M.Ed. Semester IV - Vrindawan University

M.Ed. Semester IV-

702 Advance Curriculum Theory

Unit I: Curriculum Theories
 Major Characteristics of Curriculum Theory: – Logic Structure, conceptual structure, cognitive structure Empirical structure, Existential Structure.
 Meaning and nature of curriculum theory and curriculum models, difficulties in evolving curriculum theories.
 Approaches to curriculum theory: scientific- technical, humanistic, system.
 Models of curriculum development-inductive and deductive.

Unit II: Analysis of Syllabus
 Criteria for analysing the syllabus
 Analysis of the syllabi for the elementary education in India
 Characteristics & Mechanism of the preparation of text book.
 Pedagogical analysis, concept mapping.
 Criteria for Text book Evaluation: – Physical Aspects, presentation of content and its organization in the text books
a. Content and Organization of curriculum.
b. Methodology of development of curricular materials viz., workbooks, teacher handbooks.

Unit III: Model of Curriculum Evaluation

 Tyleis Objective Model, Case Study/Stake’s responsive Model, Decision Making / CIPP Model.
 Parameters of Curriculum Evaluation- Curriculum Prescription, Evaluation Agency unit of evaluation, temporal context, Expected Impact of curriculum Evaluation.

Unit IV: Elementary Curriculums in India
 Critical analysis of curriculum: concept, importance and process
 Study of different state (any two) curriculum
 Curriculum Development in NCERT and SCERT

References:

Ambasht, N.K. (2009). Why we are teaching what we are teaching: IASE (Deemed University, Sardar Shehar, Rajasthan).
Erickson, H.L. (2002). Concept-based Curriculum and Instruction. Crown Press, Inc: California.
J.J. Wallin (2011). What is Curriculum Theorizing: for a People Yet to Come. Stud Philos Educ.
W.F. Pinar (2004). Understanding Curriculum. New York, NY: Peter Lang Publishing, Inc.
Smith, M. K. (1996, 2000) ‘Curriculum theory and practice’ the encyclopaedia of informal education, www.infed.org/biblio/b-curric.htm.
McGee Banks, C. A., & Banks, J. A. (1995). Equity pedagogy: An essential component of multicultural education.
Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher EducationWashington DC.
Jabbar, A., & Hardaker, G. (2013). The role of culturally responsive teaching for supporting ethnic diversity in British University Business Schools. Teaching in Higher Education.
Freire, P. (2000). Pedagogy of the oppressed. Bloomsbury Publishing.
Banks, J. A. (1995). Multicultural education and curriculum transformation. The Journal of Negro Education, 64(4), 390–400

704 Environmental Education

Unit- I: Environment, Initiatives for Protection and Disaster Management
 Environment: Meaning & types Natural, Social & Economic environment: interdependence & interaction among them, Relationship between Man and Environment
 International Conferences For Environmental Protection:
 Stockholm Conference (1972), Rio Conference (1992) and Johannesburg Conference (2002)
 United Nations Environmental Programme (UNEP) –Objectives & Functions
 Environmental Disasters: meaning, natural & manmade disasters and their management, Natural Disasters and their Management: Earthquake, Volcano, Cyclones, Flood& Drought.
 Management of Pollution as a Manmade Disaster: Causes, effects & control of- Air pollution, Water pollution, Land pollution and Sound pollution

UNIT- II: Education for Conservation of Natural Resources and Sustainable Development
 Conservation of Natural Resources: Concept, need and Importance
 Ways of Conservation of Natural Resources: Refuse, Reuse, Recycle, Reduce, Replace, Restore, Regenerate, and Reshape.
 Environmental Movements: -Chipko, Silent Valley, Narmada Bachao.
 Role of Environmental Movements in Environmental Conservation
 Role of Education in Conservation of Natural Resources
 Sustainable Development: Meaning & dimensions ( natural, social & economic)
 Strategies For Sustainable Development: suggested in Agenda –Guiding Principles for Sustainable Development
 Environmental Impact Assessment (EIA) – meaning, steps, principles & importance of EIA in Sustainable Development
 Role of Environmental Education in Sustainable Development-Need of an Interdisciplinary Approach.

Unit- III: Environmental Education-Need and Scope
 Environmental Education: Meaning, need and scope
 Need of Environmental Education for School Teachers and Teacher Educators
 Guiding Principles of Environmental Education
 Place of Environmental Education in National Curricular Framework (2000) given by NCERT and Environmental Education Curriculum Framework For Teachers and Teacher Educators (2005) given by NCTE.

Unit- IV: Environmental Education- Transaction and Evaluation
 Teaching – Learning Strategies For Environmental Education: Field visits, Experimentation, Demonstration, Observation, Group- Discussion, Dramatization and Games.
 Evaluation in Environmental Education Use of Observation,
 Self-reporting techniques (attitude scale, interview and questionnaire) and Projective Techniques in Environmental Education.
 Training For Environmental Education – (Preparing an Environmental Education Teacher), Major components of the Training Programme, Role of Central & State Government in Environmental Education
 Role of NGOs in Environmental Education (with reference to two National & two Local NGOs)
 Role of Media in Environmental Education – Print Media, Posters, Slides, Television, Radio and Computer (Internet)

References:

Datta Amol K., (2000). Introduction to Environmental Science & Engineering. New Delhi- 110 001: Raju Primlani for Oxford & IBH Publishing, Co. Pvt. Ltd., 66, Janpath.
Dayani, S. N., (1993). Management of Environmental Hazards. Vikas Publishing House, Pvt. Ltd.: New Delhi.
Iyer, Gopal (1996). Sustainable Development Ecological & Socio-cultural Dimension. Vikas Publishing House Ltd.: New Delhi.
James, George (1999). Ethical Perspectives on Environmental Issues in India. APH Publishing: New Delhi.
Karpagam, M. (1999). Environmental Economics. Sterling Publisher Pvt. Ltd.
Mukherjee, Biswarp (1996). Environmental Biology. Tata-Mc-Graw Hill, Publishing Co. Ltd.: New Delhi.
Nasrin, (1999). Environmental Education. APH Publishing Corporation: New Delhi.
Rao, Digmurti Bhaskar (1998). Earth Summit, Discovery. New Delhi.Publishing House: New Delhi.
NCERT, (2000). National Curriculum Framework 2000. New Delhi: NCERT Press.
NCTE, (2005). Environmental Education Curriculum Frame working for Teachers & Teacher Education. New Delhi.

706 Policy, Planning and Financing of Education

Unit I: Indian Education: Planning and Policy
 Concept, Scope and Dimensions of Educational Planning
 Approaches to Educational Planning
 Educational Planning at the National, State, District and Institutional Level
 Policy Formulation :Process and Implementation Analysis, Issues and Policy change at national and state level affecting Indian Education

Unit II: Management of Education: Meaning and Scope
 Nature, Scope and Functions of Educational Administration and Management.
 Management Styles: Autocratic, Democratic, Lazes faire.
 Theories of Management and their Implications for Education.
 Total Quality Management in Education: Concept, Stages of TQM, Need and Relevance in Indian Education.

Unit III: Financing of Education
 Education as Investment
 Financing of Education in India since Independence
 Sources of Finance
 Budgeting of Education: Types and Procedures
 Provisions of Financing Education in the 12th Five Year Plan

Unit IV: Recent Trends in Educational Management in India
 Globalization and Internationalization and their Impact on Educational Policy
 Decentralized Planning and Management: Problems and Issues
 Institutional Autonomy and Accountability
 Assessment and Accreditation in Education: Concept Role of ISO, QCI, NAAC.

References:

708 Education Policy, Planning and Financing of Education at Secondary & Senior Secondary School Level.

Unit- I Secondary and Senior Secondary Education: Policy Initiatives and Concerns
 Policy: Need, Purpose, Analysis Formulation
 Recommendations of Mudaliar Commission , Kothari Commission , NPE 1986, PoA (1992)
 Role of CBSE, NCERT, ICSE, SCERT, CIETs in Secondary & Senior Secondary Education
 RMSA (Rashtriya Madhymik Shiksha Abhiyan) and RUSA (Rashtriya Ucchatar Shiksha Abhiyan)- Programme objectives, Strategies and Present Status with respect to Implementation of Programmes
 Globalisation, Privatisation and Commercialisation of Education: Need, Present Status and Impact in India.

Unit- II Planning for Secondary and Senior Secondary Stage
 Planning : Concept and Purpose in Educational Administration
 Recommendations of the XII Five Year Plan on SE& SSE
 Planning at National , State and District Level in India – Administrative Structure & functions at each stage
 School Mapping and Micro planning Concept, Need and Purpose
 Institutional planning: Need, Function and Scope

Unit- III Financing of Education
 Educational Expenditure: Source of finance Central Government grants, Tuition fee, Endowment Donation and gifts, Foreign aids.
 School Budgetary and accounting procedure, grant in aid policy in India Monitoring of expenditure ,Control and Utilization of Funds, Central – State relationship in Financing of Education.
 Determinants of Educational cost.

Unit- IV Planning and Financing at Institutional Level
 Institutional Planning: Concept and Scope at Secondary Stage
 Funds and Grants available at Secondary stage of Education
 Scholarship Schemes instituted by the Govt of India
 Planning for Effective Implementation of Vocational Education at Secondary Stage

References:

Blaug. M. (1972). An Introduction to Economics of Education, Allen lane. London, Penguin. Cohn E and T.
Coombs, P.H. and Hallak.J. (1988). Cost Analysis in Education: A Tool for Policy and Planning, Baltimore: John Hopkins Press.
Gaske (1989). Economics of Education, Pregamon Press, London.
G. Psacharopoulos (1987). Economics of Education: Research and Studies, New York: Pergamon Press.
Mehrotra, S.(2006). The Economics of Elementary Education in India, The Challenge of public finance, private provision and household costs, Sage Publication, New Delhi.
Mort, P. R. and Reusser. (1960). W.C. Public School Finance. McGraw Hill:New York.
Saxton, P. G. (1961). Education and Income. Viking Press: New York.
Vaizeg, J. (1964). Costs of Education. Allen and Union: London.

710 Issues, Planning and Policies of Elementary Education

Unit I: Vision and mission
 Vision and Mission of Elementary Education
 School Systems across the States
 12th Five-Year Plans –Objectives, key issues and focus.
 Quality Assurance in Elementary Education
 Constitutional provisions regarding role of central and State Govts. for providing elementary education.

Unit II: Concerns in Elementary Education
 School Effectiveness, Classroom Climate and Teacher Attributes, Joyful learning, Order and Discipline, Law and Order in the Society and its Effect on School, quantity & quality of trained teachers. Quality of Elementary Education.
 Problems of equity and equality of opportunities.
 Management of Resources: Manpower Planning, Recruitment; Budget Constraints Planning for School
 Inspection, Supervision and Monitoring.
 Innovative Approaches: Activity Based learning Experiment

Unit III: Policies & Programs of Elementary Education
 Minimum Levels of Learning(MLL).
 interventions at national level and in respective states to improve access, enrolment, retention/participation and achievement.

Unit IV: Financing and Planning of Elementary Education
 Meaning, nature and scope
 Economic development and financing of education
 Financing of education in India: Centre- State relationship, mobilization of resources
 Cost Benefit Analysis in Education
 RTE Act 2009-analysis and implications for curriculum planning, teaching methodology and evaluation

References-

712 Educational Management and Planning at Secondary & Senior secondary school level.

Unit I: Educational Administration-Concept, Scope and Need
 Educational Administration-Concept, Scope and Need
 Concept, Scope and nature of Educational Administration
 Need and importance of Educational Administration
 Types of Educational Administration

Unit II: Educational Planning at Central, State and Local levels:
 Process of Educational Planning in various type schools in India.
 Perspective planning at central, state and local levels.
 Priorities to be given at central and state levels.
 Schools for all and schools for the selected few
 Determine facilities to the needs: School programme, School Building, Teaching training facilities, Location of Schools.

Unit III: Some Problems of Educational Planning:
 Calculating cost of education at various type of school.
 Comprehensive approach vs. selective approach.
 Public sector vs. private sector.
 Educational planning and exceptional children, gifted, backward and handicapped.
 Educational planning for qualitative improvement.
 Educational expenditure & planning.

Unit IV: Performance and Resource Management in Educational Institutions
 Monitoring of school performance.
 Performance appraisal of the teachers.
 Scientific principles of management- PERT, CPM, PPBS system approach.
 Financial and administrative management of educational institutions.
 Nature and characteristics of resource available in education.
 Need for resource management in education.- Material resources.
 Human resource – financial resource – procurement, utilization and maintenance of resources – Roles of state, central and local governments in resource mobilization
 Quality assurance in material and human resources.

Reference:

Fletcher, B. A.(1963). Planning of Education’, Leeds, Institute of Education.
Government of India – Five Year Plans.
Griffiths, V. L. (1962). Educational Planning’, London, O. U. P.
Krojsma Acjaro, V. T. (1961). Planning in India. Longmans: New Delhi.
Rao, V.K.R.V. (1966). Education and Human Resources Developments, Allied Publishers: Delhi.
Naik, J. P. (1965). Educational Planning in India. Allied Publishers: New Delhi.
Rajgopal, M. V.(1969). Programmes of Educational Improvement at the District level. Asian Institute of Educational Planning and Administration: New Delhi
Hanson, A. H. (1964). The Process of Planning: A Study of India’s five year Plans (1950-1964). London : Oxford University Press.
Schultz, T. W. (1960). Education and Economic Growth, University of Chicago.

714 Towards Academic Leadership

Unit-I: Nature of Academic Leadership
 Meaning, Concept, Need, Importance and nature of Academic Leadership.
 Leadership Styles.
 Evaluating styles of Leadership.
 Functions of Educational Leader/Manager.
 Meaning, need and Importance to shift from management of schools to Leadership of school.
 Role and responsibilities of leadership (in reference to RTE, RMSA and CCE.
 Workshop on Component and characteristics of high quality school leadership.
 Grid Concept of Academic Leadership.
 Measurement of Leadership.

Unit-II: School Leadership
 Curriculum framework, outline key areas for leadership development in secondary schools:- (capacity building to transform function at managers to school leaders)
 Leading partnership, developing self, Transforming teaching learning process, building and leading teams and leading Innovation.
 School leadership:- Multiple Roles, Identities & grass root level (field) administrators working closely with schools at cluster, block and district levels.
 School & Community: – Interlinkage, Role and responsibilities.
 School as a learning organization
 Developing a vision for school: – vision for school transformation, assessing context and constraints.

Unit- III: Leadership Roles- Challenges and Perspectives
 Values, vision and moral purpose in educational leadership
 Leading and managing educational change and improvement
 Leadership for the learning community
 Developing leadership and management skills and insights
 Issues of diversity in educational organizations, including issues related to gender and multiculturalism
 Work Ethos: Meaning, nature, and transformation in present scenario.
 Right of child in school: Equality, non-discrimination and respect for all.

Unit IV: Research and Innovation & Leadership
 Innovation and research in leadership: school developmental plan towards better schooling.
 Culture of innovation in school:- At all levels of school, at classroom, student & teacher as innovators.
 Professional development of teachers:-Issues, concerns, programmes and practices at International, National & Local level.
 Leadership programs of:- MHRD, NUEPA, NCSL with reference to goal, vision and strategy.

References:

716 Information and Communication Technology in Education

Unit- I: Effectiveness of Education through Educational Technology (ET)
 Meaning, nature and evolution of Educational Technology (ET), Information. Technology (IT) and Information and Communication Technology (ICT).
 Teaching-learning system: design, development and potential of ICT.
 Enrichment through ICT.
 Education Policies related to ICT in education.
 Approaches to ICT.

Unit -II: Instructional Technology
 Definition and uses of Communication.
 Principles of Instructional Technology.
 Use of Communication Technology in teaching-learning process.
 Non-digital teaching -learning resources (TV, Radio, Audio-Visual Resources).
 Digital teaching learning resources: MS Word, MS PowerPoint, MS Excel.

Unit -III: Web Based Learning and Communication Technology
 www, Domain, Hosting, Browser, Search Engine
 Internet: Internet application in class rooms Teaching
 E-learning/Online Learning, Blended learning ,Social Networking in education.

Unit -IV: Improving Policy Planning & Management
 Role of ICT in Management of Institutions and Systems
 School: Admissions, student flow, personnel, staff development, facilities, Library, Laboratory.
 System: School mapping, personnel payroll, MIS, communication, information, Policy formulation-Management and Monitoring.
 Storage and analysis of data, Piloting and Evaluation.
 ICT: Social, legal and ethical issues.

References:

Abbott , Chris . ICT: Changing Education. Routledge
Anderson, Neil. Equity and Information Communication Technology (ICT) in Education. Peter lang Pub. New York.
Bracey, Bonnie and Culver, Terry. Harnessing the Potential of ICT for Education: A Multistakeholder Approach .United Nation Publication.
Huang, Ronghuai et. al. ICT in Education in Global Context: Emerging Trends Report 2013-2014. Springer.
Pelgrum , Willem J. and Law, Nancy. ICT in Education Around the World: Trends, Bonnie Bracey, Terry Culver Problems and Prospects. Unesco, International Institute for Educational Planning, 2003.
Selwood, Ian D.et. al . Management of Education in the Information Age: The Role of ICT. Kluver Academics.
Vrasidas, Charalambos et. al. ICT for Education, Development, and Social Justice. IAP Inc.

718 Inclusive Education

Unit I: Introduction, Issues& perspectives of Inclusive Education
 Definition, concept and importance of inclusive education.
 Historical perspectives of inclusive education for children with diverse needs.
 Difference between special education, integrated education and inclusive education.
 Advantages of inclusive education for education of all children in the context of Right to Education.
 NCF-2005 and adaptation of teaching learning material

Unit II: Policy Perspective
 Recommendations of Indian Education Commission (1964-66).
 Scheme of Integrated Education for Disabled Children
 SSA
 Inclusive Education of Disabled at Secondary Stage (IEDSS).
 National Policy on Education (NPE, 1986-92).
 National Curriculum Framework, 2005 NCERT
 The Convention on the Rights of the Child (Article 23, 28, 29 a2, 3, 6 and 10 &12).
 The World Declaration on the Survival, Protection and Development of Children and the Plans of action (Outcome of the UNICEF World Summit for Children, (1990).
 Educational provisions in Person with Disability Act.
 Rehabilitation Council of India Act(1992).
 National Trust Act (1999).
 UN convention on the Rights of Persons With Disabilities.
 Promoting Inclusion Preventing Exclusion
 The National Trust for the Welfare of Persons with Autism, Cerebral Palsy, Mental Retardation and Multiple Disabilities Act 1999.

UNIT-III: Diversity in the classroom
 Diversity — Meaning and definition.
 Disability – Legal definition, discrimination.
 Giftedness.
 Concept, Nature, and Characteristics of Multiple Disabilities.
 Guidelines for adaptation for teaching/ practicing science, mathematics, social studies, languages, physical education yoga, heritage arts theatre, drama etc in inclusive settings.
 Utilization of records/ case profiles for identification, assessment, and intervention for inclusive classrooms.
 Techniques and methods used for adaptation of content , laboratory skills and play material.

Unit IV: Teacher Preparation and Inclusive Education
 Review existing educational programmes offered in secondary school (general, special education).
 Skills and competencies of teachers and teacher educators for secondary education in inclusive settings.
 N.C.F 2005 and curriculum for teacher preparation and transaction modes.
 Roles, responsibilities and professional ethics of an inclusive education teacher and teacher educators.
 Evaluation and follow up programmes for improvisation of teacher preparation programmes in inclusive education programmes.
 Role of different national and international agencies {institutions, universities} in promoting inclusive education.

References:

Maitra, Krishna (2008). Inclusion: Issues And Perspectives (For Teachers,Teachers’ Educators and Parents) :Kanishka Publishers ,Distributors New Delhi-110002
Ahuja. A, Jangira, N.K. (2002): Effective Teacher Training; Cooperative Learning Based Approach: National Publishing house 23 Daryaganj, New Delhi 110002.
Jangira N.K. and Mani, M.N.G. (1990): Integrated Education for Visually Handicapped, Gurgaon, Old Subjimandi, Academic Press.
Jha. M.( 2002) Inclusive Education for All: Schools Without Walls, Heinemann Educational publishers, Multivista Global Ltd, Chennai, 600042, India. -RCI (2008).Status of Disability in India.New Delhi.
Sharma, P.L. (1990) Teachers handbook on IED-Helping children with special needs N. C. E R T Publication.
Sharma P.L (2003) Planning Inclusive Education in Small Schools, R .I E. Mysore.

720 Peace Education

Unit I: Peace Education- Concept and Scope
 Peace: Meaning, nature and its relevance relating to the present global scenario,
 Ideal vs Pragmatic definition of Peace.
 Different sources of peace: Philosophical, Religious, Social, Secular and Psychological.
 Classification and analysis of peace:- Individual and social, Positive and negative peace, concept, characteristics,
 Role of different organizations like UNESCO in Peace Education.
 Peace in the minds of men, culture of peace and non-violence, positive personality development.
 NCF 2005 recommendations on Peace Education : nurturing of knowledge, skills, attitude and values of a culture of peace for shaping individuals.

Unit II: Peace Education- Agencies and Methods
 Family and Home: first school of peace education
 Role of community, school, family and neighbors in peaceful values inculcation.
 Importance of co existence and harmonious living in pluralistic-multi cultural, multi religious and multi ethnic societies.
 Peace education –objectives, scope and its relevance: inculcating duty consciousness in individuals.
 Role of Peace educators as motivators, trainers and guides.
 Methods for peace education: introspection, imbibing values and application of principles in daily life.
 Ongoing researches in the field of peace education – present scenario and suggestions.

Unit III: Education for International Peace & Understanding
 Nationalism & Internationalism
 Needs for developing International Understanding & Peace.
 Guiding principles for education for International Understanding and peace: nonviolence, conflict resolution, pacifism, international mediation and courts of justice and peace building.
 Barriers for developing International Understanding & Peace: just warism and terrorism.
 Recommendations of International Commission (Delor’s Commission) on International Understanding & Education for Peace.

Unit IV: Role of Educational Institutions in propagation of Peace Education
 Schools programmes: United Nations programmes of peace in minds of men, culture of peace and learning ways to peace.
 Application of conflict resolution on individuals, society, national and international scenarios.
 Importance of Human rights as a duty
 Teaching about Human Rights.
 Teaching about other countries-History, Geography, Civics, Science & Literature.
 Co-curricular Activities- Drawing, Painting, Modelling, Handicrafts etc.
 Role of Teacher with respect to transaction of Peace Education

References:

Bagchi, Jyoti Prakash and Vinod teckchandani, (2005), “Value Education” University book House (P) Ltd. Chaura Rasta, Jaipur-302003
Chitkara, M.G, (2009), “Education and Human values”, A.P.H Publishing Corporation, Anrari Road, Darya Ganj, New Delhi-110002 .
Delors J., Learning the Treasure within, UNESCO, 1997.
Falk, Richard A.; Johansen, Robert C.; Kim, Samuel S., editors. Constitutional.
Foundations of World Peace. Albany: State University of New York Press, 1993.
Galtung, Johan. Peace by Peaceful Means: Peace and Conflict, Development and Civilization. London: SAGE Publications, 1996.
Goldstein, Tara; Selby, David, editors. Weaving Connections: Educating for Peace, Social and Environmental Justice. Toronto: Sumach Press, 2000.
Mishra, Lokanath , (2009), “ Encyclo paedia of Peace Education, A.P.H Publishing Corporation, Anrari road, Darya Ganj New Delhi-110002.
Mishra, Dr. Loknath, (2009), “Peace education frame work for teachers” A.P.H Publishing Corporation Anrari Road, Darya Ganj, New Delhi-110002.
Sathya Sai International Center for Human Values, New Delhi. Education for Human Values(2009).
Singh, Dr. Suresh Pal, and Anyana Kaul and Sarita Choudary, (2010), “ Peace and human rights education , A.P.H Publishing Corporation, Anrari Road, Darya Ganj, New Delhi-110002.
UNESCO: Learning the treasure within, Delors Commission Report.

722 Educational Technology

Unit -I: Instructional Technology
 Educational Technology (E.T.): Historical development, Evolution, Concept, Types and Scope.
 Various levels of Teaching and Learning.
 Instructional Theory: Concept, nature and types, with special reference to Cognitive Construct Theories (Bruner and Ausubel), Task Analysis Theory, Systems Approach and Information Processing Theory.
 Models of Teaching: Concept, nature and major types, with special reference to CAM, A OM, ITM (Suchman), Jurisprudential Inquiry.

Unit- II: Instructional Media and Theory
 Communication: (i) concept, process and components: Unidirectional and interactive communication. (ii) Teaching-learning as a communication process, factors influencing classroom communication.
 Media: Concept, characteristics, uses and limitations of various media. Mediaselection and integration, Multi-media packages and their uses in formal, non-formal and distance education. Media development policy, programmes and strategies.

Unit- III: Instructional Design
 Instructional Design: Concept and componel1ts. Individualized Instruction (Programmed instruction, Keller’s plan, Mastery learning), small-group instruction, Large-group instruction.
 Teacher Behaviour Modification: Micro-teaching, Simulation, Interaction Analysis, Competency Based Teacher Education.
 Open/Distance learning systems –Concept, need characteristics and scope, nature of learning materials, evaluation and feedback.

Unit IV: Recent Trends and Research in Educational Technology
 Research in Educational Technology -trends and priority areas.
 Information Technology in Education
 Development of Teaching Learning Material, Development of self-learning material and audio video material.
 Interactive multimedia and their use.
 Role of CIET, UGC, IGNOU etc. in promoting education technology

References:

724 Issues and Challenges in Secondary Education

Unit- I: Levels of School Education
 Introduction – School Education – Different Levels – Primary and Secondary
 Education
 Status of Primary and Secondary Education in India
 Establishment of Primary and Secondary Schools.

Unit- II: Secondary Education
 Aims & Objectives
 The Secondary school tradition in our country.
 The development of secondary education in our country during the pre and post – independent periods.
 Recommendation of various commissions and committees.

Unit- III: Curriculum and Teaching & Learning at the Secondary stage
 Language issue: importance of mathematics and humanities and social sciences;
 Physical Education
 Socially Useful Productive Works
 Techniques of teaching at Secondary stage.
 Teaching models – team teaching – individualized instruction -programmed instruction.
 Special educational needs of exceptional children
 Guidance and Counseling: Classroom climate

Unit- IV: Administration of Secondary Education
 Administration of Secondary schools: Role of Central and State Govt.; Govt. schools (Central and State Govt.); Aided schools; Public schools, Demonstrational schools and their administration.
 School Budget: Sources of income.
 School and Communities and its relationship.
 Service conditions of teachers.
 School climate.

References:

Aggarwal, D. D., “History and Development of Secondary Education (3 Vols.)”, Sarup & Sons, New Delhi, (2003).
Bharti Sharma, “History of Indian Education”, Vohra Publishers & Distributors, New Delhi, (2004).
Chandra, S. S., Rawat, V. S., and Singh, R. P., “Indian Education Development, Problems, Issues & Trends”, R. Lall Book Depot, Meerut, (2005).
Dash, B. N., “theories of education & education in emerging Indian society”, Dominant Publishers & Distributors, New Delhi, (2007).
Kochhar. S. K., “Secondary School Administration”, Sterling Publishers Private Limited, New Delhi, (2002)
Lokanadha Reddy, G., Ramar, R., Kusuma, A., “Education of children with special needs”, Discovery Publishing House, New Delhi, (2006).
Nanda, S. K., “Indian Education and Its Problems Today”, Kalyani Publishers, Ludhiana, (2003).
Rao, V. K., “Principles of Curriculum”, A. P. H. Publishing Corporation, New Delhi (2005).
Sharma, R. N., “Education in Emerging Indian Society”, Surjeet Publications, (2002).
Sivarajan, K., “Education in the Emerging Indian Society”, Calicut University,Calicut, (2006).
Suresh Bhatnagar, Anamika Saxena, Sanjay Kumar, “Development of Educational System in India”, R. Lall Book Depot, Meerut, (2005).

726 Contemporary Concerns in Elementary Education

Unit -I: Girls Education
 Historical perspective after post-independence
 Policies & programmes related to girls education (Post Independence) and recent initiatives.
 Status of Girls Education in India.
 Status and programmes for promotion of Girls Education.
 Problems & Challenges related to Girls Education.
 Special Initiatives from International Organization.
 Public Private Partnership: Building sustainable models
 The Role of Non-Governmental Organizations

Unit -II: Minority Education
 The Constitutional Provisions.
 Development of Education of Minorities in Post –Independence India.
 Policies & programmes related to minority education (Post Independence)
 Status of minority education in India.
 Problems & Challenges related to minority education.
 Public Private Partnership: Building Sustainable Models
 Schemes and programmes for education of linguistic and religious minorities in India.
 The role of Non-Governmental Organizations

Unit -III: Children with Special Needs
 Development of Education in Post –Independence, changing scenario.
 Policies & programmes related to children with special needs (CWSN) in PostIndependence.
 Status of CWSN in India.
 Problems & Challenges related to CWSN.
 NCTE curricular framework and disability.
 Public Private Partnership: Building sustainable models
 The role of Non-Governmental Organizations

Unit -IV: Education of Socially Disadvantaged Children
 Development of Education of Disadvantaged Children in Post–Independence India.
 Policies & programmes of Disadvantaged (Post Independence).
 Constitutional provisions, NPE (1986), UEE, RMSA and education of disadvantaged children including children from tribal community , SCs, OBCs, urban slums, first generation learners and children with diverse mother tongues.
 Status of Education of Disadvantaged in India.
 Problems & Challenges related.
 Public Private Partnership: Building sustainable models
 The role of Non-Governmental Organizations.
 Future Perspectives.

References:

728 Educational, Vocational Guidance and Counselling

UNIT- I: Nature of Guidance
 Concept, importance and areas of guidance –educational guidance, vocational guidance and personal guidance.
 Organization of guidance services in schools-need, principles and mechanism of organizing guidance functions, ethical and legal guidance.
 Occupational information- meaning and need, method of imparting occupational information, sources of occupational material in India.

UNIT- II: Planning and Organizing Guidance Programme
 Group Guidance: Meaning, Scope, Principles, Types.
 Guidance for promoting self-discipline in a school: Causes for indiscipline, Anger Control, Yoga and Meditation for Self-Discipline, Self-Management.
 Understanding Programme Management: Personal, Finance and Facilities.
 Developing Guidance programme at Primary level, Middle level and Secondary & Senior Secondary level.
 Guidance for Human Development and Adjustment.

UNIT- III: Career Development and Vocational Guidance
 Theories of Career Choice and Development (Trait Theory, Theory of Occupational Choice).
 Career Development of Women: Current Status, educational Needs and problems, factors, process.
 Assessment and appraisal for Career development: Meaning, Purpose, Principles and Process.
 Job Analysis : Meaning, types and purposes of job Analysis.
 Placement Services: Meaning, functions and principles
 Follow up Service: Meaning, purposes and characteristics.

UNIT- IV: Counselling-Meaning, Tools and Techniques of Assessment
 Counselling-Meaning, Need and Principles
 Directive Counselling: Concept, Procedure, advantages and limitations.
 Non-Directive Counselling: Concept, Procedure, advantages and limitations.
 Eclectic Counselling: Concept, Procedure, advantages and limitations.
 Study of the individual, data collecting techniques of information.
 Standard and Non-standardized Techniques, Biographies, Rating Scale, Case Study, Questionnaire, Observation, Interview and Cumulative Records.

References:

730 Educational Administration

Unit -I: Educational Organisation and Administration
 Objectives, scope and functions of educational administration. Difference between Inspection and Supervision. Educational administration and other types of administration. Factors determining the character of administration: Central, Provincial and Local authorities connected with educational administration.
 Educational finance, Educational clauses in the Constitution of India. Organisation and Function of the Ministry of Education, Govt. of India.
 The State Ministry of Education and the Department of Education, with special reference to Delhi.
 Central Advisory Board of Education (CABE), Central Board of Secondary Education (CBSE) and University Grants Commission (UGC).
 Trends and issues in educational administration. Comparative practices of educational administration in U.K., & USA and Uses of educational research in educational administration.

Unit -II: Educational Supervision
 Nature and scope of educational supervision. Principles governing the processes of supervision. Administration and Organisation of supervision. Planning of supervisory programmes. Techniques of supervision. Evaluation of the effectiveness of supervision. Problems and issues in educational supervision.
 Basic principles of curriculum construction. Relation between teaching and supervision. Importance of research in supervision. Organisation and practices of supervision and inspection in Delhi Schools.

Unit- III: Educational Management: Meaning and Scope
 Nature, Scope and Functions of Educational Management, Models of
 Governance.
 Historical Perspective of Educational Management in India post-independence.
 Theories of Management and their Implications for Education.
 Total Quality Management in Education: Concept and Approaches; Quality Control and Assurance.

Unit- IV: Educational Planning
 Concept, Scope and Dimensions of Educational Planning
 Approaches to Educational Planning
 Educational Planning at the National, State, District and Institutional Level
 Policy Formulation and Analysis, Issues and Policy change at national and global level.

References:

Callahan, R.C. (1962) Education and the Cell of Efficiency. Chicago: Chicago University Press.
Campbell, T. and et.al. (1965) the Social Sciences View School Administration: Prentice Hall Inc. Englewood Cliff.
Charters, W. and et.al. (1965). Perspectives on Educational Administration and the Behavioral Sciences. Centre for the Advanced Study of Educational Administration. Oregon: University of Oregon.
Knight,E.W.(1967). Reading in Educational Administration. New York: Henry Holl and Co.
Lane, Corwin and Mohanan (1967) Foundation of Educational Administration. New York: Henry Holl and Co.
Mineas, J.B. (2006) Organizational Behaviour I Essential theories of motivation and leadership. New Delhi: Prentice Hall.
Mineas, J.B. (2006) Organizational Behaviour II Essential theories of motivation and leadership. New Delhi: Prentice Hall.
Mukherji,S.N. (1970) Administration of Educational Planning and Finance, (Theory and Practices) Baroda: Acharya Book Depot .
Parsons, Talcolt and Shills, E. (eds.) towards a general Theory of Action. Cambridge: Harvard University Press.
Robbins, P.S. (2004) Organizational Behaviour Tenth Ed., New Delhi: Prentice Hall.

732 Supporting Education of Students from Disabilities and Disadvantaged Group.

Unit- I: Diversity and Inclusion
 Diversity in the classroom-various forms of diversity and students exceptionality.
 Diversity: parameters and individual characteristics and psycho-social aspects.
 Exclusion versus Inclusion: equity, equality and right based approach to education.
 Inclusive Education: meaning, scope and significance.
 Inclusive versus Special Education: differences and critical issues.

Unit- II: Children with Different Abilities
 Concept of Disability: ICF and Inclusion.
 Characteristics of students of various disabilities and factors those affect learning.
 Development in assistive technology and their uses in educational set ups.
 Learning across at various level: pre-school, elementary, secondary and beyond-the scope of adaptation and accommodation. Identification of gifted and creative children and educational interventions.
 Differentiated instruction (DI) and universal design for learning (UDI).

Unit -III: Children from families having social and economical disadvantages.
 Deprivation and disadvantage, psychological implications, how do they affect learning?
 Short term and long term deprivations and its impact on personality and learning.
 Defining economical, and other disadvantages, resultant problems, coping strategies, educational interventions, teaching strategies.
 Implications for development of school development plans.

Unit-IV: Guidance and counselling for Diverse needs: Guidance and counselling
 Nature and types of adjustment problems: academic, emotional and social.
 Positive behaviour support (PBS): assessment and intervention.
 Applying Guidance an counselling techniques and procedures to manage diverse needs.
 Guidance an counselling of parents and family members.
 Organizing support services at school level for students with diverse needs, resource room an whole school approach.

References:

734 Value Education

UNIT -I: Conceptual Framework: Value Education
 Need and importance of Value Education for individual development and the formation of interpersonal, inter-community and international relations on positive lines.
 Objectives of value education: inculcating duty-consciousness in individuals.
 Types: extrinsic and intrinsic values. Dysfunctionality of values. Importance of inculcating intrinsic values in individuals for their extrinsic manifestation in society.
 Basis of values: Philosophical, psychological, socio-cultural, secular and religious.
 Valuation of culture: Indian Culture and Human Values such as ahimsa (nonviolence), mutual respect, harmony etc.

UNIT- II: Nature and Concept of Morality and Moral Education
 Moral Education vis-à-vis religious education. Moral instruction and training vis-à-vis moral indoctrination.
 Language of moral education: motivational; not prescriptive.
 Characteristics of a morally educated person.
 Importance of justice and care—the two dimension perspectives in morality—in performance of duties.
 Use of reason over passion.
 No moral policing. Self-introspection, own moral judgment and moral action for moral upliftment of self and in turn society.

UNIT- III: Personal Development through Value Education
 Character Formation towards Positive Personality Development: truthfulness, compassion, constructivity, sacrifice, sincerity, self-control, altruism, tolerance, patience, scientific vision, objective thinking, realism, accountability, humility, modesty, duty-consciousness, non-confrontation, righteous speech and action, equity, nonviolence, reconciliation and self-reliance.
 Theories, Models and Approaches of Value Development: Theories of Value Development Psycho- analytic, – Learning theory – social learning, Cognitive development – Piaget and Kohlberg and challenge-response mechanism (Arnold Toynbee).
 Models of Value Development: value-imbibing through value analysis and inquiry for social action.
 Direct and indirect approach to value education through stories and motivational life histories.
 Integrated Concurrent Approach (ICA) through holistic learning and application.
 Positive Personality Development in Challenges: Story of Helen Keller.

UNIT IV: Value Education towards National and Global Development: Related Values
 Constitutional or national values – Democracy, social-consciousness, opportunity, secularism, equality, justice, liberty, freedom and fraternity.
 Social Values: Compassion, probity, self-control, universal brotherhood.
 Professional Values: Knowledge thirst, sincerity in profession, regularity, punctuality and faith.
 Religious Values: tolerance, patience, wisdom, character-building, realism, social ethics and golden rule.
 Aesthetic values: love and appreciation of literature and fine arts and respect for the same.
 National Integration and international understanding with emphasis on patriotism and nation-building.

References:

Carey, S.M. “Attitudes and Values”, Education Forum, Vol. VII, No. 3, 1962.
Guber, F.C. Aspects of Value. University of Pennsylvania Press, Phildelphia, 1963.
Khan, Wahiduddin. Moral Vision, Goodword Books, 1999.
Kluckhokhn, C. “The Study of Values”. In D.N. Barett (ed), value in America, Norte Dame, University of Norte Dame Press, 1961.
Kothari D.S. “Education and Values”, Report of the orientation coursecum-workshop on Education in Human Values. New Delhi.
Malhotra P.L. Education, Social Values and Social Work – the Task for the New Generation, N.C.E.R.T., New Delhi.
Morris, Charles, Varieties of Human Values Chicago University of Chicago press, 1956.
Mujeeb, M. Education and Traditional Values. Meenakshi Prakashan, Meerut, 1965.
Mukerjee, R.K., Social Structure of Values. S. Chand and Co., New Delhi, 1969. Rokeach, M. The Nature of Human Values, Jessy Brass, New York 1978

736 Educational Evaluation

Unit- I: Basic Concepts in Educational Evaluation
 Place of Educational Objectives in Evaluation Process
 Evaluation as an Integral Part of Teaching-Learning Process
 Evaluation – A Dynamic Process
 Different Types of Evaluation: formative, summative and diagnostic.
 Relationship between objective, instruction and evaluation.

Unit- II: Tools and Techniques of Evaluation – An Overview
 Basic Techniques and Tools of Evaluation of Cognitive Outcomes: written, oral (viva), practicals.
 Achievement test: objective, short answer, essay types.
 Types of objective type: multiple choice type, multiple right answer type.
 Probing questions.
 Higher Order Learning.
 Basic Techniques and Tools of Evaluation of Non-Cognitive Outcomes
 Qualities of a Good Evaluation Instrument
 Framing of Competency Based Questions, assessing mastery learning and developmental learning.
 Development and Use of Class Room Tests.

Unit- III: Construction of Achievement and Selection Tests
 Construction of Achievement Tests
 Standardization of Achievement Tests
 Improving Quality of Test Items through Item Analysis
 Use of Achievement Test for improving the effectiveness of teaching learning process.
 Construction and standardization of Selection Tests

Unit- IV: Psychological Testing and Measurement
 Measurement of Intelligence, Aptitudes. Attitudes and Interests, Personality.
 Innovations in evaluation: CCE, Open Book Examination, Examination on Demand.

References:

Bloom, (1971) Handbook on Formative and Summative Evaluation of Student Learning. New York: McGraw Hill.
Child, D. (1970) the Essentials of Factor Analysis, London: Holt, Rinehart and Winston.
Dayton, C. (1970) the Design of Education Experiment. New York: McGraw Hill.
Edwards, A. (1969) Techniques of Attitude Scale Construction. New York: McGraw Hill.
Elwey, W. and Livingstone. (1972) External Examinations and Internal Assessments. New Zealand: Willington.
Feguson. (1971) Statistical Analysis in Psychology and Education (3rd Ed.). New Delhi: McGraw Hill.
Freeman, F. (1971) Theory and Practice of Psychological Testing (3rd Ed.). New Delhi: Oxford and IBH.
Garret, H.E. (1969) Statistics in Psychology and Education (5th Ed.). Bombay: Vakils, Feffers and Simons.
Guilford,T.P. (1965) Fundamental Statistics in Psychology and Education. New York: McGraw Hill.
Wright, S. and Justman, R. (1964) Evaluation in Modern Education. New Delhi: Eurasia Publishing House Ltd.

738 Science Education

Unit -I : Nature of Science
 Nurture curiosity, aesthetic sense and creativity for promoting scientific temper.
 Perspectives in nature of science: philosophical, psychological and social
 historical development of science and science education.
 Science – its origin and development, Structure of Science –, Process including Syntactic . Facts, generalization ,concepts, laws, theories.
 Correlation of science with other subjects.
 Characteristics of different disciplines of science, their interrelationship and integration.
 Role and significance of Extended Experiences in Science Education: Science Centres , Science museums , Science Clubs , Science fairs , Mobile science Lab.

Unit -II: Curriculum of Science Education
 Concept of science curriculum in relation to recommendations of commissions and policies and framework.
 Principle for curriculum development in Science Education.
 Science curriculum at different stages of school education-at elementary, upper elementary secondary, senior secondary.
 Instructional materials including print and electronic resources, contextualization, criteria and concerns.
 Integrating co-curricular activities with science education.
 Approaches to organization of science curriculum at various stages of school education, pedagogical shift from science as a fixed body of knowledge to process of construction of knowledge.

Unit -III: Approaches to Teaching-Learning of Science
 Constructivist approaches to learner- centred approaches: inquiry, problem solving strategies, concept development; inductive method, project method and learner centred activity-based participatory learning , Learning by Doing
 Role of experiments in science, integration of theories and experiments: planning and organization of laboratory work, reporting skills, low cost science experiments,
 Encouraging and respecting children responses, integrating science across different disciplines and with real life situations.
 Use of ICT in teaching-learning of science.

Unit -IV: Assessment & Contemporary Issues in Science Education
 Continuous and comprehensive evaluation in science
 Use of tools and techniques such as observation, rating scale, check-list, anecdotal records, attitude scales, interest inventories and interviews.
 Self-assessment by students and by teachers, peer assessment, assessment of teachers by students.
 Assessment of curricular activities; assessment of content knowledge through activities and experiments, assessment of laboratory skills.
 Various types of test items, criteria and evaluation.
 Compilation of question bank
 Projects and assignments
 Analysis of tests and remedies

References:

Black, P (1998). Testing: Triend or Foe? Theory and practice of Assessment and Testing. Falmer Press, London.
Chalmers, A. (1999). What is the thing called Science.3rd Ed.Open University Press, Bucking ham?
Minkoff, E.C.& Baker, P.J. (2004). Biology Today: An Issues Approach, garland science. New York. Pp.1-32. Biology: Science & Ethics.
Minkoff, E.C. and Pamela J. Baker (2004). Biology Today: An issues Approach. Garland Science New York pp. 1-32, Biology: Science and Ethics.
NCERT, ‘Focus Group Report’ Teaching of Science (2005). NCERT New Delhi.
Novak, J.D. & Gown, D.B. (1984). Learning how to learn; Cambridge University Press.
Science & Children (NSTA’s peer reviewed journal for elementary teachers).
Science Teacher (NSTA’s peer reviewed journal for secondary science teachers).
Steve Alsop & Keith Hicks (2003). Teaching Science. Kogan Page India Private Limited.

740 Language Education

Unit- I: Language Learning -Conceptual Framework
 Language acquisition and language learning: factors affecting language learning.
 Language Learning and Mother Tongue ,Language Learning as a Process of Socialisation
 Linguistic, psychological and social processes involved in learning of languages.Basic assumptions and featuresof socio-linguistic and psycho-linguistic approaches to language learning.
 Models of Language Acquisition: Chomsky-Language Acquisition Device, Piaget cognitive constructivism and Language, recent theorization: intentionality; application of these theories to development of methodologies of teaching-learning of language.

Unit -II: Policy Perspective in Language Education
 Bi- lingualism and multi- lingualism:- multi lingualism as a resource.
 Language Education policies: Historical Perspectives, Three Language Formula and related problems.
 Issues and challenges of Language Education in contemporary India.

Unit- III: Curriculum of Language Education
 Bases of Curriculum Development: Philosophical and sociological.
 Syllabus: dimensions, factors that influence the curriculum, selection and sequencings of content, contexts, transaction and evaluation techniques.

Unit -IV: Language Education-Major Concerns
 Pre-service and In-service Language Education programmes in India.
 Research in Language Education-trends and gaps.
 Use of Technology in Language Education.

References:

742 Social Science Education

Unit -I: The Conceptual Framework
 Concept of Social Sciences.
 New Social Sciences – Economics, Sociology, Political Science, Social Psychology, History, Human Geography, Education : their genesis and point of view.
 Distinction and dichotomies between natural sciences and social sciences.
 Dimensions in social sciences: social thought, social change, social continuity and social progress.
 Learning by Doing ,Empirical Evidence in Social Science Education

Unit -II: Contributions to Human Knowledge
 Method of research in social science: Analysis, synthesis, inference, model building and prediction
 Inter-disciplinary nature of Social Science research
 Problems in various social science areas, with reference to the Indian situation.
 Study of the contribution of the following to the development of social sciences: Herodotus, Machiavelli, Gibbon, Locke, Adam Smith, Marx, Manu, Kautilya, Gandhi and Ambedkar.

Unit -III: Media, Materials and Resources for Teaching and Learning
 Effective use of print media and audio visual materials for social science; integration of ICT (Information and Communication Technologies) in teachinglearning process of social science; development of teaching learning materials; workbook; activity book and self-instructional materials.
 Effective utilization of resources for teaching; textbook and supplementary materials; literature and biographies, environment and community resources; low cost improvised teaching aids.

Unit -IV: Evaluation in Social Science
 Competency based evaluation, continuous and comprehensive evaluation; formative and summative evaluation, diagnostic test and remediation; Assessment tools; construction of achievement test
 Alternative assessment: rubrics, portfolios and projects
 Typology of questions as related to different subject areas viz., History, Geography, Political Science, Economics etc.
 Undertaking research activities in social science – identification of issues and methods.

References:

Alan J Singer (2003), Social Studies for Secondary Schools: Teaching to learn, learning to teach, Lawrence Erlbaum Associates, Mahwah, New Jersey.
Avijit Pathak, (2002) Social Implications of Schooling: Knowledge, Pedagogy and Consciousness, Rainbow Publishers, New Delhi.
David Lambert and David Balderstone (2000), Learning to Teach Geography in Secondary School: A Companion to School Experience, Routledge Falmer, London.
Digumarti Bhaskara Rao and Ranga Rao (2007), Techniques of Teaching Economics, Sonali Publications, New Delhi.
Ferris, J.Pamela (2003), Elementary and Middle School Social Studies: An Interdisciplinary instructional approach, McGraw Hills, New York.
GOI (2005), Regulatory Mechanisms for Textbooks and Parallel Textbooks Taught in Schools Outside the Government System: A Report, Committee of the Central Advisory Board of Education, Ministry of Human Resource Development, New Delhi.
Jack Zevin, (2000) Social Studies for the twenty-first century: Methods and materials for teaching in Middle and secondary schools, Lawrence Erlbaum Associates, Mahwah, New Jersey.
NCERT (2001), National Curriculum Framework for School Education, Reprint Edition, National Council of Educational Research and Training, New Delhi.
NCERT (2005a) National Curriculum Framework Review 2005 National Focus Group Position Paper on Teaching of Social Science, National Council of Educational Research and Training, New Delhi.
NCERT (2006a), Syllabi for Secondary and Higher Secondary Classes, National Council of Educational Research and Training, New Delhi.

744 Business Education

Unit -1: Framework and Dimensions of Business Education
 Business Education: concept and scope
 Needs of Business Education – Sociological, Philosophical and Psychological.
 Division of Business Education – Academic and Vocational Streams.
 Curriculum Development in Business Education-Levels and Contents.
 Structure of Business Education – comparison of Business Education in India with that in U.K., U.S.A. and China
 New developments in Business Education, with special reference to Voucher Based Accounting and Electronic Accounting.

Unit -II: Communication in Business Education
 Various Agencies involved in Business Education – various curricula and techniques.
 Business Education and Innovations in Training.
 Programmed Learning and Simulation in Business Education.
 Business Education and Information Technology.
 Coordination of Industry with Business Education Institutions.
 Business Education for special groups.
 Research in Business Education status, trends and priority areas.

Unit- III: Professional Growth of Business Education Teachers
 Professional Growth of Teachers: a lifelong process.
 Sources and Constitution of the organizations responsible for the professional growth of teachers: NCERT, IASE, CTE, CBSE, State Boards of Education, Teacher Training wings of Local Bodies etc.
 Modes of providing in-service training: seminars, workshops, conferences, Demonstration Lessons.
 Developing expertise data Bank: Brief profiles of experts from different fieldsPedagogues, subject experts, educational administrators obtaining their willingness and availability, list of subject teachers for demonstration lessons. Pre-requisites of expert demonstrators.
 Developing Commerce Labs in schools: constitution of the club. Role of various office-bearers. Club activities. Participating members. Process of organizing various activities.
 Business- Teacher Associations and their role. Need of Business –Teachers Associations. Some well-known Business-Teachers Associations: at school level and higher level (in India and abroad). Procedure of setting up such associations.

Unit- IV: Business Education and Educational Administrators
 Meaning of Educational Administration.
 Different levels of educational Administrators.
 Business Teachers’ additional duties towards administrators.
 Comfortable zone of school principals with knowledge of Business Education.
 Providing safe-guarding tips against financial and accounting inappropriateness.
 Providing support for utilizing various departmental plans, like budget of funds, scholarships etc.

References:

Baird, john W. and James B. Stull: Business Communications-Strategies and Solutions, McGraw-Hill, New York-1983.
Bhatia S.K.: teaching of Business education and Accountancy, Arya Book Depot, 2012.
Brantley, Clarice P. and Bobbye J. Davice: The Changing Dimensions of Business Education, NBEA, Yearbook no.35, Reston, Virginia, 1997.
Calhors, Calfrey C.: Managing the Learning Process in Business Education, Colonial Press, Alabama (1988).
Cohen, L.: Educational Research in Classrooms and schools, Harper & Row Ltd., London, 1976.
Hildebrandt, Herbert W. (ed.): International Business Communication: Theory, Practice, teaching throughout the world, University of Michigan Press, Ann Arbor, 1984.
Nanassy, Lonis C., Deon Malsbary and Herbert A. Tonne: Principles and trends in Business education, Bobbs- Merrill educational Publishing, Indianapolis, 1977.
National Business education Association: Business education-Its status, its potential and its needs in the 1980s, Business Education Forum, November, 1980.
Schrag, Adele F. and Robert P.Polanol: A System for Teaching Business Education, McGraw Hill Book Company, 1987.
Tuchman, B.W.: Conducting Educational Research, Harcourt Jovanovich, New York, 1978.

746 Gender Studies

Unit- I: Introduction to Gender Studies
 Concept and need for Gender Studies- Scope of Gender Studies.
 Gender studies as an academic discipline, Gender Rights Movements
 National Committees and Commissions for Women.
 Government Organizations for Women-Department of Women and Child Development.
 Policies and programmes for gender equity in education.
 Socio-economic and cultural aspects of gender.

Unit -II: Gender & Media
 Portrayal of Women in Mass Media (Cinema, TV, Print media), Role of Women in media,
 Development of Communication skills Alternative media- Folk art, Street play and Theatre, Act, 1986- Impact of media on Women.

Unit -III: Gender and Society
 Girl child in society – Child labors- Changing role of Women, Marriage-Single
 Parent, Motherhood, Widows, Women with disability. Theories of development.
 Empowerment-Alternative approaches, Women in Development (WID), Women and Development (WAD) and
 Gender and Development (GAD) – State Policy and Programmes Women Development.
 Approaches in Indian five – Year Plans-Collectivity and Group dynamics- Self help groups, Women and leadership- Panchayat Raj- Political Role and -ParticipationNGOs and Women Development- National and International Funding Agencies.

Unit- IV: Gender & Education
 Educational disparity (gender perspective).
 Women Education-Gender bias in enrolment- Curriculum content- Dropouts Negative
 Capability in Education- Values in Education- Vocational Education Recent Trends in Women’s Education, Women teacher training-committees and Commissions on Education Adult Literacy and Non-Formal Education for Women’s Development.

References:

Ram Shankar Singh – Encyclopedia on women and children trafficking –Volume 1 to 3- Anmol Publications -2009.
Ramesh Bandari- Role of Status of Women in New Panchayat Raj System –Alfa Publication –New Delhi-2009.
Tanuja Vohra –Trafficking in Women and Children –Pacific publications –New Delhi -2009.
Veena Gandotra and Sarjoo Patel (Edited)-Women Working Condition and Efficiency–New Century Publication -2009.
Abishek – Destiny of Women – Rummy Nand Lal –Chandigarh-2008.
Nalini Mishra-Woman Laws against Violence and abuse- Pearl Books New Delhi 2008.
Anju Desai –Women Teacher Training-New Delhi-2008.
Dr. (Miss) P. Sarojini Reddy- Justice for Women – Sai Srinivas printers-2002.
Dipangshu Chakroborty- Atrocities on Indian Women -1999.
Dr. Mrs. Sivagami Paramasivam- Human Rights –A Study-Published by Sriram Computer Prints and Offset Salem.TamilNadu-1998.

School of Education

Admission

Contact us

Media Gallery

Brochure

Campus

Disclaimer

Placement

Knowledge Partner

Student Corner