School of Education - Suresh Gyan Vihar UniversityM.Ed.pdf · · 2013-11-20School of Education...
Transcript of 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
Total Teaching Load 34
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
Total Teaching Load 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
B Elective Papers (Specialization)
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
Total Teaching Load 42
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.
DE-101 Discipline and co-curricular activities
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
B Elective Papers (Specialization)
ED 509
ED 511
er
er
ED 513
ED 515
Area-1 Principles of Comparative Education-1
Educational Technology -I
OR
Area-2
Foundation & Organization of Teacher Education-I
Principles & Procedure of Guidance-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 503 Methodology of Educational of Research
ED 507 Psychological Foundations of Teaching & Learning
B Elective Papers (Specialization)
ED 509
ED 511
er
er
ED 513
ED 515
Area-1 Principles of Comparative Education-1
Educational Technology -I
OR
Area-2
Foundation & Organization of Teacher Education-I
Principles & Procedure of Guidance-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 504 Methodology of Educational of Research
ED 506 Psychological Foundations of Teaching &
Learning
B Elective Papers (Specialization)
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
DE-502 Discipline and co-curricular activities
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.
The first research oriented University of state
SCHOOL OF EDUCATION
DETAILED SYLLABUS
2013-14
I-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
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
The first research oriented University of state
SCHOOL OF EDUCATION
DETAILED SYLLABUS
2013-14
I-SEM. B.ED. EVALUATION
SCHEDULE PER WEEK
LECTURERS-3
CREDITS-3
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
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
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
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
The first research oriented University of state
SCHOOL OF EDUCATION
DETAILED SYLLABUS
2013-14
I-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
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:
S.No. Name of the Book Author Publisher
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
The first research oriented University of state
SCHOOL OF EDUCATION
DETAILED SYLLABUS
2013-14
I-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
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
The first research oriented University of state
SCHOOL OF EDUCATION
DETAILED SYLLABUS
2013-14
I-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
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
The first research oriented University of state
SCHOOL OF EDUCATION
DETAILED SYLLABUS
2013-14
I-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
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)]
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
COMPUTER LITERACY & EDUCATIONAL APPLICATION (PRACTICAL) Ed 151
The first research oriented University of state
SCHOOL OF EDUCATION
DETAILED SYLLABUS
2013-14
II-SEM. B.ED. EVALUATION
SCHEDULE PER WEEK
LECTURERS-6
CREDITS-1
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
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
The first research oriented University of state
SCHOOL OF EDUCATION
DETAILED SYLLABUS
2013-14
II-SEM. B.ED. EVALUATION
SCHEDULE PER WEEK
LECTURERS-6
CREDITS-1
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
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
The first research oriented University of state
SCHOOL OF EDUCATION
DETAILED SYLLABUS
2013-14
II-SEM. B.ED. EVALUATION
SCHEDULE PER WEEK LECTURERS-6
CREDITS-1
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
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
The first research oriented University of state
SCHOOL OF EDUCATION
DETAILED SYLLABUS
2013-14
II-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 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
The first research oriented University of state
SCHOOL OF EDUCATION
DETAILED SYLLABUS
2013-14
II-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 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:
S.No. Name of the Book Author Publisher
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
The first research oriented University of state
SCHOOL OF EDUCATION DETAILED SYLLABUS
2013-14
II-SEM. B.ED. EVALUATION
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.
Unit Contents of the Subject No. of
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:
S.No. Name of the book Author Publisher
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
The first research oriented University of state
SCHOOL OF EDUCATION
DETAILED SYLLABUS
2013-14
II-SEM. B.ED. EVALUATION
SCHEDULE PER WEEK
LECTURERS-6
CREDITS-1
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
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
The first research oriented University of state
SCHOOL OF EDUCATION
DETAILED SYLLABUS
2013-14
I-SEM. B.ED. EVALUATION
SCHEDULE PER WEEK
LECTURERS-6
CREDITS-1
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
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
The first research oriented University of state
SCHOOL OF EDUCATION
DETAILED SYLLABUS
2013-14
II-SEM. B.ED. EVALUATION
SCHEDULE PER WEEK
LECTURERS-6
CREDITS-1
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
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:
Sr.No. Name of Book Author Publisher
1 Teaching of economics Saxena, N.R.
Mishra, B.K.
Mohanty, P.K.
R. Lall book depot
2 Teaching of economics: A practical
approach
Aggrawal, J.C. Vinod Pustak Mandir
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
The first research oriented University of state
SCHOOL OF EDUCATION
DETAILED SYLLABUS
2013-14
II-SEM. B.ED. EVALUATION
SCHEDULE PER WEEK
LECTURERS-6
CREDITS-1
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
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
The first research oriented University of state
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)]
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
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
9 Philosophical Foundation of Education Dr. D.C. Prasad
The first research oriented University of state
SCHOOL OF EDUCATION
DETAILED SYLLABUS
2013-14
1-SEM. M.ED. EVALUATION
SCHEDULE PER WEEK
LECTURERS-5
CREDITS-5
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 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:
S.No. Name of the Book Author Publisher
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.
The first research oriented University of state
SCHOOL OF EDUCATION
DETAILED SYLLABUS
2013-10
1-SEM. M.ED. EVALUATION
SCHEDULE PER WEEK
LECTURERS-5
CREDITS-5
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 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:
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
The first research oriented University of state
SCHOOL OF EDUCATION
DETAILED SYLLABUS
2013-14
I-SEM. M.ED. EVALUATION
SCHEDULE PER WEEK
LECTURERS-5
CREDITS-5
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 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:
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 Oberoi, S.C. R.Lall book depot
management Saxena, N.R.
Swaroop
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
The first research oriented University of state
SCHOOL OF EDUCATION
DETAILED SYLLABUS
2013-14
I-SEM. M.ED. EVALUATION
SCHEDULE PER WEEK
LECTURERS-5
CREDITS-5
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 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:
S.No. Name of the book Author Publisher
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
The first research oriented University of state
SCHOOL OF EDUCATION
DETAILED SYLLABUS
2013-14
I-SEM. M.ED. EVALUATION
SCHEDULE PER WEEK
LECTURERS-5
CREDITS-5
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 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:
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
The first research oriented University of state
SCHOOL OF EDUCATION
DETAILED SYLLABUS
2013-14
I-SEM. M.ED. EVALUATION
SCHEDULE PER WEEK
LECTURERS-5
CREDITS-5
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 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:
Sr.No. Name of Book Author Publisher
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
The first research oriented University of state
SCHOOL OF EDUCATION
DETAILED SYLLABUS
2013-14
2-SEM. M.ED. EVALUATION
SCHEDULE PER WEEK
LECTURERS-5
CREDITS-5
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 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.)
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
9 Philosophical Foundation of Education Dr. D.C. Prasad
The first research oriented University of state
SCHOOL OF EDUCATION
DETAILED SYLLABUS
2013-14
2-SEM. M.ED. EVALUATION
SCHEDULE PER WEEK
LECTURERS-5
CREDITS-5
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 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:
S.No. Name of the Book Author Publisher
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.
The first research oriented University of state
SCHOOL OF EDUCATION
DETAILED SYLLABUS
2013-14
2-SEM. M.ED. EVALUATION
SCHEDULE PER WEEK
LECTURERS-5
CREDITS-5
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
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:
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
The first research oriented University of state
SCHOOL OF EDUCATION
DETAILED SYLLABUS
2013-14
2-SEM. M.ED. EVALUATION
SCHEDULE PER WEEK
LECTURERS-5
CREDITS-5
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 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:
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
The first research oriented University of state
SCHOOL OF EDUCATION
DETAILED SYLLABUS
2013-14
2-SEM. M.ED. EVALUATION
SCHEDULE PER WEEK
LECTURERS-5
CREDITS-5
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 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:
S.No. Name of the book Author Publisher
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
The first research oriented University of state
SCHOOL OF EDUCATION
DETAILED SYLLABUS
2013-14
2-SEM. M.ED. EVALUATION
SCHEDULE PER WEEK
LECTURERS-5
CREDITS-5
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 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:
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