In relation to the education system prevailing in India.

18

2 Factors determining the theory and practice of education

i. In relation to geographical, economic, cultural, sociological, linguistics, religious and scientific conditions in U.K

ii. In relation to geographical, economic, cultural, sociological, linguistics, religious and scientific conditions in U.S.A

iii. In relation to geographical, economic, cultural, sociological, linguistics, religious and scientific conditions in India

18

3 Approaches to Comparative Education 18

COMPARATIVE EDUCATION: PRINCIPLES OF COMPARATIVE EDUCATION-

I

[Ed-509]

i. Philosophical Approach ii. Sociological Approach iii. Historical Approach iv. Statistical Approach

4 Study of the following branches of education:

i. Primary Education-it’s subject-matter, content, text books, the extent to which it is spread, the extent to which it responds to the needs of the local communities, how it is administered and financed, teachers and their training in U.S.A., U.K. and India.

ii. Secondary Education-Its extent, manner and criteria of selection of pupils for it, curriculum, examination, guidance programme in relation to vocational preparation and higher education. Teachers and their training and finance in U.S.A., U.K. and India.

iii. Higher Education, its extent, intellectual and social contents, length of studies, institutions, organizational structure. Universities in U.S.A., U.K. and India.

18

5 World Education

The role of U.N.O. and modern trends in world education, need of

modern trends in education, effective factors of modern trends of

education tendency of globalization in education, International Education

Commission 1993-96, role of UNESCO in education. Developing

international understanding: characteristics & need.

18

Total 90

Sessional Work:

1. Three abstracts of recent articles in research journals on topic connected with the paper.

Recommended Books:


1 Comparative Education Hans, N.A. London Kegan Paul

2 The New Era in Education, Kandel, I.L. London, Harrap

3 World Perspectives in Education, King, Edmun J. Bobbs Metlcill

4 Comparative Education Mukerji, L Allahabad, Kitab Mahal

5 UNESCO: Hand book of World Surveys of

Educational Organization and Statistic


SCHOOL OF EDUCATION

DETAILED SYLLABUS

2013-14


SCHEDULE PER WEEK

LECTURERS-5

CREDITS-5


MAX. MARKS = 100

[CIE-30) & ESE- (70)]


unit.


Periods required

1 Meaning, Nature, Scope and the process of Guidance:

i. Concept of guidance and Counseling. ii. Objectives of guidance at a Primary, Secondary/& College

levels. iii. Steps in the guidance process. iv. Role of the guidance personnel. v. Utilizing community source for guidance purpose

vi. Problems faced by guidance workers in India

18

2 Guidance Services:

i. Individual Inventory Services- Anecdotal and cumulative records. ii. Information Service-Collection maintenance & dissemination of

information, Organization of information centre in the Institutions.

iii. Counselling Service-Role personality and special training of counselor.

iv. Group guidance service-Orientation of new students, special classes in guidance, career days, career conferences, field trips, use of mean of mass media, Hobby clubs, study habits.

v. Placement service educational and vocational placement. vi. Follow up service-During Study in School and after leaving the

School.

18

3 Organizing Guidance Programme:

i. Essentials of a good guidance programme.

18

GUIDANCE & COUNSELLING: PRINCIPLES AND PROCEDURE OF

GUIDANCE- I

[Ed 511]

ii. Planning and Organizing guidance programmes at elementary level.

iii. Planning and Organizing guidance programmes at higher secondary.

iv. Planning and Organizing guidance programmes at College levels.

v. Setup of a guidance unit.

4 A. Theories of counseling:

Brief introduction of :

i. Meaning, need and definition of counseling

ii. Psycho analytical theory

iii. Cognitive theory

iv. Back theory

v. Behavioural theory

B. Models of Guidance And counseling:

Brief introduction of model of : Frank Parson’s, Procter’s, John

Meyers., Hoyt’s, Methew Son’s, Strongs

18

5. A. Emerging field in Guidance and counseling with regards to

i. Expectional children

ii. Family counseling

iii. Marriage counseling

iv. Carrier Counseling

B. Emerging trends in Guidance and counseling with regards to

i. Changed role of counselor

ii. Cooperative venture

iii. Group counseling

iv. Training for guidance workers

v. Online counseling

vi. Emphasis on full time appointment of guidance

workers

18

Total 90

Sessional work

Any one of the following:

1. Survey of Guidance needs of a group of students. 2. Case studies of one student who need help in different areas.

3. Planning a guidance programme for an institution on the basis of student’s needs.

RECOMMENDED BOOKS:



Inc.1947

2. Guidance services in smaller Schools Forclich Clifford P New York Mc.Graw Hill Book Co.

3. The Role of Teacher in Personnel work Strang, Ruth New York Teachers

Colleges Columble

University 4. Appraising Vocational Fitness Super Donald New York Harper and

Brothers


SCHOOL OF EDUCATION

DETAILED SYLLABUS

2013-14


SCHEDULE PER WEEK

LECTURERS-5

CREDITS-5


MAX. MARKS = 100

[CIE-30) & ESE- (70)]


each unit.


Teaching

Periods

required

1 Development and Organization of Teacher Education

i. Historical view of Teacher Education. ii. In-service & Pre-service (Concept & Objectives). iii. Objective and needs of Teacher Education programme. iv. Models of teacher preparation.

18

2 Managing bodies and Agencies involved

i. UGC vii. SCERT ii. NCTE viii. NCERT iii. RIE ix. NAAC iv. IASE x. NIEPA v. CTE xi. ASC

vi. DIET xii. P-MOST

18

FOUNDATION OF TEACHER EDUCATION: FOUNDATION AND ORGANIZATION OF

TEACHER EDUCATION- I

Ed 513

(Organizational setup, role and function)

3 Reports of various Commission and policies on Teacher Education

i. Kothari Commission (1964-66) ii. NPE (1986) iii. NCTE curriculum framework (1978, 1988, 1998)

18

4 Issues and trends involved in Teacher Education

i. Distance mode in T.E (Nature, form, feasibility and relevance). ii. Organization of Curriculum (Kind, nature, adequacy and

effectiveness with respect to filed requirement). iii. Use of IT in Teacher Education (Perceived potential, feasibility and

effectiveness). iv. Interdisciplinary approach , four year integrated approach RIE and

Kurushetra

18

5 Education of teacher educators

i. Objectives

ii. Curriculum

iii. Evaluation

18

Total 90

Sessional:

1. Interviewing principal or teacher educators of any teacher education institutes in order to identify their problems.

2. Preparing and teaching of five micro lesson based on five important skills.

Recommended Books:


1 Educating the educators Sharma M.L. The Indian

publication, Amballa

Cantt.

2 Teacher Education, Modern Trends Chakrabarti, Mohit Kanishka Publisher,

New Delhi

3 Challenges in Teacher Education Chakrabarti, Mohit Daya publishing,

Delhi

4 Management of Teaching Education Shrivastava, G.N.

Prakash

Concept publishing,

New Delhi

5 New directions in the education of

Indian teachers

Desai D.M. M.S. university,

Baroda

6 Better Teacher education, Delhi Pires, E.A. Delhi University Press

7 Theory –Practical of teacher

education in India,

Srivastava R.C. Allahbad

8 Education of India Teacher Uday Shankar New Delhi, Slerling

publishers

9 Teacher in emerging Indian society M.S. Ansari International

publishing home

10 Teacher education in Dillema Dr. M.S. Singh Astha publication

11 Challenges in Teacher Education Dr. M.S. Singh Astha publication

12 Models of teaching M.H. Siddequi APH publishing Corp.,

New Delhi

13 Teacher education Y.K. Singh APH publishing Corp.,

New Delhi

14 Teacher Education in India Mohanty, J. (2000)

15 NCTE Documents NCTE 1998 Published by member

secretary, NCTE

16 Teacher education Panda, B.N.

Tiwari AD (1997)

APH publishing Corp.,

New Delhi

17 Teacher education and the teachers LC Singh, Sharma

P.C. (1995)

Vikas Publishing

Home P. Ltd., New

Delhi

18 Professional education of teacher Vashisth S.R. (1993) Mangal deep

publishers


SCHOOL OF EDUCATION

DETAILED SYLLABUS

2013-14


SCHEDULE PER WEEK

LECTURERS-5

CREDITS-5


MAX. MARKS = 100

[CIE-30) & ESE- (70)]


each unit.


Teaching

Periods

required

1 Western Philosophical Foundations of Education:

i. Naturalism: Its Metaphysics and theories of knowledge, the nature of the learner, aims of education, teacher pupil relationship, method of education and curriculum, freedom and discipline, values in education.

ii. Idealism: Its Metaphysics and theories of knowledge, the nature of the learner, aims of education, teacher pupil relationship, method of education and curriculum, freedom and discipline, values in education.

iii. Western philosophers: Plato, John Locke, Montessori, Froebel, John Dewey, Rousseau, Pestalozzre.

18

2 Realism and Pragmatism:

i. Realism: Its Metaphysics and theories of knowledge, the nature of the learner, aims of education, teacher pupil relationship, method of

18

PHILOSOPHICAL & SOCIOLOGICAL FOUNDATIONS OF EDUCATION [Ed 502]

education and curriculum, freedom and discipline, values in education. ii. Pragmatism: Its metaphysics and theories of knowledge; the nature of

the learner, aims of education, teacher pupil relationship, method of education and curriculum, freedom and discipline, values in education.

3 Section –B: Sociological Foundation of Education

Social dimension of Education

i. Religious and moral education. ii. Radical thought in education, Deschooling, Concept of Futurology of

Education. iii. Education for Nationalism & Internationalism. iv. Education & Development.

18

4 Change and Education:

i. Concepts of Social change ii. Social change & Education iii. Social Mobility and Education. iv. Education as a means of social change

18

5 Culture and Education

i. Concept of Culture ii. Culture and Education iii. Cultural Lag and Conflict iv. Acculturation v. Role of Family, Caste and State in Preservation, Transmission and

Enrichment of Culture

18

Total 90

Sessional Work

2. Four abstract of recent articles related to the “Philosophical & Education” published in the reputed journals.

Recommended Books:

S.No. Name of the book Author

1 Encyclopedia of Education (in six vol.)


3 f”k{kk dks’k (2nd Vol.) Nirja Sharma

4 Philosophical Historical and Sociological Basis of Education I.S. Sindu.

5 f”k{kk ds nk”kZfud ,oa lekt “kkL=h; vk/kkj S.P. Chobe

6 f”k{kk ds nk”kZfud ,oa lekt “kkL=h; vk/kkj M.L. Mittal

7 f”k{kk ds nk”kZfud ,oa lekt “kkL=h; vk/kkj Dr. Girish

Pachori

8 f”k{kk ds nk”kZfud ,oa lekt “kkL=h; vk/kkj Dr. R.A. Sharma



SCHOOL OF EDUCATION

DETAILED SYLLABUS

2013-14


SCHEDULE PER WEEK

LECTURERS-5

CREDITS-5


MAX. MARKS = 100

[CIE-30) & ESE- (70)]


each unit.


No. of

Teaching

Periods

required

1 Collection of Data

i. Questionnaire, Interview, observation, attitude scales,

Rating scales, check lists, standardized educational &

psychological tests.

ii. Case study technique and case work.

18

2 Analysis of Data:

i. Qualitative Analysis-Content analysis.

ii. Quantitative Analysis:

a. Need and importance of Statistics: Mean, Mode, Standard

deviation, Correlation.

b. Testing the significance of reliability of measures of

central tendency, variability, percentages & Correlation.

c. Testing the significance of statistics by the use of t-test F-

Ratio test, U test, chi-square test.

iii. Use of computer in research: data analysis, data

organization, internet, report writing

18

3 Interpretation of data:

i. Meaning and importance of data interpretation

ii. Need of interpretation of data in research

18

METHODOLOGY OF EDUCATIONAL RESEARCH [Ed 504]

iii. Techniques and steps of data interpretation

iv. Precautions to be taken by the research scholar during

interpretation

4

Writing the Research Report:

i. Use of library, importance of taking notes, reference

material.

ii. Characteristics of a good research report.

iii. Evaluation of research report, criteria for evaluation.

18

5 Review of Educational Research in India & Abroad:

i. History of Research in Education in India & Abroad.

ii. Present status of Research in India & abroad.

iii. Recent trends in different areas of research.

iv. Interdisciplinary approach: an emerging trend in the field

of research

18

Total 90

Sessional work:

Development of any one of the following tool:

(c) Interview schedule (d) An attitudes scale (e) Rating scale (f) Check list.

Recommended Books:


1. Action Research to Improve School

Practices

Corey, Stephen M New York, Bureau of

Publication, Columbia

University

2. Fundamental Statistics in Psychology

and Education

Guilfore J.P. London Mc. Graw Hill

Book Co.

3 Research Methods in Social Relations Shiltz & Jahoda London, Methuen &

Co.

4 Anusandhan Parichay Dr. B.N. Ray Vinod Pusttak Mandir

5 Sekha Anusandhan Lekhan R.S. Sharma Kamal Book Depot,

Murret.


SCHOOL OF EDUCATION

DETAILED SYLLABUS

2013-14


SCHEDULE PER WEEK

LECTURERS-5

CREDITS-5


MAX. MARKS = 100

[CIE-30) & ESE- (70)]


each unit.


No. of

Teaching

Periods

required

1

Teaching:

Teaching: meaning, nature, characteristics of good teaching, its fundamental

dimensions such as the teacher, the student, the learning material and learning

objectives, the methods, the environment. As they interact with each other and

determine student learning, a discussion of how they affect teaching learning.

16

2

Theories of Teaching:

i. The process of teaching: instructions, teaching and education. ii. Theories of Teaching ,their relation to theories of learning,

iii. The concept of a model of Teaching, a few illustrations such as Robert Glaser’s Basic Model of teaching, Flander’s interaction Model of Teaching. The Suchman

20

PSYCHOLOGICAL FOUNDATION OF TEACHING-LEARNING [Ed 506]

enquiry model and Taba model.

3

Child Psychology & Managing Child Development:

i. Need for Diagnosing and early detection of Development disturbances in Children and their treatment.

ii. Common Child age disturbances—speech disorders, thumb sucking, nail biting, learning disabilities, feeblemindedness.

iii. Therapies for treatment—Behaviour modification techniques, play therapy, role playing & socio drama

iv. Role of teacher in child guidance.

18

4 Adolescence

i. Adolescence meaning & significance. ii. Modern views on adolescence. Concern of contemporary adolescents in

Western societies and India. iii. Parents Vs Adolescents & Teachers Vs Adolescents. iv. Problems of Adolescents—use and Abuse of drug addiction among

adolescents, problem of activism and terrorism among adolescents. v. Adolescent values in transition: religious moral values, problems of

generation gap, adjustment of adolescent in the present changing system of values.

18

5 Mental Health & Hygiene

1. Mental Hygiene: Meaning, objectives, modern concept, elements of mental hygiene: Intellectual, emotional and physical.

2. Characteristics of a mentally, healthy individual, Mental health of student and teacher

3. Educational importance of mental hygiene in teaching-learning. 4. Treatment procedure promoting mental health : the case history, the

physical examination, psycho-therapy, play therapy, occupational therapy, transaction, analysis (TA), recreational therapy & relationship therapy.

18

Total 90

Sessional Work:

i. Construction of a program on any topic of one’s own choice. ii. Case study of an Adolescent and its follow up work report. iii. Diagnostic test on disturbed child iv. Study of Adolescent child—problems and solutions. v. Teaching two lessons using different models of teaching.

Recommended Books:


1. Essentials of Educational Psychology Agarwal.J.C. Vikas Publishing House Pvt Ltd


3. Educational Psychology Blair, jones and

Simpson

Macmillan,N.Y.

4. Advanced Educational Psychology Chauhan,S.S. Vikas Publication House,N.D.

5. Theories of Learning Hilgard,E.R. Appleton Century Craft N.Y


classroom

Lindgren,H.C. Macmillan,N.Y.


Psychology

Sharma,R.A. Lal Book Depot, Meerut

8. Essentials of Edcuational Psychology Skinner,B.F. Asia Publishing House,Bombay


SCHOOL OF EDUCATION

DETAILED SYLLABUS

2013-14


SCHEDULE PER WEEK

LECTURERS-5

CREDITS-5


MAX. MARKS = 100

[CIE-30) & ESE- (70)]


unit.


Teaching

Periods

required

1 Teaching & its models:

a. Concept of teaching

b. Principles & maxims of teaching

c. Models of teaching: Glaser’s Basic Model, Bruner’s

Concept Attainment Model, Suchman’s Inquiry Training

Model

18

2 Educational & Instructional objectives:

i. Input alternatives: teacher centered & child centered

ii. Different methods of teaching

iii. Planning of teaching: Unit plan, lesson plan, and micro

plan.

iv. Meaning & significance of lesson planning.

18

3 Action Research:

i. Concept of action research

ii. How does action research differ from other researches

iii. Fundamentals of action research

iv. Procedure & methodology of action research

18

4 Appropriateness of technology in teaching-learning:

i. Impact of educational technology on teaching &

learning

ii. Bloom’s Taxonomy of instructional objectives:

cognitive, affective, psychomotor

iii. Formulation of instructional objectives.

18

EDUCATIONAL TECHNOLOGY: EDUCATIONAL TECHNOLOGY AND

INSTRUCTIONAL PROCESS- II

[Ed 508]

5 Application of educational technology in evaluation:

i. Mechanics of evaluation

ii. Process of evaluation

iii. Types of evaluation

Total 90

Sessional Work:

1. Preparation and conduct of one lesson on Team-Teaching. 2. Preparation of one Radio/T.V. Lesson script.

Recommended Books:


1 Technology of teaching Skinner, B.F. Appleton Century

Crofts


process

Chauhan, S.S. Vikas Publication,

New Delhi







Chillds, T.

N.Y.Holt Rinehart

and Winston


technology

Sampath, K.,

Painiselvan, A &

Santhanam, S

New Delhi, Sterling

(P) Ltd.


Bruce &

Weilmansha

New Jersey, Prentice

Hall, Englewood

Cliffs


technology

Giridhar, C.H. Commonwealth

Publishers

8 Encyclopedia of teaching techniques Shankar, T. Commonwealth

Publishers


education


10 Essential & educational technology

management

Oberoi, S.C.

Saxena, N.R.

Swaroop

R.Lall book depot

11 Educational technology management

& evaluation



management

Bhatnagar, R.P. International pub.

house.

13 Educational technology Rao, V.K. A.P.H. Publishing

Corp.



SCHOOL OF EDUCATION

DETAILED SYLLABUS

2013-14


SCHEDULE PER WEEK

LECTURERS-5

CREDITS-5


MAX. MARKS = 100

[CIE-30) & ESE- (70)]


each unit.


Teaching

Periods

required

1 A comparative study of the systems of education in U.K., U.S.A. and India vis-a-

vis. The following:

i. Purpose of Education ii. Organization, Finance and control iii. The educational ladder

18

2 Principles underlying the organization, curriculum and syllabus, text books,

examinations and guidance with reference to-

i. Pre-Primary Education ii. Primary Education iii. Secondary Education

18

3 Principles underlying the organization, curriculum and syllabus, text books,

examinations and guidance with reference to-

i. Higher and Professional Education ii. Teacher Education

18

COMPARATIVE EDUCATION: EDUCATION IN U.K., U.S.A. AND INDIA- II [Ed 510]

iii. Vocational & Technical Education.

4 Special Education-

i. Education of the Handicapped, ii. Education of Gifted Children

iii. Social groups. N.B.: All the above points to be studied in relation to Indian Education.

18

5 Post-Independence Education in India:

i. University Education Commission ii. Secondary Education Commission

iii. Education Commission (1965-66) iv. New Education Policy 1986. v. Knowledge Commission

18

Total 90

Sessional Work:

1. Two term papers on any unit 2. Prepare a report on any Indian Education Commission.

Recommended Books:


1 Comparative Education Hans, N.A. London Kegan Paul

2 The New Era in Education, Kandel, I.L. London, Harrap

3 World Perspectives in Education, King, Edmun J. Bobbs Metlcill

4 Comparative Education Mukerji, L Allahabad, Kitab Mahal

5 UNESCO: Hand book of World Surveys of

Educational Organization and Statistic


SCHOOL OF EDUCATION

DETAILED SYLLABUS

2013-14


SCHEDULE PER WEEK

LECTURERS-5

CREDITS-5


MAX. MARKS = 100

[CIE-30) & ESE- (70)]


unit.


No. of

Teaching

Periods

required

1 Concepts of Appraisal of Counseling:

i. Need for appraisal in Guidance & Counseling

ii. Use of testing and non-testing Techniques for studying

student.

iii. Kinds of information necessary in studying students.

iv. Criteria for judging information obtained in Studying

students.

18

2 Testing in Guidance & Counseling Programme

i. Concept of Standardized and non-standardized tests.

ii. Principles of testing in Guidance & Counseling

iii. Considerations for selection of tests for guidance purposes.

iv. Types of test available for Guidance Workers in India.

v. Criteria for a minimum Guidance Testing Programme.

18

3 Appraisal of Personality, interests, Attitudes, Aptitude, Mental

Ability:

i. Meaning of personality, interest, attitude, aptitude and

intelligence.

ii. Need, importance & use of the following tests:

(A)

Projective Tests

18

GUIDANCE & COUNSELLING: TECHNIQUES OF APPRAISAL

AND COUNSELLING- II

[ Ed 512]

Non-Projective tests

(B) Tests of interests and attitude Scales published in

India.

(C) DAT

(D) Verbal, non-verbal & performance test.

4 Non-testing Techniques in Guidance:

i. Observation recording, observation schedule and

interpretation, advantages and limitations.

ii. Interview-Types of Interview, Interview Schedule in

counseling, precautions to be taken, limitations.

iii. Rating Scales.

iv. Check lists

18

5 Techniques of Counseling:

i. Directive, Non-directive and electric counselling.

ii. Analytic therapy, client centered therapy, play therapy.

iii. Other techniques of counseling process.

18

Total 90

Sessional Work:

Any two of the following:

1. Preparation of an observation schedule evolving, coding system, recording observation of a

child and interpreting it.

2. Case study and counseling of one student and student submitting its report.

3. Administering and interpreting any one of the following tests on two students.

(i) T.A.T. or C.A.T. or Picture Frustration Test of SSRE test

(ii) Rorschach

(iii) D.A.T. or G.A.T.

RECOMMENDED BOOKS:



Inc.1947

2. Guidance services in smaller Schools Forclich Clifford P New York Mc.Graw

Hill Book Co.

3. The Role of Teacher in Personnel work Strang, Ruth New York Teachers

Colleges Columble University

4. Appraising Vocational Fitness Super Donald New York Harper and

Brothers