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DEPARTMENT OF EDUCATION

BAHAUDDIN ZAKARIYA UNIVERSITY, MULTAN

Course Outline for M.Phil Education w.e.f. Academic Session 2017 - Onwards

The following is the breakup of the program.

1. Coursework 24 Credit Hours

2. Research Thesis 06 Credit Hours

Detail of Program 1. Compulsory Course work 18 Credit Hours

2. Specialization Courses 06 Credit Hours

3. Research Thesis 06 Credit Hours

Total Credit Hours 30 Credit Hours

M.Phil Course Work (24 Credits)

SEMESTER I Core Courses (12 Credits)

ED – 5111 Research Methods in Education– 03 Credit Hours

ED – 5112 Trends and Issues in Education – 03 Credit Hours

ED – 5113 Techniques of Educational Assessment– 03 Credit Hours

ED – 5114 Communication and Academic Writing– 03 Credit Hours

SEMESTER II Core Courses (6 Credits) ED – 5121 Data Analysis and Computer Application – 03 Credit Hours

ED – 5122 Curriculum Development and Organization– 03 Credit Hours

Areas of Specializations (6 Credits) (Any Two Courses) Students will select two courses from these areas of specialization.

Areas of Specializations A - (6 Credits) (Any Two Courses) ED – 5123 Educational Leadership and Management – 03 Credit Hours

ED – 5124 Quality Assurance in Education – 03 Credit Hours

ED – 5125 Policy Studies in Education– 03 Credit Hours

Areas of Specializations B - (6 Credits) (Any Two Courses) ED – 5126 Trends and Issues in Science Education– 03 Credit Hours

ED – 5127 Psychological Testing – 03 Credit Hours

ED – 5128 Developments in Teacher Education– 03 Credit Hours

SEMESTER III & IV

Research Work (6 Credits) ED – 5200 M.Phil. Thesis in the Areas of Specialization – 06 Credit Hours

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M.Phil. Education Semester – I Credit Hours 03 Course Code ED 5111 Marks 100

RESEARCH METHODS IN EDUCATION

Objectives

After studying the course, the students will be able to:

Conduct research in Education and other interdisciplinary disciplines

Think scientifically towards the solution of research problems

Respect the ethics of research

Differentiate qualitative and quantitative research methodologies

Distinguish the range of the types of research

Understand and conduct mixed-methods research in Education

Design different types of sampling

Develop different kinds of research instruments

Develop quality research proposals in the areas of their interests

Write a good research report

Chapter 1: The Process of Conducting Research Using Quantitative and Qualitative Approaches

1.1 Scientific approach to sources of knowledge

1.2 A Definition of Research and Its Importance

1.3 The Six Steps in the Process of Research

1.4 The Characteristics of Quantitative and Qualitative Research

1.5 Research Designs Associated with Quantitative, Qualitative, and Mixed Method Research

1.6 Important Ethical Issues in Conducting Research

Chapter 2: Identifying a Research Problem

2.1 What Is a Research Problem and Why Is It Important?

2.2 How Does the Research Problem Differ from Other Parts of Research?

2.3 Can and Should Problems Be Researched?

2.4 How Does the Research Problem Differ in Quantitative and Qualitative Research?

2.5 How Do You Write a “Statement of the Problem Section?

2.6 What Are Some Strategies for Writing the “Statement of the Problem” Section?

2.7 Examples of “Statement of the Problem” Sections.

Chapter 3: Reviewing the Literature

3.1 What Is a Literature Review and Why Is It Important?

3.2 How Does the Literature Review Differ for Quantitative and Qualitative Studies?

3.3 What Are the Five Steps in Conducting a Literature Review?

Chapter 4: Specifying a Purpose and Research Questions or Hypotheses

4.1 What Are Purpose Statements, Research Questions, Hypotheses, and Objectives?

4.2 Why Are These Statements and Questions Important?

4.3 How Do You Design Quantitative Purpose Statements, Research Questions, and Hypotheses?

4.4 How Do You Design Qualitative Purpose Statements and Research Questions?

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Chapter 5: Collecting Quantitative Data

4.1 Five Steps in the Process of Data Collection

4.2 What Participants Will You Study? (Identify Your Unit of Analysis; Specify the Population and

Sample)

4.3 What Permissions Will You Need?

4.4 What Information Will You Collect?

4.5 Specify Variables from Research Questions and Hypotheses

4.6 What Instrument Will You Use to Collect Data?

4.7 How Will You Administer the Data Collection?

Chapter 6: Collecting Qualitative Data

5.1 What Are the Five Process Steps in Qualitative Data Collection?

5.2 What Are the Different Sampling Approaches for Selecting Participants and Sites?

5.3 What Types of Permissions Will Be Required to Gain Access to Participants and Sites?

5.4 What Types of Qualitative Data Will You Collect?

5.5 What Procedures Will Be Used to Record Data?

Suggested Readings:

Ary, D., Jacobs, L.C., Razavieh, A., &Sorensen, C.K.,(2010). Introduction to research in education(8th ed.).Belmont, CA: Wadsworth. Best, J. W. & Kahn, J. V.(2006). Research in education. Boston: Pearson Education Inc. Bogdan, R. and Taylor, S. I. (1975). Introduction to qualitative research methods: A phenomenological

approach to the social sciences. New York: John Willey and Sons. Bogdan, R. C. and Bicklen, S. K. (1982). Qualitative research for education: An introduction to theory

and methods. Boston: Allyn and Bacon, Inc. Bordens , K.S.and Abbot , B.B.(2002).Research design and methods : A process approach . (5th ed.) .

Boston: McGraw-Hill. Cohen, L. & Manion, L. (1991). Research methods in education. London: Routledge. Creswell, J. W. (2012). Educational research: Planning, Conducting, and Evaluating Quantitative and

Qualitative Research. Boston: Pearson. Flick, U. (2002). An introduction to qualitative research. London: SAGE Publications. Fraenkel, Jack R. &Wallen, Norman E. (2009). How to design and evaluate research in education. New

York: McGraw-Hill. Frankel, J. R. & Wallen, N.E. (1993). How to design and evaluate research in education. NY: McGraw-

Hill. Howitt, D. & Cramer, D.(2011). Introduction to Statistics in Psychology.Pearson: New York. Fraenkel, Jack R. &Wallen, Norman E. (2009). How to design and evaluate research in education. New

York: McGraw-Hill. Gay, L. R. (1996). Educational research: Competencies for analysis and application. Upper Saddle River,

NJ: Merrill. Lodico, M.G., Spaulding, D.T., &Voegtle, K.H. (2006).Methods in educational research: From theory to

practice. San Francisco, CA: Jossey-Bass. Kerlinger, F. N. (1973). Foundations of behavioral research . New York: Holt, Rinehart and Winston, Inc. Lecompte, M. D. , Milroy, W. L. and Preissle, J. (Ed). (1992). The handbook of qualitative research in

education. San Diago: Academic Press. Alliaga, M. and Gunderson, B. (2002) Interactive statistics. Thousands Oaks: Sage Publications. Best,J.W. and Kahn, V.J (2005). Research in Education. New Delhi. Prentice Hall of India.

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Cohen, L. Manion, L. and Morrison, K. (2007) Research methods in education (5th edition). London: Routledge.

Farooq, R.A. (2004). Understanding Research in Education. Lahore. Majeed Book Deport Field, A. and Hole G. (2007) How to design and report experiments. London: Sage Publications.

Fraenklen, J. R. and Wallen, N. E. (2000) How to design and evaluate research in education (4th edition).

New York: McGraw Hill Book Co.

Gay, L. R. (2007) Educational research: Competencies for analysis and application (6th edition). New

Jersey: Prentice Hall Inc.

Leung, W. C. (2001) How to conduct a survey. Student BMJ, 9, pp. 143-151, May.

Parkash, R. (2003). Methods of Educational Research. Delhi: Common Wealth Publishers.

Khan, A.J. (2007). Research Methodology. New Delhi: A B H Publishing Corporation.

Sharan B. Merrian. (2002). qualitative Research in Practice. San Francisco: Jossy-brass.

Murray, R. (2003). How to do Thesis. Philadelphia: Open University Press

Research in Education. Bi-annual published from The University of Manchester, UK.

Journal of Mixed-Methods Research. Quarterly Sage publication. Waters-Adams, Stephen (2006). Action research in education.Retrieved on March 10, 2013 fromhttp://www.edu.plymouth.ac.uk/resined/actionresearch/arhome.htm,

Retrieved on March 10, 2013 fromhttp://www.bcps.org/offices/lis/researchcourse/develop_writing_methodology_limitations.html

Retrieved on March 10, 2013 from http://blogs.edweek.org/edweek/walt_gardners_reality_check/2012/07/observational_v_experimental_studies_in_education.html

Retrieved on March 10, 2013 fromhttp://bold-ed.com/assumptions.htm Retrieved on March 10, 2013 fromhttp://bold-ed.com/delimitations.htm

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M.Phil. Education Semester – I Credit Hours 01 Course Code ED 5112 Marks 100

Trends and Issues in Education

Objectives:

To enable student to:-

a. Understand the importance of interdisciplinary approach and its use in finding out

solutions to educational problems.

b. Understand the concept of non-formal education.

c. Acquaint him with ways and means of implementing the concept of non-formal education

in Indian situation.

d. Understand the concept of lifelong education and its various types.

e. Acquaint him with various uses of technology in the exposition and extension of

education.

f. Interpret the concept of equalization of educational opportunities in its proper spirit.

g. Acquaint him with various means of extending educational opportunities to the weaker

sections of the society.

h. Understand the changing demands of the modern society from the teaching profession.

i. Review the researchers in modern trend in education.

Chapter 1: Introduction

2.1 Concept of trend 2.2 Significance of trends in education 2.3 Evaluation of trends in education 2.4 Contemporary trends in education and Pakistan

Chapter 2: Interdisciplinary Approach for problems in Education

2.1 Interdisciplinary - concept, need and scope.

2.2 Interdisciplinary approaches.

2.3 Research based curriculum development

2.4 Globalization and national objectives of education.

Chapter 3: Approaches and process of Learning

3.1 Approaches - a) Lifelong Learning

3.1 Distance Learning

3.1 Co-operative Learning

3.1 Reflective Learning

3.1 Processes a) Inquiry Based Learning

3.1 Media literary and Learning

Chapter 4: New Trends in Education

a. Inclusive Education

b. ICT in Education

c. Life Skill Education

d. Information explosion and teaching-learning process

e. Social Constructivism

Chapter 5: Issues in Education

a. Educational Policies

b. Environmental Education

c. Literacy and UPE

d. Comparative Education

e. Citizenship Education

g. Economics of Education

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References: 1. Aggarwal J.C., Landmarks in the History of Modern Indian Education, Vikas Publishing

House, New Delhi, 1996.

2. Aggarwal J.C., Basic Ideas in Education¸ Shipra Publication, Delhi, (3rd Ed.2006)

3. Aggarwal J.C., Population Education, Shipra Publication, Delhi, (2009).

4. Ann Kovalchik¸ Kara Dawson, Education and Technology, ABC-CLIO, Inc. Pub.

California¸ 2004.

5. Baily Richard¸ Barrow Robin¸ Carr David & McCarthy Christine, The Sage Handbook of

Philosophy of Education, Sage Pub. (First Ed.2010).

6. Behar Sharad Chandra, Globalizing Education : Perceptions and Processes, Indian Institute

of Education, Pune, 2005.

7. Chand Jagdish, Value Education, Anshah Publishing House, Delhi, (2007).

8. Chandra S.S. & Sharma Rajendra, Sociology of Education, Atlantic Pub.2004.

9. Cheryl Ann, Armstrong Derrick & Spandagou Llektra, Inclusive Education: International

Policy & Prtactice, Sage Pub.2010.

10. Cole Mike, Education, Equality and Human Right, (3rd Edition 2012) Routledge

Publication.

11. Dickson Janet, Hughes Barry & Irfan Mohammad, Patterns of Potential Human Progress¸

Oxford University Press, 2010.

12. Fernandes Maria Milagris, The Foundations of Education: The Philosophical Approach,

Himalaya Pub. House, New Delhi, 2004.

13. Mohanty Jagannath, Modern Trends in Indian Society, Deep & Deep Pub. New Delhi, (2nd

ed. 2005).

14. Nelasco Shobana¸ Agarwal Meenu¸ Njiribeako Austin, Issues of Information

Communication Technology in Education, Kanishka Publication, New Delhi, 2009.

15. Nikolopoulou Anastasia, Abraham Taisha & Mirbagheri Farid, Educational for Sustainable

Development, Sage Pub.New Delhi, 2010.

16. Peacock Kathy Wilson, Natural Resources and Sustainable Development, Viva Books,

2010.

17. Patil V.T., Value Education and Human Rights Education, GNOSIS Pub. New Delhi,

(2008).

18. Pandey K.P., Perspectives Social Foundations of Education, Shipra Publication, 2010.

19. Pandya Rameshwari & Mathu Anuradha, Imbibing Value Education, Kalpaz Publication,

Delhi, (2005).

20. Roy Gardner, Jo Cairns, Denis Lawton, Education for Values, Kogan Pages U.S.(2000).

21. Saleem Imran & Imran Ashraf, Education and Social Sector, Regal Pub. New Delhi, (2012).

22. Stephen J. Farenga & Daniel Ness, Encyclopedia of Education and Human Development,

Pentagon Press, 2006.

23. Singh Chitraganda¸ National Policy on Education, Wisdom Press, 2013.

24. Sharma Shashi Prabha¸ Teacher Education, Kanishka Publication, New Delhi, 2005.

25. Sharma Yogendra, History and Problems of Education, Kanishka Publication, New Delhi,

2003.

26. Tucker Catlin R., Blended Learning, Corwin Pub.2012.

27. Vaidya Shipra, Educational Reforms, Deep & Deep Publications, New Delhi, 200

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M.Phil. Education Semester – I Credit Hours 03 Course Code ED 5113 Marks 100

Techniques of Educational Assessment

Course Description: Evaluation plays a pivotal role in deciding what the learners learn and what the teachers teach in

schools. The course deals with the concepts important to the measurement and assessment in

education. Discussion of types of informal and formal assessment; the purpose of assessment; the

development and use of valid, reliable objective assessment instruments, including paper-and-pencil

tests and performance assessment; the selection of tests, administration, scoring, grading and

interpretation of test scores; and the use of assessment information are of main significance for

prospective teachers to become successful classroom evaluators.

Learning Outcomes: It is hoped that the study of this course will enable the students to:

1. understand the importance of educational assessment in teaching learning process

2. define and describe various concepts related to educational measurement and assessment

3. develop and use various type of classroom tests in accordance with the course objectives and

nature of content

4. apply the techniques of scoring and grading the tests

5. evaluate students’ performance effectively

6. Develop a systematic record of students assessment report precisely and meaningfully the

progress of students to parents, administration and students.

Chapter 1: Foundations of Assessment

1.1 History of assessment 1.2 Assessment and its types 1.3 Relationship of assessment with (measurement, tests, and diagnosis) 1.4 Theory of assessment

Chapter 2: Techniques of Assessment

2.1 Open-ended questions 2.2 Structured questions 2.3 Short answer questions and object type item 2.4 Aural and oral assessment 2.5 The assessment of practical work

Chapter 3: ASSESSMENT OF COGNITIVE ABILITY

3.1 The nature and assessment of intelligence 3.2 The nature and assessment of aptitude 3.3 The assessment of achievement

Chapter 4: The Measurement of Interests, Attitudes, Values and Personality Traits

4.1 The meaning of interests, attitude, value and personality traits and relationship between these terms

4.2 Constructing and evaluating interest inventories and attitude scales and determining their validity and reliability

4.3 Measurement of values (polling and questionnaire construction) 4.4 Objective personality assessment 4.5 Projective and behavioral personality assessment

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Chapter 5: Reliability and Validity of Assessment Tools

5.1 Instrument validity 5.2 Instrument reliability 5.3 Quantitative study 5.4 Qualitative study 5.5 Psychological tests and inventories, questionnaire and interview 5.6 Reliability and validity of aptitude measures

Recommended Books:

1. Armstrong, D.G. and Savage, T.V. (1980). Secondary Education: An Introduction, New York: Macmillan Publishing Company Inc.

2. Gronlund, N.E. and Linn, R.L. (1990). Measurement and Evaluation in Teaching, New York: Macmillan Publishing Company, Inc.

1. Macintosh, H.G. (Ed.), (1978). Techniques and Problems of Assessment, Edward Arnold, London. 2. Murphy, K.R. and Davidshofer, C.O. (1994). Psychological Testing: Principle and Applications,

Prentice-Hall Inc., Englewood Cliffs, New Jersey. 3. Sax, G. (1980). Principles of Educational and psychological Measurement and Evaluation, (2nd

ed.)Wadsworth Publishing Company, Belmont, California. 4. Walsh, W.B. and Betz, N.E. (1985). Tests and Assessment, Prentice-Hall, Inc. Englewood Cliffs,

New Jersey. 5. Pedhazur, E. J. and Schmelkin, L.P. (1991). Measurement, Design and Analysis: An Integrated

Approach, Lawrence Erlbaum Associate Publishers, London. 6. Mchrens, W.A. and Lehmann, I.J. (1978). Measurement and Evaluation in Education and

Psychology, (3rd ed.) Holt, Rinhart and Winston, New York. 7. Thorndike, R.M. et al. (1991). Measurement and Evaluation in Psychology and Education (5th ed.)

Maxwell, Macmillan International Editions, New York.

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M.Phil. Education Semester – I Credit Hours 03 Course Code ED 5114 Marks 100

Communication and Academic Writing

Learning Outcomes

After studying the course, the students will be able to:

1. Analyze and explain the essentials of effective communication skills.

2. Develop and improve academic writing skills including paraphrasing, summarizing, paragraph

writing etc.

3. Write job applications and C.V, and prepare for job interview.

4. Prepare and make formal presentations on academic and other topics and issues.

5.Develop and write proposals and reports on various topics.

6. Identify and analyze different components of conceptual and empirical research papers which may lead

to improved paper writing skills.

Contents

1. Essentials of Effective Communication

2. Academic writing: Paraphrasing, Summarizing, Paragraph writing, Avoiding plagiarism

3. C.V. and Job Application

4. Proposal writing

5. Report writing

6. Paper writing

7. Preparing and Making Presentations

8. Job Interview

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Assessment

Learning shall be accomplished through lectures, class exercises, and students’ participation in

class room discussions, written assignments and presentations. Students’ learning will be

assessed through classroom participation, role in group work activities, written assignment/

paper, and giving presentations. Mid-term and final-term examinations will also be given.

Question papers will comprise of mix of objective type questions (multiple choice questions),

short questions and essay type (long) questions. Breakdown of marks is as follows:

Activity Marks

Classroom Participation 05

Written Assignments 15

Mid-Term Examination 30

Final-Term Examination 50

Total 100

Recommended Books

1. Bailey, S. (2011). Academic writing: handbook for international students. London: Routledge.

2. Barker, A. (2007). Improve your communication skills. London: Kogan Page.

3. Chambers, H.E. (2001). Effective communication skills for scientific and technical

professionals. Cambridge: Perseus Publishing.

4. Ellis, R. (2009). Communication skills. Bristol: Intellect Books.

5. Hargie, O., Dickson, D. & Tourish, D. (2004). Communication skills for effective

management. New York: Palgrave Macmillan.

6. Hartley, J. (2008). Academic writing and publishing: A practical handbook. London:

Routledge.

7. Monnipally, M.M. & Pawar, B.S. (2010). Academic writing. New Delhi: Response Books.

.

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SEMESTER II

Core Courses (6 Credits) M.Phil. Education Semester – II Credit Hours 03 Course Code ED 5121 Marks 100

DATA ANALYSIS TECHNIQUES AND COMPUTER APPLICATION

Chapter 1: Analyzing and Interpreting Quantitative Data

1.1 What Are the Steps in the Process of Quantitative Data Analysis?

1.2 How Do You Prepare the Data for Analysis?

1.3 How Do You Analyze the Data?

1.4 How Do You Report the Results?

1.5 How Do You Interpret the Results? 197

Chapter 2: Analyzing and Interpreting Qualitative Data

2.1 What Are the Six Steps in Analyzing and Interpreting Qualitative Data?

2.2 How Do You Prepare and Organize the Data for Analysis?

2.3 How Do You Explore and Code the Data?

2.4 How Do You Use Codes to Build Description and Themes?

2.5 How Do You Represent and Report Findings?

2.6 How Do You Interpret Findings?

2.7 How Do You Validate the Accuracy of Your Findings?

Chapter 3: Analysis of Quantitative Data through SPSS – Descriptive Statistics

3.1 Descriptive statistics

3.2 Measures of central tendency and variability

3.3 Normal curve

3.4 Correlation and Regression

Chapter 4: Analysis of Quantitative Data through SPSS – Inferential Statistics

4.1 Hypothesis testing

4.2 Parametric and Nonparametric techniques

4.3 Carrying out parametric statistical tests: t-distribution, z-test, ANOVA and ANCOVA.

4.4 Carrying out non-parametric statistical tests: Chi Square test

Chapter 5:Using a computer for analysis

4.1 Use of NVIVO for qualitative data analysis

4.2 Use of SPSS for quantitative data analysis

4.3 Use of Endnote

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Recommended Books

Ary, D., Jacobs, L.C., Razavieh, A., &Sorensen, C.K.,(2010). Introduction to research in education (8th

ed.).Belmont, CA: Wadsworth.

Best, J. W. & Kahn, J. V.(2006). Research in education.Boston: Pearson Education Inc.

Fraenkel, Jack R. &Wallen, Norman E. (2009). How to design and evaluate research in education. New

York: McGraw-Hill.

Gay, L. R. (1996). Educational research: Competencies for analysis and application. Upper Saddle River,

NJ: Merrill.

Lodico, M.G., Spaulding, D.T., &Voegtle, K.H. (2006).Methods in educational research: From theory to

practice. San Francisco, CA: Jossey-Bass.

Waters-Adams, Stephen (2006). Action research in education.Retrieved on March 10, 2013

fromhttp://www.edu.plymouth.ac.uk/resined/actionresearch/arhome.htm

Retrieved on March 10, 2013

fromhttp://www.bcps.org/offices/lis/researchcourse/develop_writing_methodology_limitations.html

Retrieved on March 10, 2013 from

http://blogs.edweek.org/edweek/walt_gardners_reality_check/2012/07/observational_v_experim

ental_studies_in_education.html

Retrieved on March 10, 2013 fromhttp://bold-ed.com/assumptions.htm

Retrieved on March 10, 2013 fromhttp://bold-ed.com/delimitations.htm

Bogdan, R. and Taylor, S. I. (1975). Introduction to qualitative research methods: A phenomenological

approach to the social sciences. New York: John Willey and Sons.

Bogdan, R. C. and Bicklen, S. K. (1982). Qualitative research for education: An introduction to theory

and methods. Boston: Allyn and Bacon, Inc.

Bordens , K.S.and Abbot , B.B.(2002).Research design and methods : A process approach . (5thed.) .

Boston: McGraw-Hill.

Cohen, L. & Manion, L. (1991). Research methods in education. London: Routledge.

Creswell, J. W. (2012). Educational research: Planning, Conducting, and Evaluating Quantitative

and Qualitative Research. Boston: Pearson.

Flick, U. (2002). An introduction to qualitative research. London: SAGE Publications.

Fraenkel, Jack R. &Wallen, Norman E. (2009). How to design and evaluate research in education. New

York: McGraw-Hill.

Frankel, J. R. & Wallen, N.E. (1993). How to design and evaluate research in education. NY: McGraw-

Hill.

Howitt, D. & Cramer, D.(2011). Introduction to Statistics in Psychology.Pearson: New York.

Kerlinger, F. N. (1973). Foundations of behavioral research. New York: Holt, Rinehart and

Winston, Inc.

Lecompte, M. D. , Milroy, W. L. and Preissle, J. (Ed). (1992). The handbook of qualitative research in

education. San Diago: Academic Press.

Merriam, S.B. et al (2002). Qualitative research in practice. San Francisco: Jossey-Bass

Sinha, B.L. (Ed.). (2001). Statistics in psychology and education. New Delhi: Anmol Publications.

Wiersma, W. (1995). Research methods in education: An introduction. Boston: Allyn and

Bacon.

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M. Rajamanickam, (2001). Statistical Methods in Psychology and Educational Research, New Delhi:

Concept Publishing Company.

George, A. Ferguson, Yoshio Takane, Statistical Analysis in Psychology and Education, (6th ed.) McGraw

Hill International Edition.

Henry, E. Garrett, R.S. Woodworth, Statistics in Psychology and Education, (6th ed.) McGraw Hill.

Glass, G. V. Hopkins, K.D. (1966). Statistical Methods in education and Psychology, (2nd ed.) New Jersey:

Prentice Hall Inc.

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M.Phil. Education Semester – II Credit Hours 03 Course Code ED 5122 Marks 100

Curriculum Development and Organization

Course Description: Curriculum is one of the most important tools used by the educational institutes to achieve their

objectives. Constant effort is needed to make this tool useful and to evaluate its effectiveness.

Therefore, understanding the curriculum concepts, its foundations, different theories and models and

process of curriculum development is necessary for making provision for the challenges and

demands of the society. This course is designed to provide students with essential knowledge of

different concepts of curriculum and how these concepts can be utilized in curriculum development.

OBJECTIVES

(1) To understand the concept and principles of curriculum development.

(2) To understand and appreciate curriculum as a means of development of the individual.

(3) To gain insight in to the development of new curriculum.

(4) To understand the Foundations of curriculum development.

(5) To appreciate the need for continuous Curriculum reconstruction.

(6) To help the student to develop skills in framing curriculum for subjects of teaching, analysing

curriculum for teaching-learning process and developing course contents in the subjects of

teaching.

Learning Outcomes: It is hoped that the study of this course will enable the students to:

1. Understand the concepts and foundations of curriculum development

2. Comprehend a body of knowledge related to past and present curriculum development theories

and practices

3. Comprehend conceptual models of curriculum development

4. Conduct a study of or develop a curriculum

5. Evaluate the present curriculum

Course Contents:

Unit – 1 Principles of Curriculum development

(a) Meaning and Concept of Curriculum

(b) Concept of Curriculum development

(c) Stages in the Process of Curriculum development

(d) Curriculum, Syllabus and Units

(e) Fusion integration inter-subject co-relation and Inter-subject co-relation.

Unit- 2 philosophical, Sociological and Psychological foundation of curriculum.

(a) Philosophical theories and their implications to Curriculum.

(b) Sociological needs and their implications for curriculum development.

(c) Psychological needs their implications for curriculum development.

Unit-3 Curriculum Development

(a) Need and Scope for Curriculum development, Criteria for Future Curriculum

development and Characteristics of a good Curriculum.

(b) Strategies of Curriculum development.

(c) Guiding Principles for Curriculum development.

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Unit 4: Models of curriculum development 4.1 Rational model (Tyler and Taba)

4.2 Cyclic model (Wheelar,Nichols and Nicols)

4.3 Dynamic model (Walker, Skilbeck)

Unit- 5 Organization of Curriculum

(a) Organization by subjects- Co-relation of different subjects, Indian, experiments on basic

Education.

(b) Organization by unit-Subject matter units, experiences units.

(c) Core curriculum

(d) Activity Curriculum

(e) Interdisciplinary Curriculum

Unit-6 Procedure of organizing Content

(a) Formation of general objectives at School stage and their specification.

(b) Formation of instructional objectives and their specifications with reference to Bloom and SOLO

Taxonomies.

PRACTICAL WORK

1. Seminar on one of the topic assigned.

2. Critical analysis of the existing curriculum at various levels- primary/Secondary/Higher

Secondary.

3. A report on the recent research on curriculum development

4. A Comparative study of two syllabi-state Government/ ICSE.

Methodology: Lectures, Presentations, Seminars, Group discussions and activity based teaching methodology will

be applied for the instruction different concepts of this course

Evaluation: The course will carry 60 Marks in total. Performance of the students will be accessed through

different assessment techniques with distribution of marks as given under

1. Assignments (Written paper, small projects, review of research articles etc. whatever the teacher

thinks suitable) 20% = 12 Marks

2. Mid Term Examination (Objective & Subjective) 30%= 18 Marks

3. Final Term Examination (Objective & Subjective) 50 = 30 Marks

Suggested Readings:

Books: 1. Kelly, A. V. (1989).The Curriculum: Theory and Practice. London. Paul Chapman

Publishing Ltd.

Tanner, D.& Tanner, L. (1975).Curriculum Development: Theory into Practice. New York:

McMillan Publishing Company.

Marsh C.J. (2009).Key concepts for understanding curriculum. USA: Roultage.

Print,M. (1993).Curriculum development and design. Austraila: Alin& Alvin.

Taba, H. (1962). Curriculum development: Theory and practice. New York: Harcourt, Brace &

world, Inc.

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Journals: Journal of Curriculum and Instruction

http://www.joci.ecu.edu/index.php/JoCI

Online Resources: www.ebooksclub.org

www.openpdf.com

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Areas of Specializations (6 Credits) (Any Two Courses) Students will select two courses from these areas of specialization.

Areas of Specializations A - (6 Credits) (Any Two Courses) ED – 5123 Educational Leadership and Management – 03 Credit Hours

ED – 5124 Quality Assurance in Education – 03 Credit Hours

ED – 5125 Policy Studies in Education – 03 Credit Hours

M.Phil. Education Semester – II Credit Hours 03 Course Code ED 5124 Marks 100

Educational Leadership and Management

Objectives

After studying the course, the students will be able to:

Understand concepts, theories and models of educational leadership and management Differentiate between the concept of leadership and management Describe different roles and responsibilities of leadership List the different qualities and skills of effective leadership Explain different styles of leadership and their implication for educational institutions

improvement Demonstrate effective leadership and management practices Apply key theories of leadership to their own working environment

Explore ways in which educational management and leadership can contribute to improving quality of teaching and learning process

Differentiate among policy, planning and strategy

Understand the process of policy making and implementation

Describe the outcomes of educational planning

Describe the different types of plans and the processes of educational planning

Aware of the different approaches for educational planning

Understand the key concepts of educational financing

Aware of the different agencies and process of educational planning, implementation and monitoring in Pakistan

Evaluate the different education policies and plans of Pakistan

Describe the concept and process of total quality management Contents 1 Introduction to Leadership 1.1 Concept of Leadership 1.2 Educational Leadership 1.2.1 Moral dimensions of educational leadership 1.2.2 Ethical dimensions of educational leadership 1.5 Role of Educational Leadership in School Improvement and Management 1.6 Educational Change and Leadership in National and International Perspectives

2 Leadership Models and Theories

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2.1 Philosophical Background: Theory X and Y 2.2 Trait Theories 2.3 Behavioural Theories 2.4 Contingency Theories 2.5 Transformational Theories 2.6 Application of Leadership Theories to the Leadership and Management of

Education 3 Leadership Styles 3.1 Authoritative/Bureaucratic Leadership 3.2 Democratic/Participative Leadership 3.3 Distributed Leadership 3.4 Instructional Leadership 3.5 Pedagogical Leadership 3.6 Teacher Leadership 3.7 Other Leadership Styles 4 Instructional Leadership 4.1 Introducing Principals to the Role of Instructional Leadership 4.2 Instructional leadership and school improvement 4.3 Developing Instructional Leaders 4.4 Beyond Instructional Leadership: Towards Pedagogic Leadership 4.5 Leadership in Schools 4.6 Pedagogy and Leadership 4.7 School Leadership and Change 4.8 Distributed Leadership 4.9 How Leadership Influences Student Learning 4.10 Leading for Learning 5 Leadership: Values and Ethics 5.1 Caring, Respect for Individual and Group Rights 5.2 Respect of Roles and Responsibilities 5.3 Justice, Honesty, Integrity, Fairness, Courage and Good Character 5.4 Creating Shared Vision 5.5 Ethical Decision-Making 5.6 sensitivity to Self and Others 6 Emerging Issues in Educational Leadership and Management 6.1 Gender Issues 6.2 Ethical Issues and Dilemmas 6.3 Leadership of Educational Transformation 6.4 Strategic Leadership and Educational Improvement 6.5 Other Emerging Issues in Leadership and Management Suggested Readings:

Bush, T. (1989) Managing education: Theory and practice. Milton Keynes: Open University Press. Forojalla, S.B. (1993) Educational planning for development. New York: MacMillan Press. Tripathi, R and Tripathi, A. (2006) Modern education planning and management. New Delhi: Radha

Publications. English, F.W. (2005). The Sage Handbook of Educational Leadership. London: Sage Publications Government of Pakistan (1959) Report of the National Commission on Education. Karachi: Ministry

of Education. Government of Pakistan (1970) New Education Policy (1970) Islamabad: Ministry of Education. Government of Pakistan (1972) Education Policy 1972. Islamabad: Ministry of Education.

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Government of Pakistan (1979) National Education Policy and Implementation Programme1979. Islamabad: Ministry of Education.

Government of Pakistan (1988) The seventh five year plan (1988-93). Islamabad: Planning Commission

Government of Pakistan (1992) National Education Policy 1992. Islamabad: Ministry of Education. Government of Pakistan, (1994) The eighth five year plan (1993-98). Islamabad: Planning

Commission Government of Pakistan (1998) National Education Policy 1998. Islamabad: Ministry of Education. Government of Pakistan, (1998) The ninth five year plan (1998-2003). Islamabad: Planning

Commission Government of Pakistan, (2004) The tenth five year plan (2004-05-2008-09). Islamabad: Planning

Commission Government of Pakistan (2006) Pakistan Economic Survey 2006-07. Islamabad: Planning

Commission. Lingard, B. et al. (1997) Educational policy and the politics of change. London: Routledge Middlewood, D. and Lumby, J. (1998. Strategic management in schools and colleges. London: Paul

Chapman Publishing Samier, E. (Ed.). (2003) Ethical foundations for educational administration. London: Routledge Wilmott, R. (2002) Education policy and realist social theory. London: Routledge.

Bottery, M. (2004) The challenges of educational leadership: Values in a globalized age. London: Chapman.

Bush, T. (2003) Theories of educational leadership and management. London: Sage. Busher, H. (2006). Understanding Educational Leadership. Poland: Open University Press Law, S. (2000) Educational leadership and learning: Practice, policy, and research. Buckingham: Open

University Press. Sallis, E. (2002) Total quality management in education (3rd edition). London: Kogan Page. Brent, D. (2003) Handbook of educational leadership and management. London: Pearson Education. Brundrett, M, (2000)Beyond competence the challenge for educational management. Dereham: Peter

Francis. Bush, T. and Bell, L. (Eds.) (2002) The principles and practice of educational management. London: Paul

Chapman Publishing. Bush, T. and Weet-Burnham, J. (Eds.) (1994) The principles of educational management. London:

Longman. Busher, H. (2006)Understanding educational leadership: People, power and culture. Maidenhead:Open

University Press. Davies, B. (2003) Handbook of educational leadership and management. London: Pearson Education. Glatter, R., Preedy, M., Riches, C. and Masterton, M. (1989) Understanding school management.

Milton Keyenes: The Open University Press. Hanna, D.E. (2001) Leadership for 21st century learning: Global perspectives from educational

innovators. London: Kogan Page. Haydon, G. (2007) Values for educational leadership. London:Paul Chapman. James, C. and Connolly, U. (2000) Effective change in schools. (School Leadership Series), London:

Routledge Falmer. Leithwood, K. A. (2002). Second international handbook of educational leadership and administration.

Dordrecht, London: Kluwer Academic. Morrison, K. (2003) Management theories for educational change. London: Paul Chapman Publishers

Ltd. (Sage publications). Northouse, P. G. (1997) Leadership theory and practice. Thousand Oaks, CA: Sage Palestine, R. H. (2002) Educational administration: Leading with mind and heart. Blue Ridge Summit,

PA: Rowan and Littlefield.

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Preddy, M., Glatter, R. and Wise, C. (2003) Strategic leadership and educational improvement. London: The Open University in association with Paul Chapman Publishing.

Thrupp, M. (2003) Educational management in managerialist times: Beyond the textual apologists. Maidenhead: Open University Press.

William, F. (2001) Educational leadership. London: Routledge Falmer.

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M.Phil. Education Semester – II Credit Hours 03 Course Code ED 5125 Marks 100

Quality Assurance in Education

Aims:

1. To develop an understanding of basic concepts related to quality assurance. 2. To develop an understanding of process of quality assurance in education.

Learning Outcomes:

On completion of this course, successful students will have developed their critical abilities and skills in:

1. understanding basic concepts of quality assurance and total quality management with reference to educational institutions.

2. examining various models of quality assurance/management and applying them to educational setting.

3. applying problem-solving cycle in educational context. 4. comprehending and employing various tools and techniques for improving quality of education. 5. measuring different aspects of quality in educational institutions. 6. analyzing the process of quality assurance in higher education in Pakistan.

Key Transferable Skills:

1. Written communication 2. Oral presentation 3. Working in group 4. Problem solving 5. Decision making

CONTENTS

1. Basic Concepts of Quality Assurance/Management 2. Quality Models 3. Total Quality Management in Education 4. Problem-Solving Cycle for Education 5. Tools and Techniques for Quality Improvement 6. Measuring Quality of Education 7. Application of ISO 9000 Series in Education 8. Quality Awards and Educational Institutions 9. Quality Assurance in Higher Education in Pakistan

Teaching and Learning Methods:

The course contents will be taught employing a variety of teaching-learning techniques including

tutor presentations, small group work, large group discussions, case studies, reading tasks, written

assignments and students’ presentations.

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Learning Hours:

Activity Hours Allocated

Teacher-Student Contact 48

Private Study 26

Group Work 10

Tutorials 06

Total Hours 90

Total Credits 03 (Each credit is of 30 hours)

Assessment:

Apart from mid-term and final written examinations, students’ learning will be assessed through

classroom participation, quiz, and written assignments. For each written examination, 20% content

will comprise MCQs. Breakdown of marks is as follows:

Core Books:

1. Arcaro, J.S. (2006). Quality in education: An implementation handbook. New Delhi: Pentagon Press.

2. Goodland, S. (1995). The quest for quality. New Delhi: Pentagon Press. 3. Ribbins, P. & Burridge, E. (Ed.). (1995). Improving education: Promoting quality in schools.

London: Cassel. 4. Sallis, E. (2002). Total quality management in education. London: Kogan Page. 5. Venkataiah, S. (Ed.). (2001). Quality education. New Delhi: Anmol Publications.

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M.Phil. Education Semester – II Credit Hours 03 Course Code ED 5128 Marks 100

Policy Studies in Education

PURPOSE

This is course is designed to educate participants of variations in education policy and its impact on

developments in education and on the country itself.

OBJECTIVES

To enable students to:

understand the nature & scope of comparative education policy studies

comprehend the need & significance of studying the comparative policy studies

become aware about the methods of developing & analyzing education policy studies in different countries

describe the role of education policy in the development of sound education system of country

critique the trends & issues in comparative education studies development at national & global level

suggest improvements in the system/process of policy formulation in vogue in Pakistan.

CONTENTS

1 Introduction to Comparative Education Policy Studies

(Significance for study and scope)

2 Study of Factors Influencing Education Policies

(Philosophical, socio-cultural, geographical, racial, political, language, economic, political, and

international)

3 Methods of Comparative Education Policy Studies

(Statistical method, descriptive method, sociological method, historical method and analytical

method)

4 Comparison of Process for developing and implementing education policies

in selected developed countries with Pakistan in reference to elementary, secondary school &

higher education systems

a) USA b) UK

c) Australia d) Japan

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5 Analytical review of overall education policies of selected Asian countries in reference to

literacy, teacher education and higher education programs

a) Malaysia b) India

c) South Africa d) Turkey

6 Trends & issues in crafting and implementing education policies in developed and developing

countries

7. Trends and issues in education policies at national and international levels related to

issues of access and quality in education in general and making it demand driven in particular.

TEACHING STRATEGIES

In general, collaborative, participative & interactive approaches will be used throughout the course.

Lectures, individual/group presentations and critique on research articles related to the subject will be

regular classroom activities. Participants will be required to prepare recommendations to improve the

educational policy, its planning & implementation representing new concepts & ideas.

SUGGESTED READINGS

Bell L. & Stevenson, H. (2006). Education Policy: Process, Themes & Impact, London: Routledge

Halls, W.D. (1990) Comparative Education Issues & Trends UNESCO

Homes, Parian Comparative Education: Some Considerations of Methods, London: George Allen & Unirin

Howell, D.A. & Brown, Roger (1983). Educational Policy Making – An Analysis, London: Heinemann

Educational Books.

Mingal, Alain & Others (2003). Tools for Education Policy Analysis, Washington: The World Bank.

Pakistan’s Education Policies 1947-2009.

Sodhi, T.S. (1983) A textbook of Comparative Education Vani Education Books

Taylor, Sandra & Others (1997). Educational Policy & the Politics of Change, London: Routledge.

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Areas of Specializations B - (6 Credits) (Any Two Courses) ED – 5126 Trends and Issues in Science Education – 03 Credit Hours

ED – 5127 Psychological Testing – 03 Credit Hours

ED – 5128 Developments in Teacher Education – 03 Credit Hours

M.Phil. Education Semester – II Credit Hours 03 Course Code ED 5126 Marks 100

Trends and Issues in Science Education

List is attached.

M.Phil. Education Semester – I Credit Hours 03 Course Code ED 5123 Marks 100

Development in Teacher Education

Objectives: To enable students : a) To Study the changing context and concerns in teacher education in Pakistan.

b) To develop in the student understanding of the concept, objectives, new thrusts and structure of

teacher education in emerging context.

c) To study student teaching in the light of recent scientific advancement.

d) To enable the student to understand teaching and training techniques including IT enabled training

devices.

e) To enable the student to know the concept and practice of evaluation in teacher education in the

emerging context.

f) To enable the student to explore areas of research and experiment in teacher education.

g) To acquaint the student with the innovative practices in teacher education

Unit 1:New policies and agencies and their impact on Teacher Education

a. Educational policies

b. National Professional Standards for Teachers in Pakistan

c. NACTE

Unit 2: Innovations in teaching learning strategies in Teacher Education

a. Mentoring

b. Experiential Learning

c. Reflective Practice

d. Blended Learning

e. T-Group training.

Unit 3: New Trends in assessment and evaluation in Teacher Education

a. Academic Performance indicators (API)

b. Performance appraisal

c. Choice based credit system

d. Portfolio assessment

Unit 4: Impact of technology on Teacher education

a. Web Tools

b. Online Educational Resources

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c. Digital Literacy

d. Mobile learning

e. Digital Games In Education

f. Interactive Whiteboards

g. Massive Open Online Course (MOOC)

References:

1 Beck, Clive & Clark Kosnik Albany (2006): Innovations in Teacher Education: A

Social constructivist approach. State University of York.

2 Chaurasia, Gulab : Innovation and Challenges in Teacher Education, Vikas

Publication, New Delhi, 1977.

3 Cohen Louis, Minion Lawrence & Morrison, Keith (2004). A Guide to Teaching

Practice (5th edition). Rout ledge Falmer. London and New York.

4 Day, C. & J. Sachs, J. (Ed.) (2004): International Handbook on the Continuing

Professional Development of Teachers. Maiden head, Brinks Open University Press.

5 Herne Steve, Jessel John & Griffith, Jenny (2000). Study to Teach: A Guide to

Studying in Teacher Education. Rout ledge Falmer. London and New York.

6 Korthagen, Fred A.J.et al; (2001): Linking Practice and Theory: The Pedagogy of

Realistic Teacher Education. Lawrence Erlbaum Associates.

7 Kulik, J. A. and Kulik, C-L, : Effectiveness of Computer based Instruction, School

Library Media Quarterly,17, 156-159, 1989.

8 Linda Darling, Harmmond & John Bransford (2005): Preparing Teachers for a

changing World. John Wiley & Son Francisco.

9 Loughran, John (2006): Developing a Pedagogy of Teacher education :

Understanding Teaching and Learning about Teaching. Routledge: New York.

10 Maitreya Balsara : Administration and Reorganisation of Teacher Education, New

Delhi, Kanishka, 2002.

11 Mangla, Sheela (2000) Teacher Education: Trends Strategies, Radha Publishing,

New Delhi.

12 Mohammad Miyan (2004). Professionalisation of Teacher Education. Mittal

Publications. New Delhi.

13 NCTE (1988) Curriculum Framework for Quality Teacher Education, NCTE,

Publications, New Delhi

14 NCTE (1998). Competency Based and Commitment Oriented Teacher Education for

Quality School education: Pre-Service Education. New Delhi.

15 NCTE. (1998). Policy Perspective in Teacher Education- Critique and

Documentation. NCTE New Delhi.

16 RRajput and K. Walia,: Teacher Education in India, New Delhi, Sterling, 2002.

17 Rao, Digumarti Bhaskara (1998). Teacher Education in India. Discovery Publishing

House. New Delhi.

18 Siddiqui, M.A. (1993). In-Service Education of Teachers. NCERT. New Delhi.

19 Sikula, J. (Ed.) (1985) Handbook of Research on Teacher Education, New York,

Mac Millan Publishing.

20 Yadav, M.S. & Lakshmi, T.K.S. (2003): Conceptual inputs for Secondary Teacher

Education: The instructional Role. India, NCTE.