M.Ed. Semester I-

601 Educational Psychology

Unit I: Psychological perspective of education
 Nature, Meaning and scope of Educational Psychology.
 Concept, principles, sequential stages of development with special reference to Adolescence, factors influencing development and their relative roles, general characteristics.
 Problems of Indian Adolescent including Delinquency: theories and remedial steps.

Unit II: Relevance of Psychological Principles to Pedagogical Interventions
 Concept and nature of personality.
 Role of heredity and environment in the development of Personality.
 Theories of Personality with special references to developmental and factor-analytical approaches.
 Assessment of Personality: subjective, objective, and projective methods.
 Personality Inventories.

Unit III: Psychology of Learning and Intelligence
 Learner and Learning – Nature, meaning and scope
 Approaches to learning: Behaviouristic, Cognitive and Humanistic
 Constructivism and Learning, learning styles and their relevance to learning
 Role and Function of Educational Technology for effective learning.

Unit IV:
 Salient features of Pavlov’s, Skinner’s and Gestalt theories of learning.
 Detailed study of:
(a) The Social Cognitive Theory with special reference to Bandura, Dollard and Miller.
(b) The Information Processing Theory with special reference to Ausubel and Bruner.
(c) Piaget’s Genetic Epistemological Approach to Cognitive Development.
(d) Gardner’s Multiple Intelligence Theory.
 Creativity.
 Emotional Intelligence.

References:

  1. Fontane, David (1981). Psychology for Teachers, London, McMillan Press Ltd.
  2. Gage and Berlinger. (1984). Educational Psychology, Boston, Houghton Miffinb Co.
  3. Hayes, J.R. (1978). Cognitive Psychology: Thinking and creating. Homewood, Illinis: The Dorsey Press.
  4. Henson K.T. & Eller B.F. (1999). Educational Psychology for Effective Teaching. Wadsworth, Publishing Co. Belmont (U.S.A.).
  5. Lahey B.B. (1998). Psychology: An Introduction. Tata McGraw-Hill Publishing Co.Ltd. New Delhi.
  6. Olson,M.H. & Hergenhann (2013). Theories of Learning.New Delhi: PHI Learning Pvt. Ltd.
  7. Salvin R.E. (1997). Educational Psychology (Theory & Practice): London, Allan & Bacon.
  8. Santrock John W. (2001). Educational Psychology, McGraw Hill (International Edition) Boston.
  9. Travers Robert M.W. (1973). Educational Psychology, New York, the McMillan Co.
  10. Wads Worth B.J. (1989). Piaget’s Theory of Cognitive and Affective Development, New York, Longman Incorporated Fourth Edition.

603 Historical and Political Perspectives of Education

Unit I: Historical perspectives of education in India till 1854
 A brief study of the main characteristics of the Vedic, Buddhist and Islamic systems of education with reference to their aims, features, curricula, methods, practices and agencies of education.
 Development of Education from 1813 (Charter Act), 1835 Lord Macaulay’s minutes and 1854 Woods Despatch, 1882 Hunter Commission to the end of the 19th Century, with reference to important landmarks in education, bringing out the political designs of the British rulers; and the impact of education on political, social, economic and the cultural life of the people and vice-versa.

Unit II: Indian Education in 20th Century
The growth of Education from 1947 onwards, with special reference to the reports of the University Education Commission, the Secondary Education Commission, the Education Commission: 1964-66, and the National Policy on Education 1986 and its review Committees, NCF 2005, NCFTE 2009.

Unit III: Constitutional provisions regarding education
 The Preamble to the Indian Constitution with its implications for education.
 Implications of Justice, Liberty & Equality in Education.
 Directive Principles of State Policies & Education (Part IV of Indian Constitution).
 Fundamental Rights with special emphasis on Right to Education, Article 21A along with impediments in the path of implementation of RTE.

Unit IV: Political Perspectives of Education
 Colonial concept of Education & its implications for Current Educational Studies.
 Provision of Equal Opportunity of Education to woman, Scheduled Castes, Scheduled Tribes & Other Disadvantaged sections including Disabled Children.
 Recent political developments and its impact on Indian Education System.
 International agencies such as UNESCO, World Bank, funding bodies etc. and their role in education.

References:

  1. Aggarwal, J.C. (2004) Development of Education System in India. New Delhi: Shipra.
  2. Aggarwal, J.C. (2004) Modern Indian Education. New Delhi: Shipra.
  3. Sharma, R L. (2006) Comprehensive History of Modern Education. New Delhi: Cyber Tech Publications.
  4. Report of the Education Commission (1964-66) Education and National Development. New Delhi: NCERT.
  5. Report of the Secondary Education Commission (1952-53) Ministry of Education and Social Welfare. New Delhi: Government of India.
  6. Report of the University Education Commission (1948-49) Ministry of Education Government of India.
  7. Kabir, H. (1959) Education in New India. London: Allen & Unwin Ltd.
  8. Nurullah, S. and Naik, J.P. (1975) A Student’s History of Education in India (1800-1961) Revised Fourth Edition. Bombay:MacMillan and Co. Ltd.
  9. Sharma,S. (2005) History and Development of Higher Education in free India. Jaipur; ABD Publishers.
  10. Singh, B.P. (1990). Aims of Education in India. New Delhi: Ajanta Publication.

605 Educational Studies

Unit I: Meaning of Education
 Derivation of the term education- Indian & Western views.
 Meaning of Education- as a process and product.
 Education as a continuous reconstruction of experiences
 Education as acquisition of knowledge & skills.
 Education as a disciplinary, inter disciplinary and multi disciplinary field.

Unit II: Aims of Education
 Conservative and creative functions of education, education as methodical socialization, education as a means of socialization, education as a means of social change.
 Aim of Education- social & individual aims of education.
 Moral & Character building as aims of education.
 Views of some eminent educators such as Mahatma Gandhi, Vivekananda, Aurbindo, John Dewey, Paulo Freire etc. on moral & Character Building.
 Aims of Education as recommended by Indian education commission (1964-66), NPE (1986), NCF (2005) and NCFTE (2009).

Unit III: Factors influencing aims of Education
 Factors determining aims of Education- religion &dharma understanding the concept and relevance of the purusharthas: (i) dharma, (ii) artha, (iii) kama & (iv) moksha
 Factors influencing aims of education.
 Influence of schools of philosophies on aims of education.

Unit IV: Functions of Education
 Functions of Education towards (i) the individual, (ii) society, (iii) nation & (iv) global.
 Achieving Social & National Integration- social & National services, international understanding.
 Development of appropriate language policies, cultivating a scientific outlook through the process of modernization.
 Cultivating social, moral & spiritual values.

References:

  1. Mookerji, R.K. (1969) Ancient Indian Education. New Delhi: Motilal Banarsidas.
  2. Hughes, J.M. (1962) Education in America. New York: Harper and Row Publishers.
  3. Ulich, R. (1971) three thousand years educational wisdom. United States of America: Harvard University.
  4. Sharma, R.S. (2006) Comprehensive history of Modern Education. New Delhi: Cybertech Publications.
  5. Singh, V. (2005) Development of Education in India. New Delhi: Akansha Publication House.
  6. Vaidya, (2005) Educational Reforms. New Delhi: Deep and Deep Publications.
  7. Nigam, B.K. (1993) History and Problems of Indian Education. New Delhi: Kanishka Publications.

607 Research Methodology in Education

Unit I: Elements of Research
Nature of research: fundamental, applied and action
 Educational Research; Meaning, Nature, Types, Scope and limitations.
 Scientific Inquiry: concept, and assumptions and their role, scope and limitations, the scientific method
 Positivist and Non-positivist paradigms, Qualitative Vs Quantitative
 Major orientations in educational research: Philosophical, Historical, Sociological and Psychological.
 Types of Educational Research: Descriptive, Evaluative, Historical, Philosophical, Developmental, Co relational research, Ethnographic Research, Experimental research, Ex-Post Facto Research, Action research etc.

Unit II: Research Methods
 Sampling and Research Tool, Survey, Case Study, Experimental method etc.
 Use of technology in conducting research.
 Skills required for conducting research.
 Sources of research data: primary and secondary sources (interdisciplinary approach).
 Sampling techniques: concept, random sampling, random tables, purposive sampling, stratified random sampling, need, probability and non-probability samples, sampling errors and their control.
 Population and sample: concept and need, probability and non-probability sampling, sampling error.
 Tools and techniques of data collection: observation, interview, questionnaire, rating scale, inventory, check list, content analysis. Reliability and validity of tools.
 Case study method: advantages and limitations.
 Anecdotal method/research.

Unit III: Research Process
 Formulating research proposal: identification of a research problem
 Review of related research, research questions, objectives and literature
 Formulation of hypotheses
 Research design and procedure
 Data analysis techniques
 Time scheduling
 Chapterization, Writing, Evaluating and Reviewing research reports and papers.

Unit IV: Analysis and interpretation (elementary statistical methods) of data
 Tabulation and graphical representation of data; Measures of Central Tendency and Variability; Percentiles and Percentile Ranks.
 Normal probability curve- its important properties and simple applications. Correlation and regression: product moments and rank difference co efficient of correlation, regression equations.
 Inferential statistics: sampling distributions, hypotheses testing.
 Significance of sample statistics: mean and coefficient of co- relation.
 Frequency comparison: chi-square test, t test, F test and ANOVA (one way analysis only).
 Analysis and interpretation of data, computer application (use of computer in statistical analysis).

References:

  1. Best, John W. & James Kahn Research in Education (1986) 5th Edition New York, Prentice Hall,
  2. Engelhart, Max D. (1972) Methods of Educational Research. Chicago, Rand Mc Nally & Co.
  3. Guilford J.P. Fundamental Statistics in Psychology and Education, McGraw Hill, New York.
  4. Garrett H.E. (1967) Statistics in Psychology of Education. Vakils Peffer and SimonsPrivate Ltd. Bombay.
  5. Good, Carter V. (1959) Introduction to Educational Research New York, Appleton Century Crofts, Inc.
  6. Johnson Burke, Larry Christensen (2012): Qualitative and quantitative research-a mixed approach.New York: Sage publications.
  7. Koul, Lokesh (1984) Methodology of Educational Research, New Delhi, Vikas Publishers
  8. Mouly, George J. (1970) the Science of Educational Research 2nd Edition, New York, Van Nostrand Reinhold Company,
  9. Sukhia, S.P., P.V.Mehrotra & R.N. Mehrotra (1974) Elements of Educational Research, 3rd Revised Edition, New Delhi, Allied Publishers Pvt. Ltd.
  10. Travers, Robert M.W. (1958) an Introduction to Educational Research New York, Macmillan & Co.

609 Human Rights and Education

Unit I: Human Rights Education- an introduction
 Need and importance of Human rights in existing social scenario
 History of Human Rights development
 Human Rights Education: Meaning, need and scope.
 Agencies of Human rights Education – School, Family, Community, Teacher.
 Teaching Learning Process in Human Rights Education through Curricular and cocurricular activities.
 Role of different Government and non-government organizations in Human Rights Education.

Unit II: Legal Rights- Concept and Scope
 Legal Rights – Meaning, nature and its relevance relating to the present global scenario,
 Different sources of Rights: Philosophical, Religious, Social and Psychological.
 Classification of Fundamental Rights
 Role of different organizations like UNESCO with reference to legal rights.

Unit III: Constitutional Provisions of Human Rights
 Constitutional Provisions as enshrined in part III of Indian Constitution.
 Human Rights Education – Teaching, objectives, scope and its relevance.
 Methods for inculcating Human Rights.
 Ongoing researches in the field of Human Rights Education – present scenario and suggestions.

Unit IV: Education to foster International Understanding
 Study of the Report of the International Commission on Education for the Twentyfirst Century (known as the Delores Report) with respect to Human Rights .
 Meaning and strategy to learning to live together (UNESCO).
 Recommendations of NHRC and other Human Rights Bodies.
 Global trends and incidents in the context of Human Rights.

References:

  1. Delors J., Learning the Treasure within, UNESCO, 1997.
  2. Falk, Richard A.; Johansen, Robert C.; Kim, Samuel S., editors. Constitutional Foundations of World Peace. Albany: State University of New York Press, 1993.
  3. Galtung, Johan. Peace by Peaceful Means: Peace and Conflict, Development and Civilization. London: SAGE Publications, 1996.
  4. Goldstein, Tara; Selby, David, editors. Weaving Connections: Educating for Peace, Social and Environmental Justice. Toronto: Sumach Press, 2000.
  5. Hicks, David, editor. Education for Peace: Issues, Principles, and Meyer-Bisch, Patrice.
  6. Human Rights Education Resource Guide: The 4th R, Vol. 6, No. 1 Summer 1994. Amnesty International-USA Educators Network.
  7. Paris, UNESCO, 1995. 143 p., illus. (Cultures of peace.) (Eng) Practice in the Classroom. London: Routledge, 1988. Language: English.