M.Ed. Semester III-

701 Elementary Education in India: Administration and Management

Unit-I Elementary Education: Concept and Provisions
 Meaning and Scope of Elementary Education
 Constitutional Provisions to achieve UEE ( Including RTE and its critique)
 Government Policies and Steps for UEE since Independence: Recommendations of Kothari Commission, NPE 1986, PoA 1992
 Relevance of MDGs (Millennium Development Goals) with respect to UEE in India

Unit-II Programmes and Initiatives to achieve UEE in India
 District Primary Education Programme: Aim, Objectives, Strategies, Achievement
 Relevance of 73 rd and 74th constitutional amendment w.r.t. empowerment of PRIs
 Sarva Shiksha Abhiyan: Programme, Objectives, Interventions with respect to Access, Enrolment, Retention and Achievement
 Monitoring , Research, Evaluation of specific schemes like Mid- Day Meals, Operation Black board , and Establishment of VECs in India
 Recommendations of the 12th Five Year Plan on Elementary Education (Including the critiquing of the same with respect to allocated budget and Programme Interventions).

Unit- III Elementary Education in School: Issues and Concerns
 Availability and Management of Resources:

Physical Resource Management – Management of the School plan Human Resource Management – Management of the School Staff, Delegation of Roles and Responsibilities (Need and Relevance) Democratic Decision Making: Need and Purpose Financial Resource Management: Process and Procedure including Zero Budgeting and Performance Budgeting

 School Effectiveness: Parameters and Quality concern – Role of the School Head and Teachers in creating a Joyful learning environment
 Problems of Wastage and Stagnation in School: Concept and Remedies
 School Supervision: Need, Purpose; Role of Head, Teachers, Staff, PTAs, SMCs, MTAs and Students in Supervision.

Unit- IV Elementary Education: Research and Innovation
 Launch of Innovative Programmes to strengthen Elementary Education: Hoshangabad Vigyan Project,B. El. Ed. Programme, D. El. Ed.Laadli scheme
 Financing of Education in India ( Centre- State Relationship, Mobilisation of Resources) : Perspective from Research Findings.
 Critical Action Research Areas in School and the Classroom with respect to Elementary Education.

References:

  1. Government of India (1986). National Policy on Education, New Delhi, MHRD.
  2. Hayes, Denis (2008). Elementary Teaching Today: An Introduction. Routledge Publications.
  3. Kurrian, J. (1993). Elementary Education in India, New Delhi: Concept Publication.
  4. Lewis, Ramón (2008). Understanding Pupil Behaviour. Routledge Publications, U.K.
  5. Mohanty, J. N. (2002). Elementary and Elementary Education. Deep & Deep Publications, New Delhi.
  6. National Curriculum Framework (2005). NCERT, New Delhi.
  7. Rao, V.K. (2007). Universalization of Elementary Education. Indian Publishers, New Delhi.
  8. Sharma, Ram Nath (2002). Indian Education at the cross road. Shubhi Publications.
  9. Singh, L.C. (Ed.) (1987). Teacher Education – A Resource Book, NCERT, New Delhi.
  10. UNESCO (2006). Teachers and Educational Quality: Monitoring Global Needs for 2015. UNESCO Publication. Montreal.

703 Aspects, Planning & Management at Secondary & Senior Secondary Level

Unit I: Introduction to Secondary & Senior Secondary Education
 Meaning, aims, objective of secondary & Senior Secondary education
 Purpose, function & Indigenous system of Secondary education.
 Secondary Education in India – Historical Perspective, pre and post-independence.
 Recommendations of various committees and commissions: Secondary Education Commission, Kothari commission, Programme of Action, 1986, NPE, Ramamurti Review Committee Janardhan Reddy Committee, Yashpal, Committee, RMSA and NCF-2005.

Unit II: Institutional Planning
 Concept, scope and nature of Institutional Planning
 Need and importance of Institutional Planning
 Types of Institutional Planning
 Evaluation of Institutional Planning.
 Role of supervision to improve.

Unit III: Principles and techniques of Educational Planning
 Formulation of aims and objectives.
 Principals of Educational Planning
 Approaches to Educational Planning: Social demand approach, Man-power approach, Rate of Return of Investment approach.
 Micro Planning and School Mapping.

Unit IV: Educational Management
 Meaning, Concept and need for management at secondary to senior secondary school level.
 Management at Nation: MHRD, CABE, NCERT
 State, District: SCERT, DIET.
 Steps of Management, Co-ordination, Supervision & Inspection.
 TQM in Education and Educational Administration
 Recent Trends in Research and Innovation in the field of Educational
 Management.

References:

  1. Mudhopadyay, Sudesh and Anil Kumar K (2001). Quality Profiles of secondary schools, NIEPA, New Delhi.
  2. Govt. of India (1953). Report of Secondary Education Commission, New Delhi.
  3. Govt. of India (1996). Indian Education Commission (1964-66) Report. New Delhi.
  4. Govt. of India (1986/1992). National Policy of Education, 1992 Modification and their POA’s, MHRD, Dept. of Education.
  5. Malhotra, P.L. (1986). School Education in India: Present Status and Future Needs NCERT, New Delhi.
  6. Yadav, M.S. & Lakshmi, T.K.S. (2003). Conceptual inputs for Secondary Teacher Education: The instructional Role. India, NCTE.
  7. Mohanty Jagannatu, (1990). “Educational Administration, supervision and school Management, Deep & Deep Publications”, New Delhi.

705 Issues and Curricular Concerns at Elementary level

Unit I:- Issues & concerns of Elementary Education
 Major quality dimensions of elementary education and Quality monitoring tools.
 Quality issues at upper elementary stage: – teacher qualification, competency, subject specific deployment in schools, training needs of teachers, classroom based support and supervision issues. Minimum Level of Learning, Quality Assurance.
 Alternative Strategies for achieving UEE and implementing RTE act.
 Dialect, drop out, socio-economic issues, inclusive education.
 Wastage, Stagnation, Culture, Capability Capacity, Reform Needs and improvement of the System; building accountability.

Unit II:- Teachers and Curriculum Transaction Strategies
 Thematic & Constructivist base of curriculum
 Joyful learning, Teachers and Pedagogical Attributes
 Life skill education & creativity
 Analysis of Elementary Education Curriculum
 Role of I.C.T.
 Research Trends in Elementary Education

Unit III- Type of schools & Pedagogy
 Child centred pedagogy: Process of knowledge construction for development of concepts, understanding, logical reasoning, critical thinking and problem solving.
 Type of school & their contribution to society
 Forms of learner’s engagement: observing, exploring, discovering, analyzing, critical thinking and reflection, contextualization, multiple interpretations, collaboration.

Unit IV- Innovative alternative schools in Elementary Education
 Pedagogical analysis of the subject contents: Critical Pedagogy. Critical analysis of the pedagogy prescribed in the educational thoughts of Socrates (dialogue), John Dewey, Tagore, Gandhi, J. Krishnamurthy, Sri Aurobindo Pestalozzi, Montessori and Gijubhai with special reference to their relevance in teaching-learning.
 Innovative Educational Programmes in India

References:

  1. Aggerwal, J.C. (2005). The Progress of Education in free India. Arya Book Depot: New Delhi.
  2. Chaube, S.P. (2011). History and Problems of Indian Education. Agrawal Publications: Agra.
  3. Ronald C. Doll. (1978). Curriculum Improvement Decision Making and Process, Allyn and Bacon, Inc., Massachusetts.
  4. NCERT (2005). Position paper on Teacher Education for Curricular Renewal, New Delhi.
  5. Report of the Education Commission (1964-66).
  6. Report of the National Commission on Teachers (1983-85).
  7. National Curriculum Framework on School Education, NCERT (2005).

707 Issues & Curricular Concerns at Secondary & Senior Secondary level

UNIT I: Quality in secondary Education
 Concepts, indicators of quality, setting standards for performance.
 Continuous professional development of teachers.
 Teacher selection test CTAT,SAT etc. and in-service programme
 Privatization of secondary education.
 Present status of quality education in India (status and prospects) – Delor’s – Commission Report regarding quality- Professional enrichment of secondary teachers (different in-service programmes for ensuring quality, – different agencies – SCERT – NCERT – CIET – NUEPA – IASE etc.

UNIT-II Issues & Concerns
 Challenges related to Universalization of Secondary Education, RMSA.
 Problems and Strategies of Alternative Schooling at Secondary school Stage.
 Challenges / strategies / intervention in relation to access, enrolment, dropout, achievement and equality of Educational opportunities
 Problems of education for girls, disadvantaged and differently abled children and slow learners and interventions to solve the problems
 Type of schools and their contribution to society.
 Issues of quality in secondary and senior secondary education.
 Management system of secondary education – role of Department of Education, Directorate, Inspectorate and NGO’s.

Unit III:- Teachers and Curriculum Transaction Strategies
 Thematic & Constructivism base of curriculum
 Competencies of a secondary stage teacher
 Life skill education & creativity
 Analysis of Secondary Education Curriculum • Role of I.C.T.
 Research Trends in Secondary Education.
 Critical appraisal of present Secondary School curriculum in the state.
 ICT, Blended learning.

UNIT IV:- Assessment and evaluation in secondary school level.
 Meaning, nature and functions of evaluation & assessment, difference between assessment and evaluation, testing, appraisal and examination, Types of assessment formative, diagnostic and summative assessment.
 New trends in evaluation – grading, internal assessment, semester system, CCE, On Demand Examination System.
 Critical appraisal of the present evaluation system at secondary school level.

References:

  1. Aggerwal, J.C. (2005). The Progress of Education in free India. Arya Book Depot: New Delhi.
  2. Chaube, S.P, (2011). History and Problems of Indian Education. Agrawal Publications: Agra.
  3. Ronald C. Doll, (1978). Curriculum Improvement Decision Making and Process. Allyn and Bacon, Inc.: Massachusetts.
  4. NCTE (2009). National Curriculum Framework for Teacher Education, New Delhi.
  5. NCERT (2005). Position paper on Teacher Education for Curricular Renewal, New Delhi.
  6. NIOS: On Demand Examination System(2003).
  7. Report of the Education Commission (1964-66).
  8. Report of the National Commission on Teachers (1983-85).
  9. National Curriculum Frameworks for Teacher education, 2009
  10. National Curriculum Framework on school education, NCERT (2005).

709 Advance Research Methods

Unit I: Introduction to Qualitative Research
 Meaning, concept and types of Qualitative Research.
 Relevance of Qualitative Research in education.
 Themes of Qualitative Research & research question.
 Ethnographic Approaches in Qualitative Research

Unit II: Qualitative Research- Approaches & Data analysis
 Qualitative research approaches-Phenomenology, Ethnography, Case studies and Grounded theory Ethnography:
 Grounded theory: Goals, perspectives, Methods and steps of Ethnography. theory. Participatory Research. Content & Trend analysis: Meaning, concept, assumption and steps.
 Phenomenology& Historical Research: Meaning, concept, assumption, and steps.
 Issues of reliability and validity of Discourse analysis.
 Coding of qualitative data – Axial coding, Selective coding
 Methods of qualitative data analysis—content analysis, logical and inductive analysis, illustrative method analogies, meta-analysis & Triangulation of data.

Unit III: Introduction to Quantitative Research
 Quantitative Research: Meaning, concept, steps and characteristics.
 Relevance of Quantitative Research in education.
 Sources of educational data: Individual, Institutions, Documents, Census, Journals, Books, Schools of thought etc.
 Sampling techniques: Concept, need, probability and non-probability samples, sampling errors and their control.
 Techniques and Tools of data collection: Observation, interview, questionnaire, scale, inventory, checklist, content analysis, focus group discussions.

Unit IV: Quantitative Research Designs
 Experimental Research designs: Single-Group Pre-test-Post-test Design, Pre-testPost-test Control-Group Design, Post-test only Control-Group Design, and Factorial Design
 Quasi-Experimental Designs: Non-equivalent Comparison Group Design, and TimeSeries Design
 Expost facto research-design and variables, Simple cases of Casual-Comparative and Co relational research; necessary conditions for causation.
 Techniques of control: matching, holding the extraneous variable constant and statistical control
 Classification by Time: Cross-sectional, Longitudinal (Trend and Panel studies), and Retrospective; and classification by research objectives Descriptive, Predictive, Explanatory and Triangulation.

References:

  1. Best J.W. (2005). Research in Education, New Delhi: Prentice Hall of India Pvt. Ltd.
  2. Creswell, John W. (2007). Qualitative Inquiry and Research Design: Choosing Among Five Approaches. SAGE Publication.
  3. Elliott, Jane (2005). Using Narrative in Social Research: Qualitative and Quantitative Approaches. SAGE Publication.
  4. Fraenkel, J.R., Wallen, N.E. (1983). How to Design and Evaluate Research in Education, Singapore: McGraw Hill, Inc.
  5. Gravetter. F.J. & Wallanau, C.B. (2002). Essentials of Statistics for the Behavioural Sciences (4th edition) Australia, Wodsworth.
  6. Kerlinger, F.N. (1973). Foundations of Behavioural Research, New York: Holt, Rinehart and Winston.
  7. Kaul, Lokesh (2005). Methodology of Educational Research, New Delhi: Vikas Publications.
  8. Leary, M.R. (2004). Introduction to Behavioural research Methods (4th edition) Boston: Pearson Prentice Hall.
  9. Srivastava, G.N.P. (1994). Advanced Research Methodology, New Delhi: Radha Publications.
  10. Anfara, Vincent & Mertz Norma T. (2006). Theoretical Frameworks in Qualitative Research. SAGE Publication.

711 In-Service Teacher Education in India

Unit I: In-service Teacher Education in India – Policy, Structure and Concerns
 Concept and need for continuing professional development of a teacher – areas of professional development
 In-service teacher education – meaning. National and state policies on in-service teacher education
 The structure for in-service teacher education –zonal, district, state, regional and national level agencies and institutions.
 Purpose of an in-service teacher education programme – orientation, refresher, workshop, seminar, on line teleconferencing.
 In-service teacher education programmes in the Post-Independent India: organization and implementation.

Unit II: Organization and Evaluation of Foundation and Competency Development Courses
 The teacher as an adult learner – characteristics, his/her content and pedagogical needs and expected role.
 Selection, organisation, transaction and evaluation of different components of teacher education curriculum – existing practices. Need for the academic calendar and time table.
 Transactional approaches for the reinforcement of foundation courses – Expository, Participatory, Collaborative, and Inquiry.
 Transitive approaches for the development of skills and capabilities, use of ICT – audio, video, presentation and multimedia technologies in in-service teacher education.

Unit III: Trends of Research and Practice in Teacher Education
 Research on effectiveness of teacher education programmes – characteristics of an effective in-service teacher education programme.
 Methodological issues of research in teacher education – direct versus indirect inference, generalisability of findings, laboratory versus field research, scope and limitations of classroom observation, the role and scope of action research forteachers and teacher educators.
 Networking of institutions of teacher education – University, SCERT, NCTE, NCERT, UGC, IASE and DIETs for creating and strengthen in-service structure and programmes at various levels. .
 Issue of duration, commercialization, irrelevance and poor quality in teacher education, curriculum renewal.

Unit IV: Planning, Organizing and Evaluating an In-service Teacher Education
 Planning an in-service teacher education programme – preliminary considerations of purpose, duration, resource requirements, and budget
 Designing an in-service teacher education programme – steps and guidelines assessment of training needs, formulation of training curriculum, preparation of course material
 Organizing an in-service teacher education programme – common problems faced by a teacher/teacher educator and guidelines for communication, arrangement, preparation, facilitating participation and collecting feedback and evaluation.
 Redefining the characteristics of an effective in-service teacher education programme.

References:

  1. Arora G.L.(2002). Teachers and their Teaching: Need for New Perspectives. Ravi Books: New Delhi.
  2. Dash B. N.(2003). Teacher and Education in the Emerging Indian Society. Neel Kamal: New Delhi.
  3. NCERT(2005). National Curriculum Framework. NCERT: New Delhi.
  4. NCERT(2006). Teacher Education for Curriculum Renewal. NCERT: New Delhi.
  5. Elahi, N.(1998). Teacher Education in India. APH: New Delhi.
  6. Sharma M. L.(2001). Educating the Educator. The Indian Publications: Ambala.
  7. Singh L. C. and Sharma P. C.(1997). Teacher Education and the Teacher. Vikas Publishing House: New Delhi.
  8. Singh Y. K.(2008). Teaching Practice: Lesson Planning. APH Publishing Corporation: New Delhi.
  9. Tiwari D.(2006). Methods of Teaching Education. Crescent: New Delhi.