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M.Ed. Curriculum

(for Regular and Distance Mode)

with effect from the

Academic Year 2006 - 07

Faculty of Education

Osmania University, Hyderabad

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Prologue

Learning from experience in the area of teacher education and after considering

the recommendations of NAAC and UGC the Faculty of Education, Osmania

University has initiated curricular reforms in post-graduate teacher education

programme. As part of this initiative the Department of Education, Osmania

University has organized a series of workshops, over a period of time, by

involving senior teacher educators, experts and other educationists to evolve

novel models of teaching learning and curricular practices. The faculty critically

evaluated the institutional discourses and disciplinary practices in the area of

teacher education and moved beyond the confines of conventional curricular

designs. What is interesting about this new curricular initiative is the synthesis

and adoptation of the following

1. Credit System2. Grading System3. Internal Assessment4. Continuous Evaluation5. Comprehensive Evaluation6. Project based learning7. Mentoring8. Community Participation

One of the objectives of this curriculum is to promote higher order thinking,

social accountability and professional attitude among the learners. This document

presents the final map of ideas that culminated in the faculty meetings and

seminars organized by the Department of Education, Osmania University


Osmania University

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RULES AND REGULATIONS OF SEMESTER SYSTEM IN

POST-GRADUATE COURSE IN EDUCATION (M.Ed. Regular / Distance Mode)

IN THE FACULTY OF EDUCATION, OSMANIA UNIVERSITY: HYDERABAD.

Applicable to the students admitted from the academic year 2006-2007 onwards for one year

(two semester) P.G., M.Ed. Regular and Distance Mode programme (with a minimum of two

contact programmes) in the Faculty of Education, Osmania University. All the rules and

regulations, hereinafter, specified shall be read as a whole for the purpose of interpretation.

ADMISSION

A candidate for admission to M.Ed. course in the Faculty of

Education has to qualify at the M.Ed. Entrance Examination

conducted by the Osmania University for that academic year.

The candidates will be admitted strictly in accordance with the

merit secured at the entrance examination, keeping in view therules in force in respect of the statutory reservation of seats

under various categories of candidates.

DURATION AND COURSE OF STUDY

The duration of the M.Ed. course is one academic year. The academic year is divided

into two semesters. The semesters in the year are referred to as Semester I and

Semester II. Each Semester shall comprise 15 weeks of instruction.

The almanac preferably be as given below:

SEMESTERI

Duration of instruction : 15 weeks

Preparation holidays : 1 week

Duration of Examinations : 2 weeks

SEMESTERII

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Instruction : 15 weeks

Preparation holidays : 1 week

Duration of examinations

(along with backlog exams) : 4 weeks

No admission/readmission are to be made after the expiry of four weeks from the date

of commencement of instruction. In case there are any court cases consequent on

which the Convener / Director of admissions is compelled to admit any candidate

after the last date of admissions, the admission (seat) of such a student be reserved

for the subsequent year on supernumerary basis.

No supplementary or any other examinations (except internal tests) shall be conducted

during the instruction period of the semester.

A candidate admitted to M.Ed. course will forfeit his/her seat and admission stands

cancelled if:

He / She does not put in at least 40% of attendance in Semester I,

OR

He / She does not secure promotion to Semester-II within a maximum period of

two academic years starting from the year of admission

OR

He / She fails to fulfill all the requirements for the award of the degree as

specified, within two academic years from the time of admission.

AWARD OF DEGREE

1. The M.Ed. Degree in the Faculty of Education will be conferred on a candidate whohas pursued a Regular Course of Study for one academic year as prescribed in the

scheme of instruction and has passed all the examinations as prescribed in the scheme

of examination.

2. (i)A Regular course of Study for eligibility to appear at the M.Ed. examination of asemester shall mean putting in attendance of not less than 75% aggregate in lectures,

field work, project, seminars, extension etc., in subjects listed in the scheme of

Instruction. Provided that, in special cases and for sufficient cause shown, the Vice-

Chancellor, on the recommendation of the Principal, may condone the deficiency not

exceeding 10% in attendance on medical grounds when the application submitted at

the time of the actual illness is supported by a certificate from an authorized Medical

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Officer, and approved by the Principal. In case condonation in attendance on medical

grounds is sought, the applicant shall pay the prescribed fee.

(ii) Attendance at N.C.C./N.S.S. Camps of Inter-Collegiate or Inter-University or

Inter-State or National Matches or Debates, Youth Festivals or Educational

Excursions, if they form part of the curriculum or such other Inter-University, Inter-

College activities, as approved by the University will not be counted as absence.

However, the aggregate of all such absences should not exceed four weeks in a

semester.

(iii) In any semester of the M.Ed. course, if a candidate fails to secure the minimum

percentage of attendance, he/she shall not be eligible to appear in the examination of

that semester, and he/she shall have to enroll himself/herself to undergo afresh a

Regular Course of Study of the corresponding semester in a subsequent academic

session, in order to become eligible to appear for the examination.

(iv) Attendance shall be reckoned from the date of commencement of instruction as

per the almanac communicated by the College/University. However, in the case of

late admitted candidates (but within the stipulated time), the attendance will be

reckoned from the date of admission.

(v) To enable the students to know their attendance, at the end of each month the

concerned Heads of Departments / Principal shall display cumulative attendance for

information.

IV. SCHEME OF INSTRUCTION AND EXAMINATION

1. Instruction in various subjects shall be provided by the College as per the scheme ofinstruction and syllabi prescribed.

2. The programme of instruction, examinations and vacations shall be notified by thePrincipal of the College/University.

3. In the subjects other than languages the medium of instruction and examinations shallbe English.

4. Internal assessments shall be conducted in each paper as prescribed in the Scheme ofExamination.

5. A candidate admitted under the M.Ed. course shall take at least two internalassessments in each semester compulsorily.

6. At the end of each semester, University Examinations shall be held as prescribed inthe Scheme of Examination.

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7. A candidate admitted to M.Ed. course will become eligible to pay the examination feeprovided he / she completes the practicum and course work of that semester

8. A candidate who completes and submits the project reports, seminar reports,dissertation work and other reports related to practicum is only eligible for obtaining

hall ticket to appear in the semester university theory / practical examinations.

9. Backlog examination shall be conducted only at the end of Semester-II.10.A candidate shall be deemed to have passed the Semester Examination, if he/she

secures not less than the minimum marks as prescribed below:

Each Theory subject . 45% of University Exam.

Internal assessment in theory . 45% of maximum marks

Each Practicum . 50% of maximum marks.

Aggregate .45% of University Exam

11.The scheme of examination for regular and distance mode course will be same.However, the mode of conducting the course will be different.

Evaluation System

The system of evaluation in M.Ed. course of Faculty of education, O.U., is different

from that of conventional courses. M.Ed. two-semester system course has a two-tier system

of evaluation:

i. Continuous and comprehensive evaluation mainly through internalassessments, project work and seminars;

ii. Semester end examination and dissertation.

The evaluation of the candidate depends upon various instructional activities

undertaken by them. A candidate has to write internal assessment and project reports

compulsorily before taking semester end examination in order to complete the semester.

Credit System

For the purpose of evaluating the performance of the learner credit system shall be

adopted. Each paper in the M.Ed. Course is assigned a certain number of credits. A credit is

a unit of academic work in a semester calculated in terms of hours of instruction in regular

mode and self-study in the case of distance mode. A credit is equal to 13 hours of

instruction/self study. To get M.Ed. degree a learner has to accumulate seventy four (74)

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credits of work in two semesters. Students get their final grade according to their overall

performance in various theory papers and practicum, which are assessed continuously.

M.Ed. is a two-semester course comprising 74 credits (962 hours) covering 16 papers

(10 theory and 6 practical papers). A learner is required to complete 5 theory papers and

three practicum in each semester. A student is required to acquire at least 37 credits (481

hours) in each semester i.e. 25 credits (325 hours) in theory papers and 12 credits (156 hours)

in practicum in each semester to complete the M.Ed. programme.

Paper code Title of the paper Credits Minimum

credits to be

acquired

First Semester

Core Papers

ED-101 Philosophical & Sociological foundations of

Education

5 5

ED-102 Advanced Educational Psychology 5 5

ED-103 Research Methods in Education 5 5

ED-104 Emerging technologies of Education 5 5

Special Papers / Electives

ED-105 a) Alternative Education 5

ED-106 b) Environmental Education 5 5

ED-107 c) Value Education & Human Rights Education 5

ED-108 d) Tribal Education 5

Practicum

ED-109 School Experience Programme 4

ED-110 Community Participation Project I 4 12

ED-111 Institutional study Project 4Total 37

Second Semester

Core Papers

ED-201 Economics of Education 5 5

ED-202 Special Education 5 5

ED-203 Educational Management & Administration 5 5

ED-204 Curriculum Development 5 5

Special Papers / Electives

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ED-205 a) Guidance & Counseling 5

ED-206 b) Population Education 5 5

ED-207 c) Disaster Management Education 5

ED-208 d) Yoga Education 5Practicum

ED-209 Seminar Presentation 2

ED-210 Community Participation Project II 4 12

ED-211 Dissertation 6

Total 37

V. RULES OF PROMOTIONRules of Promotion are as under:

Sl. No Semester Conditions to be fulfilled for promotion

1. From Semester-I to Semester-II Undergone a Regular Course of Study of

Semester-I and obtained Hall Ticket for the

Semester-IExamination.

VI. AWARD OF GRADE

Candidates who have passed all the examinations of the M.Ed. Degree Course shall be

awarded grade in accordance with the total aggregate marks secured by them in the two

Semester Examinations taken together. A candidate shall be deemed to have passed the

Semester Examination, if he/she secures at least E grade in each of the theory paper and

D grade in each of the practicum. The grades shall be calculated as follows:

85 and above A+

7084 A

6069 B

5559 C5054 D

4549 E

0044 F

Note: A decimal of 0.5 and above will be treated as the next higher whole number.

Candidates who have not passed the examination in the first attempt along with the batch

in which they were admitted are not eligible for getting Rank Certificates/Gold

Medals/Prizes.

VII. IMPROVEMENT OF DIVISION

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1. Paper-wise Improvement:

1. When a candidate has passed in one or more papers/subjects in the first attempt inthe regular* examination(s) conducted by the College/University for his/her

batch, paper-wise improvement is permissible only in those papers.

2. A candidate is permitted to appear for paper-wise improvement only once for asemester examination.

3. A candidate who wishes to improve his/her performance may be permitted to doso, if he/she appears in the immediate next regular examination conducted by the

College/University. Paper-wise improvements not permissible for any backlog**

completed paper.

4. A candidate appearing for paper-wise improvement is permitted to have thebetter of the two awards for the purpose of award of grade.

N o t e: * Regular examination means: an examination conducted at the end of the semester

for which the candidates were admitted and had undergone instruction.

** Backlogs mean: (i) the papers/subjects in which the candidate registered for examination

but either absenteed or failed, or (ii) papers/subjects for which the candidate has not

registered for the examination along with his/her batch of students.

2. Improvement in Aggregate:

Improvement in aggregate is permitted only after the candidate exhausts the chances of

paper-wise improvement as per the following conditions:

a) Aggregate improvement is permissible only when a candidate appears in allpapers/subjects (including practicals if any as per scheme) but not piece-meal of a

semester. Further the candidate has to appear for improvement examination as per the

scheme of examination and syllabus in vogue at the time of taking his/her

examination.

b) When a candidate appears for improvement in any semester/semesters, he/she may bepermitted to have the better of the two i.e., the Original or Improvement.

c) The candidate is allowed for improvement in aggregate by appearing not more thantwo times for any semester. Further, aggregate improvement is limited to a period of

one (1) year after passing the final semester examination for one (1) year course.

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N O T E: Candidate who appear for improvement of performances under the above two

categories are not eligible for the award of Distinction/Prizes/Medals/Merit Certificates etc.

VIII. GENERAL RULES OF EXAMINATIONS:1. Application for permission to appear at every examination shall be made by the

candidate on the prescribed form, accompanied by three passport size full-face

photographs (not profile) along with the necessary certificates and the prescribed fee.

The application should be submitted to the concerned Head of the Department on or

before the fixed date for the purpose. The Head of the Department after verifying the

eligibility of the candidate forwards the application to the Principal of the concerned

college who in turn sends it to the examination branch.

2. When a candidates application is found in order, the Controller of Examinations, shallsend the attested Hall Ticket with photograph of the candidate affixed to it to the

Principal of the College who in turn sends it to the Head of the concerned Department.

The Head of the Department will issue the Hall Ticket to the candidate only if he is

satisfied with all the conditions to be complied with by the candidate regarding the

eligibility criteria. The Hall Ticket thus issued to the candidate shall have to be produced

by the candidate before he/she can be admitted to the premises where the examination is

held.

3. A candidate after having been declared successful in all semester examinations of thecourse, shall be given a certificate setting forth the year of examination, the subjects in

which he/she was examined and, the grade secured.

4. No candidate shall be allowed to pursue more than one degree simultaneously.

IX TRANSITORY REGULATIONS:

Whenever a course or scheme of instruction is changed in a particular year, two more

examinations immediately following thereafter shall be conducted according to the old

Syllabus/Regulations. Candidates not appearing at the examinations or failing in them shall

take the examination subsequently according to the changed Syllabus/Regulations.

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Faculty of Education, Osmania University

M.Ed. Syllabus (Two Semester course)

Structure of the course

First Semester Second Semester

Paper No. Title Paper No. Title

Core papers Core papersI: ED-101 Philosophical &

Sociological foundations of

Education

I: ED-201 Economics of Education

II: ED-102 Advanced Educational

Psychology

II: ED-202 Special Education

III: ED-103 Research Methods in

Education

III: ED-203 Educational Management &

Administration

IV: ED-104 Emerging Technologies of

Education

IV: ED-204 Curriculum Development

Special paper / Electives: V Special paper / Electives: V

ED-105 A) Alternative Education ED-205 A) Guidance & Counseling

ED-106 B) Environmental Education ED-206 B) Population Education

ED-107 C) Human Rights & Value

Education

ED-207 C) Disaster Management

Education

ED-108 D) Tribal Education ED-208 D) Yoga Education

Practicum Practicum

VI: ED-109 School Experience

Programme

VI: ED-209 Seminar Presentation

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VII: ED-110 Community Participation

Project - I

VII: ED-210 Community Participation

Project - II

VIII: ED-111 Institutional study Project VIII: ED-211 Dissertation

Number of instructional days per semester = 96

Total number of instructional days (two semesters) = 192

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With effect from the academic year 2006-2007

M.Ed. (TwoSemester Course) Scheme

SemesterI: Scheme of Instruction and Examination

Syllabus

Ref. No.

Subject Scheme of Instruction Scheme of Examination

Maximum Marks

Total

Periods

per week

Duration

in hours

Internal

Assessment

Semester

end exam

ED - 101 PaperI (Theory) 4 4 25 75 100

ED102 PaperII (Theory) 4 4 25 75 100ED - 103 PaperIII (Theory) 4 4 25 75 100

ED104 PaperIV (Theory) 4 4 25 75 100

ED105 -

108

PaperV (Theory) 4 4 25 75 100

ED - 109 PaperVI (Practicum) 3 3 50 - 50

ED - 110 PaperVII (Practicum) 3 3 50 - 50

ED - 111 PaperVIII (Practicum) 3 3 50 - 50

Total 275 375 650

Number of instructional days in First Semester = 96 (Theory = 65 days; Practicum = 31 days)

SemesterII: Scheme of Instruction and Examination

Syllabus

Ref. No.

Subject Scheme of

Instruction

Scheme of Examination

Maximum Marks

Total

Periods

per

week

Duration

in hours

Internal

Assessment

Semester

end exam

ED201 PaperI (Theory) 4 4 25 75 100

ED202 PaperII (Theory) 4 4 25 75 100

ED203 PaperIII (Theory) 4 4 25 75 100

ED204 PaperIV (Theory) 4 4 25 75 100

ED205

- 208

PaperV (Theory) 4 4 25 75 100

ED - 209 PaperVI (Practicum) 2 2 50 - 50

ED - 210 PaperVII (Practicum) 3 3 50 - 50

ED - 211 PaperVIII (Dissertation) 4 4 - 100 100

Total 225 475 700

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GRAND

TOTAL

500 850 1350

Number of instructional days in Second Semester = 96 (Theory = 65 days; Practicum = 31 days)

M.Ed. regular is a one-year course with two semesters. This course comprises of

theory and practicum. The weightage of theory and practicum is in the ratio of 63:37

approximately. The total number of instructional days is 96 in each semester.

Theory

Number of instructional days in each semester = 65

In theory five papers are offered in each semester. Out of which four papers are core

subjects and one special paper. In all the theory subjects maximum marks are 100 i.e., 25 for

internal assessment and 75 for semester end examination.

Internal assessment

Every candidate shall take 3 internal assessment tests in all the theory papers. Among

the three internal tests one must be a review of article / book / programme / scheme or any

practical activity. The other two shall be content oriented written tests. The candidate may

take all the three or any two internal tests

The maximum marks allotted for internal assessment in each theory paper are 25 marks. Out

of the three internal tests, only two tests in which the candidates performance is high shall be

considered.

Practicum

In each semester three practicum papers are offered. 31 days are earmarked in each

semester for practicum

Teaching Faculty as Mentors

It is envisaged to introduce the concept of mentorship in the M.Ed. course from thisacademic year 20062007 onwards. Lecturers handling M.Ed. course in the College will act

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as a mentor. They will be entrusted the responsibility of Mentorship, who will be responsible

for monitoring the overall progress of the M.Ed. student i.e., attendance, preparation of

projects, and his over all participation in the M.Ed. programme. Each mentor will be allotted

a group of M.Ed. students and he / she will take care of his / her progress and participation in

the M.Ed. Programme. Each mentor, besides providing overall guidance, is also responsible

for resolving of any problems faced by the students. Mentor will authenticate the report

prepared by the M.Ed. students and conduct of various special projects of the M.Ed.

Programme.

The Principal of the college is expected to submit the list of mentors and the students

allotted to each mentor to the Head, University Department of Education.OSMANIA UNIVERSITY

FACULTY OF EDUCATION

M.Ed. I / II SemesterWith effect from the academic year 20062007

Structure of Examination Paper

Model Paper

Time: 3 hrs.Max. Marks: 75

Part

A

NOTE : Part A has eight questions. Answer any five of the following questions not

exceeding 10 lines each. Each question carries 5 marks. (5 x 5 = 25 marks)

1.

2.

3.

4.

5.6.

7.

8.

PartB

NOTE : Part B has five questions. Answer all the questions following internal choice not

exceeding 25 lines each. Each question carries 10 marks. ( 5 x 10 = 50 marks )

9. a)

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OR

9. b)

10. a)

OR

10. b)

11. a)

OR

11. b)

12. a)

OR

12. b)

13. a)

OR13. b)


M.Ed. Syllabus (First Semester)ED-101: PaperI

PHILOSOPHICAL AND SOCIOLOGICAL FOUNDATIONS OF EDUCATION

(Number of Instructional days = 65)

Objectives:

1. To enable the students to understand the importance of philosophy of education;2. To develop an understanding about philosophical inquiry as a basis for education;3. To help the students understand western and eastern philosophies of education;4. To familiarize students with sociological inquiry;5. To make the students understand education as a social process.

Course content

UNIT-1 Philosophy of Education

13 hours

1.1Nature, scope and functions of philosophy of education.1.2 Modes of philosophical inquiry in education (Metaphysical, Epistemological

and Axiological).

1.3 Educational Implications of:a) Conservative philosophies of education: Essentialism;b) Liberal philosophies of education: Progressivism;

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c) Radical philosophies of education: Marxism.UNITII Philosophies of Education in India

13 hours

2.1 Educational Implications of the following Orthodox systems-

a. Sankhyab. Vedanta.c. Yoga.

2.2 Educational Implications of the following Heterodox Systems

a. Charvaka,b. Buddhism,c. Jainism.

2.3 Study of the following Indian Thinkers:

a. M. K. Gandhib. B. R. Ambedkar

UNITIII Sociology of Education

13 hours

3.1 Nature, scope and functions of Sociology of education.

3.2 Nature of sociological inquiry.

3.3 Methods of sociological analysis.

UNITIV Education as a Social process

13 hours

4.1 Theories of socializationCharles Cooley, Sigmund Freud and Lawrence

Kohlberg.

Concept of culture, cultural lag, cultural conflict, cultural relativity, cultural pluralism

vis-a vis education.4.3 Theories of social changelinear & cyclical

4.4 Social Mobility-definition, types and education.

UNITV Social Dimensions of Education

13 hours

5.1 Equality, Equity and democratization of education.

5.2 Quantity and Quality in education.

5.3 Human rights and education.

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References:

1. G.T.W. Patrick (1978), Introduction to Philosophy, Surjeet publications, Delhi.2. G. Max Wingo(1975), Philosophies of education- An introduction, Sterling publishers, New

Delhi.3. M. Frasncis Abraham (1982), Modern Sociological theory An introduction, OxfordUniversity Press, Delhi.

4. Jonathan.H.Turner (1995), The structure of sociological theory, Rawat publications, Jaipur.5. Vidya Bhushan Sachdeva (2003), An introduction to sociology, Kitabmahal, New Delhi.6. N.Harlambos, R.M. Heald (1980), Sociology-themes and perspectives, Oxford University

Press.7. Brubacher John. S. (1983), Modern philosophies of education, Tata McGraw-Hill publishing

company, New Delhi.8. Connor D.J. (1975), An introduction to philosophy of education: Routledge and Kegan Paul,

London.9. Anand C.L. and Et.al., The Teacher and Education in Emerging Indian Society, NCERT, New

Delhi. (1983)10.Martindale Don, The Nature and Types of Sociological Theory, Houghton Hifflin Co.,

Doston. (1960)11.Haralambos M., Sociology: Themes and Perspectives, Oxford University Press, New Delhi.

(1980)

12.Chatterjee Partha, Nationalist thought in the Colonial World: A Derivative Discourse, OxfordUniversity Press: New Delhi. (1986)

13.Freire Paulo, Cultural Action for freedom, Penguin Books: London. (1974)14.Freire Paulo, Education for Critical Consciousness, Seabury Press, New York. (1973)15.Freire Paulo, Pedagogy of the Oppressed, Seabury, New York (1971).16.Shrivastava R.S., Traditions in Sociological theory: Historical & Contemporary Perspective,

Rawat Publications, Jaipur. (1991)

17.Parmaji S., Caste Reservations and Performance, Mamata Publications: Warangal.18.Singh Yogender, Social Stratification and Change in India, Manohar Book Service, New

Delhi. (1977)


M.Ed. Syllabus (First Semester)ED-102: PaperII

ADVANCED EDUCATIONAL PSYCHOLOGY

(Number of instructional days = 65)

Objectives:

1. To help student teachers understand the dynamics of human behaviour in educationalsituations.

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2. To enable them to know the professional needs of teachers and role of educationalpsychology in teaching learning process.

3. To help them to understand development of the learner and its relevance to teaching learning process.

4. To enable them to understand significance of learning and motivation and variousapproaches to learning.

5. To help them to understand personality development of the learner, learnersassessment in different areas of individual differences.

UNIT- I Educational Psychology: As an Applied Field. 13 hours

1.1 Aims of educational psychology1.2 Professional needs of teachers and role of educational psychology1.3 Schools of psychology: Behavioural, Cognitive and Humanistic and its contribution to

education.

1.4 Research methods in educational psychologyUNIT- II Understanding Development of the Learner and

Teaching 13 hours

2.1 The knowledge of growth and development and its relevance to teaching learning

process.

2.2 Concept of developmental task, its characteristics and purpose.

2.3 Developmental tasks at various stages: Infancy childhood, and adolescence; (motor,

physical, socio-emotional, cognitive and moral).

2.4 Barriers and Hazards affecting developmental tasks.2.5 Factors promoting developmental tasks at various stages with special reference to

Pedagogic practices, school programmes and teachers role.

UNIT-III Understanding the Learning and Motivation of

the Learner 13 hours

3.1 Learning in the classroom, individual differences in acquisition and performance -educational implications.

3.2 Learning stylesconcept, its implications to teaching.3.3 Approaches to learning

a.Behavioural approaches (E.L. Thorndike Basic laws of learning; Skinner; operantconditioning).

b.Cognitive approaches (BrunerDiscovery Learning)

c.Social learning approaches(RogersHumanistic & Interpersonal Learning)3.4 Principles of effective learning3.5 a) Humanistic vs. Behaviouristic views on motivationintrinsic vs. extrinsic

motivation.

b) Motivational variables and achievement in schools.

c) Achievement Motivation and role of teacher and school.

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UNIT-IV Personality Development of the Learner

13 hours

4.1Personality developmentIndian viewconcept of Sthitha Pragnaits implicationsfor education.

4.2Concept of Emotional Intelligence.4.3Concept of Mental Health and Hygiene.4.4Role of school in the preservation and promotion of the mental health of students.4.5Needs and problems affecting adolescent developmentadolescence education, Life

Skills goal setting, time management and positive thinking, development of pro-

social behaviour.

UNIT-V Learners Assessment and Areas of Individual

Differences 13 hours

Assessment of the Learner in the area of

5.1Cognitive: Intelligence, aptitude and creativity tests its description andadministration

5.2Affective: Attitude, interests and values scales/ tests, its description andadministration.

5.3Conative: Description and administration of tests related to motor and physical skills.5.4The student teacher shall acquaint with psychology lab in the respective institution

and develop a profile of a secondary school students by administrating various test

described above.

References:

1. Dandapani (2002)Advanced Educational Psychology, Second Edition, Anmol Publication,Pvt. Ltd, New Delhi

2. Dubois Nelson F, Alverson George F, Stanley Richar K (1979)Educational Psychology andInstructional DecisionThe Dorsey Press, Home Wood, Illinosis.

3. Gibson Janice T (1976)Psychology for the ClassroomPrentice Hall of India, New Jersey.4. Hurlock E.B., (1974) Personality Development Tata McGraw Hill Publishing Company

Ltd. New Delhi.5. Hurlock E.B., (1999)Developmental PsychologyTata McGraw Hill Publishing Company

Ltd, New Delhi.6. J.C. Aggarwal (2004)Psychology of Learning and DevelopmentShipra Publication, New

Delhi.

7. John P. De Cecco and William Craw-ford (1998) The Psychology of Learning andInstruction: Educational Psychology, 2

nd Edition, Prentice Hall of India Pvt. Ltd. New

Delhi.8. Mangal S.K. (2002)Advanced Educational Psychology, Prentice Hall of India, Pvt. Ltd.

New Delhi.

9. S. Narayan Rao (1990)Educational Psychology, Wiley Easter Limited, New Delhi.10.Sprinth Hall Norman. A and Sprinth Hall, Richard C.(1990)- Educational Psychology A

Developmental Approaches5thEditionInternational edition. McGraw-Hill - New Delhi.11.Stephen L. Yelon and Grace W. Wein Steen (1977) a Teachers World Psychology in the

ClassroomInternational Student EditionMcGraw-Hill- New Delhi.

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M.Ed. Syllabus (First Semester)ED-103: PaperIII

RESEARCH METHODS IN EDUCATION


Objectives:

1. To enable students to understand the foundations of educational research.2. To enable students to identify research problems, and variables.3. To enable students to formulate hypotheses, design educational research and to make

them understand different techniques of data collection.

4. To enable students to familiarize with different methods and approaches ofeducational research.

5. To enable students to understand the contemporary developments in educationalresearch.

6. To develop understanding about the fundamentals of Sampling theory7. To impart knowledge about various measurement and scaling techniques8. To understand the application aspects of descriptive and inferential statistics9. To make them able to write and evaluate research reports and dissertations.10.To enable them understand the contemporary developments in educational statistics.

Course Contents:

UNIT - I Introduction to Educational Research 13 hours

Nature and characteristics of Educational Research.

Different approaches and types of educational research.

Objectivity in educational research.

Formulating Research problem and Review of Related studies.

Designing Research studies in Education.

Hypotheses and variables.

UNIT - II Methods of Educational Research 13 hours

2.1Experimental Research.2.2Survey Research2.3 Ethnographical Research2.4 Case studies and Historical Research.

2.5 Action Research.

UNIT - III Techniques of Data Collection 13 hours

3.1Questionnaire and interview schedule3.2Observation and Interview3.3Projective and Personality tests3.4Content Analysis and Triangulation.3.5Procedures of Standardisation and establishing reliability and validity.

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UNIT - IV Data Processing and Analysis 13 hours

4.1Measurement and Scaling Techniques4.2 Data Processing, Tabulation, Diagrammatic and graphical representation.

4.3 Fundamentals of sampling and sampling techniques, sampling distributions and

sample size4.4 Interpretation and Reporting Research Findings.

4.5 Procedures of Report writing

UNIT - V Statistical Techniques 13 hours

5.1Measures of Central Tendency and dispersion / variability5.2Measures of Relative standing5.3Correlation techniques, Regression and Prediction5.4Normal curve and its Applications - Scores transformation5.5Inferential statistics: (a) Parametric tests: t-test and concept of analysis of variance

(b) Non-parametric tests: Chi-square and Median test.

References:

1. Aggrawal Y P, Statistical Methods, New Delhi: Sterling publishers Pvt., Ltd (1998).2. Cohen Louis and Manion Lawrence, Research Methods in Education, London: Routledge,

(1980).3. Gupta S P, Statistical Methods, New Delhi: Sultan Chand & Sons, (1996).4. Hammersley Martyn, The Dilemma of qualitative Method, London: Routledge, (1989).5. Kothari C R, Quantitative Techniques, New Delhi: Vikas Publishing house, (1998)6. MacMillan James H and Schomacher Sally, Research in Education: A Conceptual

Introduction, New York: Harper Collins, (1989).7. Moustakas Clark, Phenomenological Research Methods, New Delhi: Sage, (1994).8. Travers Robert M W, An Introduction to Educational Research, New York: MacMillan

Publishing Co., Inc., (1978).9. Tuckman Bruce W, Conducting Educational Research, New York: Harcourt Brace

Jovanovich, Inc, (1972).10.Best John W & Kahn James V, Research in Education, Prentice Hall India Pvt. Ltd., New

Delhi, (1992)

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M.Ed. Syllabus (First Semester)ED-104: PaperIV

EMERGING TECHNOLOGIES OF EDUCATION(Number of instructional days = 65)

Objectives:

1. To develop awareness about uses of computers in teaching, learning, research, evaluationand administration

2. To develop understanding about the various aspects multimedia development in education3. To develop various skills in the use of Internet in education4. To inculcate interest about the use of Management Information Systems and Decision

Support Systems

5. To make them understand the integration of Information Communication Technology ineducational research

Course content

UNITI: Introduction to Computers in Education

13 hours

1.1Computers in Teaching1.2Computers in Learning1.3Computers in Research1.4Computers in Evaluation1.5Computers in Administration

UNITII: Multimedia in Education

13 hours

2.1Introduction to Multimedia2.2Development of Multimedia lessons in education2.3Building block:Text, Graphics, Digital Video or Animation & Digital Audio2.4Software tools: Basic tools, authoring tools & Software drivers2.5Applications in Education:Multimedia in Teaching, Self-instructional procedures,

Presentations, Integration of multimedia in Education.

UNITIII: Internet and Education

13 hours

3.1Concepts & types of networks, Protocols3.2Internet and World Wide Web: Introduction, Uses, Procedures3.3Browsers and Search Engines: Meaning, types and procedures

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3.4Internet Applications in Education: Internet in TeachingLearning process (IBTL),Elearning & its pitfalls, Virtual Classroom

3.5Web-based teaching learning: Directed studies (synchronous self-study) & Instructorbased events (synchronous live, real time learning)

UNITIV: Management Information System & Decision Support System 13 hours

4.1Files and database management with MS Access4.2Management information system in the field of education4.3An overview of Decision support system4.4Management Information System and Educational policy4.5Study of current Official Management Information Systems

UNITV: Computers in Educational Research 13 hours

5.1Data analysis using MS Excel5.2Graphical and diagrammatic representation of data5.3Descriptive and inferential statistical analysis using MS Excel5.4Introduction to SPSS applications in educational research5.5Integration of Information and Communication Technology in educational research

References:

1. Kulakarni, S.S (1986): Introduction to Educational Technology, New Delhi: Oxford & IBHPublishing Co.

2. Kumar, K.L. (1996): Educational Technology: New Delhi: New Age International.3. Romiszowski, A.J. (1981): The selection and use of Instructional media, London: Kogan

Page.4. Baud David, Cohen Ruth and Walker David (eds.), (1996), Using Experience for Learning,

Open University Press, Bristol, PA, USA.5. Dale Edgar (1947): AudioVisual Methods in Teaching, Dryden Press, New York.6. Das. Mamota (1992): Experiential Taxonomy, University News, Feb. 24.7. Suzanne Weixel, (2002): Learning Macromedia Falsh 5, BPB Publications, B-14, Connaught

Place, New Delhi.8. Gupta Vikas, (2001): Comdex Computer Kit, Dream Tech Publications, New Delhi.9. Norton Peter, (2000): Introduction to computers, Tata McGraw Hill Publications, New Delhi.10.Sinha P.K , (1992): Computer Fundamental, BPB Publication New Delhi.11.Tay Vaughan (2001): Multimedia making it work, Tata McGraw Hill Publications, New

Delhi.12.Pradeep Sinha, Priti Sinha (2003): Computer Fundamentals, BPB Publications, B-14,

Connaught Place, New Delhi.

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M.Ed. Syllabus (First Semester)

ED-105 Special paper: PaperV: (A)

ALTERNATIVE EDUCATION(Number of instructional days = 65)

Objectives:

1. To develop an understanding of different types of educational systems.2. To develop among the students a deeper understanding of the scope and Nature of Non-

formal Education.

3. To develop insights into the adult education and Development among the students.4. To develop a deeper understanding of different types of adult education programmes

implemented in India.5. To develop a deeper understanding of lifelong education/continuing education concept.6. To provide a practical experience to students in adult education programmes;7. To give a live experience to students in developmental programmes.Course Contents:

Unit-I Introduction

13 hours

1.1Types of Education System1.2Meaning and Definition of Non-formal Education1.3Objectives of Non-formal Education1.4Nature and scope of Non-formal Education1.5A brief history of Non-formal Education in India and Abroad

Unit-II Adult Education and Development

13 hours

2.1Literacy and Development2.2Social Education: Gramshiksha Mohim2.3Functional Literacy Programmes: Farmer's Functional Literacy Programmes2.4National Adult Education Programme (NAEP)2.5Total Literacy Campaigns2.6Sarva Shiksha Abhiyan (SSA)

UNIT-III Methods and Techniques in Adult Education 13 hours

3.1 Psychology of Adults: their characteristics, needs and problems

3.2 Individual Methods - Lecture, Role-play

3.3 Group Methods - Discussion, Demonstration, Dramatization3.4 Methods of teaching literacy - Analytic, Synthetic and Analytico-synthetic

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3.5 Role of mass media in Adult Education

UnitIV Lifelong / Continuing Education13 hours

4.1Meaning, Definition and growth of the concept.4.2Nature and Scope of continuing education.4.3Importance of continuing education.4.4Problems in continuing education.

UNITV Research and Evaluation in Non-Formal education 13 hours

5.1Concept of evaluation in non-formal education5.2Need and importance of evaluation

5.3Scope of evaluation5.4Types of evaluation5.5Research priorities in non-formal education.

Practicum

Activities:

1. Helping five illiterates to become literates;2. Participation in literacy or other developmental awareness programmes in a village /mandal / neighbourhood;3. Participation in bridge school programmes in a village / neighbourhood;4. Visiting a distance education study center and studying its functioning;5. Participation in Sarva Siksha Abhiyan programmes;6. Helping the local functionaries in organizing open school programme in a village/

mandal / neighbourhood;

References:

1. Ansari, N.A. Adult Education in India, S.Chand & Co. New Delhi (1990).2. Apple J.W., Problems in Continuing Education, Mc.Graw Hill, New York (1974).3. Book John C., Pagoagiannis, G.J. Non-formal Education and the National Development,

Praeger Publishers, New York (1983).4. Coombs, P.H., New Possitive learning Vidyamandal Puboshers, New Delhi, (1977).5. Sandeep, P. & Madhumathi.C., Non-formal Adult & Continuing Education Insights for 21st

Century. Veera Educational Services Consultanmcy,Tarnaka. 2000.6. Naik, J.P. Some perspectives as non-formal education, Allied Publishers, New Delhi,

(1977).7. Yadav, Reajendersingh, Adult Education Concept, theory and practice, The Associated

Publishers, New Delhi, (2002).

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ED-106 Special paper: PaperV: (B)

ENVIRONMENTAL EDUCATION(Number of instructional days = 65)

Objectives:

1. To make student teachers understand about the concept, scope and objectives ofenvironmental education

2. To help student teachers understand environmental education at various levels ofeducation

3. To orient student teachers with various components and use and abuse of naturalresources

4. To enable the student teachers understand the concept and strategies of sustainabledevelopment

5. To enable the student teachers to understand about various activities related toprotection of environment

6. To orient the student teachers about the Environmental law in IndiaCourse Content:

UNITI: Environmental Education 13 hours

Environmental education: concept, scope and objectives

Environmental management: concept, characteristics and importance

A brief history of conservation and environmentalismglobal environmental citizenship

Environmental education at Primary, Secondary and Higher education levels

Making environmental education relevant: concept, practice, new dimensions and

constraints

UNITII: Natural Resources 13 hours

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2.1Soil resources with an emphasis on the ways we use and abuse soil2.2Biological resources: concept and ways humans cause biological losses2.3Earth and its crustal resources with a view to conserving mineral resources2.4Air resources: atmosphere, climate and weather with an emphasis on Human-caused

global climate change

2.5Water resources, use and managementUNITIII: Sustainable Development 13 hours

3.1Sustainable Development: concept, individual accountability including Green politics3.2Towards sustainable development3.3Environmental education: the tool for sustainable development3.4Sustainable energy: Tapping solar energy; Energy from biomass, and Energy from

earths forces

3.5Sustainable energy: production and uses with an emphasis on Integration ofenvironmental concerns in energy policies and plans

UNITIV: Environment Protection 13 hours

4.1National environmental awareness programme4.2Biodiversity conservation in IndiaEcosystem, Species & Genetic Diversities4.3Solid waste management: challenges and priorities with an emphasis on municipal

solid wastes generation & characteristics; storage & collection; and treatment,

processing & disposal

4.4Ecotourism4.5Environmental ethnology

UNITV: Environmental Law in India 13 hours

5.1Indian forest act of 1927 & Wildlife protection act of 19725.2Archeological and historic preservation act of 19745.3The water (Prevention and control of pollution) act of 19745.4The air ((Prevention and control of pollution) act of 19815.5The environment (protection) act of 1986

PracticumActivities:

I. Protection of Environment1. Study any one of the environmental awareness programme conducted by State or

NGO

2. Survey the Solid waste management techniques adapted by municipal corporationsof your locality covering the aspects like solid wastes generation & characteristics;

storage & collection; and treatment, processing & disposal

3. Visit places of ecological importance (Botanical, Zoological, Safari parks or lakes) ofyour locality

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II. Environmental Law in India1. Survey the vegetation cover of your locality, compare with the standards laid in the

Indian Forest Act of 1927 and write a report

2. Study the archaeological sites of your locality, compare with the criteria laid in theArchaeological and historic preservation act of 1974 and generate a report3. Visit any one industry / factory in an industrial area (Jeedimetla, Nacharam, etc.) and

find whether they adhere to the norms prescribed by the Environment (Protection) act

of 1986. Write a report

4. Study the suspended particulate material and air pollutants (carbon dioxide, carbonmonoxide, sulfur dioxide, etc.) of an urban area for about a week (data can be taken

from a Newspaper or other agency) and comment on the observations

References:

1. Agarwal S.K. & Dubey P.S (2002): Environmental controversies. APH Publishing house,New Delhi.

2. Cunningham W.P. & B.W. Saigo (1995): Environmental Science Wm.C.Brown Publishers.Toronto

3. Desh Bandhu & R.Dyal (1999): Environmental education for a sustainable future. Indianenvironmental society. New Delhi.

4. Khan T.I (2001): Global biodiversity and environmental conservation Special emphasis onAsia and the Pacific. Pointer publications. Jaipur.

5. Khanna G.N. (1993): Global environmental crisis and management. Ashish Publihing house,New Delhi.

6. Mohanty S.K. (1998): Environment and Pollution Law manual. Universal law publishing co.pvt. Ltd. Delhi.

7. Palmer J. & Philip Neal (1994): The handbook of environmental education. Routledge,London.

8. Purushottam Reddy K & Narasimha Reddy D (2002): Environmental education, NeelkamalPublications Pvt. Ltd. Hyderabad.

9. Singh R.B. & Suresh Misra (1996): Environmental law in India Issues and responses.Concept publishing company, New Delhi.

10.Trivedi P.R, Sharma P.L. & Sudershan K.N. (1994): Natural environment and constitution ofIndia. Ashish Publishing house, New Delhi.

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ED-107 Special paper: PaperV: (C)

HUMAN RIGHTS AND VALUE EDUCATION(Number of instructional days = 65)

Objectives:

1. To understand the need and importance of values in education.2. To develop broad view on different types of values.3. To develop a comprehensive view on strategies and approaches to inculcate values.4. To develop an insight into the concept, and importance of Human Rights.5. To probe into various strategies of teaching Human Rights.6.

To explore various agencies which contribute for preserving Human Rights.7. To acquire the ability and skills of organizing and conducting programmes on humanrights.

8. To develop interest and extend guidance to the community on Human Rights.Course Content:

UnitI Human Rights Education

13 hours

1.1 Concept, objectives and principles of Human RightsEducation.

1.2 Indian Constitution and Human Rights.1.3 Importance of Human Rights in India.

1.4 Agencies promoting Human Rights in Indiaa. The media b. NGOs

c. The media d. National Human RightsCommission (NHRC)

UNIT - II Historical Perspective of Human Rights in India 13 hours

2.1Human Rights in Ancient and Medieval India2.2Human Rights in Islamic Era2.3Human Rights in British India2.4Human Rights in Contemporary India.

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UnitIII Human Rights Education

13 hours

3.1 Strategies of teaching Human Rightsa)Role play

b)Brain stormingc)Forming pairs and groups

d)Discussione)Questioning

f)Buzz sessiong)Activities based on: picture, drawings, cartoons and

comics

h)Cooperative learning.3.2 Human Rights education and co-curricular activities.3.3 Training teachers for Human Rights Education3.4 Human Rights Education at the secondary level.

UnitIV Values and Value Education 13 hours

Concept, need and objectives of values

Types of values

Inculcation of Human valuesApproaches and strategies.

Status of value education in schools.

UNIT - V Perspectives on Value Education 13 hours

5.1Islam5.2Sikhism5.3

Christianity5.4Hinduism

5.5JainismPracticum

Activities:

1. Write a report on implementation of Human Rights in a school of your choicerelated to students, teachers and principal.

2.

Conduct a programme on awareness of social values in your community.

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3. Conduct a programme on awareness of Human Rights amongst secondary schoolteachers.

4. Conduct a survey on issues related to violation of social values and write a report onthe same.

References:

1. R.T.Nanda Contemporary Approaches to Value Education in India Regency PublicationsNew Delhi, 1997.

2. Dr.S.P.Ruhela The Emerging Concept of Education in Human Values 19963. Ishwar Modi Human Values And Social Change.4. N.L.Gupta Human Values in Education Concept Publishing Company, New Delhi-110059,

20005. C.Naseema Human Rights Education conceptual And Pedagogical Aspects6. Harry Dhand Teaching Human Rights A Handbook for Teacher Educators Authors Press

Bhopal, 2002.

7. P.L.Mehta Constitutions, the Philosophy and Judicial GerryMandering, Deep and DeepPublication Pvt.Ltd. New Delhi-110027, 1999.

8. Bajwa G.S. Human Rights in India Implementation and Violations, annual Publications,New Delhi, 1997.

9. Kumar Arvind Encyclopedia of Human Rights Violence and Non-Violence, AnmolPublications,New Delhi 1998.

10.Bavi Borgohain Human Rights,Social Justice and Political Challenge KainshkarPublishers, Distributors, New Delhi-110002, 1999.



ED-108 Special paper: PaperV: (D)

TRIBAL EDUCATION


Objectives:

1. To enable the student teachers to understand the concept of Tribe and their status.2. To provide a deeper understanding of Tribal Welfare programmes in India & A.P.3. To provide insights into the growth and development of Tribal Education in India &

A.P.

4. To enable the student teachers to understand the issues and trends in contemporaryTribal

5. To give a practical experience to students in Tribal Education programmes.

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UnitI Introduction 13 hours

1.1 Concept of Tribe (Meaning and Definition)1.2 Historical development of Tribes in India.1.3 Characteristics of Tribes.1.4 Classification of Tribes in India.

UnitII Tribal Welfare in India13 hours

2.1Constitutional provisions to Tribal Development of India.2.2Status of Tribal Population.2.3Development policies and programmes formulated for Tribal Development in India.

UnitIII Tribal Welfare in A.P. 13 hours

Tribal Welfare Programme in A.P. (Health, Social and Economic programmes)

Tribal Education policies and programmes in Andhra Pradesh.

a. Higher Educationb. Secondary Educationc. Primary Educationd. Pre-Primary Education

Recent Trends & Issues in Tribal Education.

Unit

IV Education and Welfare of Tribal Women 13 hours

4.1 Educational Status of Tribal Women4.2Problems of Adolescent Tribal girls4.3Empowerment of Tribal Women

UnitV Health Education and Tribal Welfare 13 hours

5.1Health Status of tribes in A.P.5.2Common Health Problems in Tribal communities5.3Government Initiatives for the development of health in tribal areas5.4Role of NGOs in improvement of health status of tribes

Practicum

Activities

1. Helping at least five (5) illiterate tribals to become literates.2. Participation in literacy or other development awareness programmes in tribal

Settlements.

3. Visiting ashram/tribal welfare residential school/tribal welfare department/ITDA andstudying its functions.

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4. Participation in bridge school Programmes in Tribal settlement / village / area /neighblourhood.

5. Participation in Sarva Shikshan Programmes in tribal areas.

References1. Ananda, G.(2000) Educating Tribals (An Ashram School Approach) Common Wealth

Publishers, New Delhi.2. Adinarayana Reddy, P. & Umadevi, P. (2005) Tribal Women Education, constraints and

strategies, the Associated Publications, Ambala.3. Alka Saxena, (2002) Dynamics of Tribal Education, Rajat Publications, New Delhi.4. APREIS (1995), /Evaluation Study of A.P. Residential Schools for Scheduled Tribes, TCR &

TI TW, Department,Hyderabad and SCERT Hyderabad.5. Devendra Thakur,Thakur D.N. (1995), Tribal Education, Deep & Deep Publications, New

Delhi.

6. Desai, A.R. (1978) Rural Sociology in India, Popular Prakashan, Bombay.7. Manmatha Kundu (1990) Cultural Anthropology and Tyribal Education,AmarPrakashan,Ashoka Vihar, New Delhi8. Note on GURUKULAM (2005), A.P. Tribal Welfare Residential Educational Institutions

Society, Tribal Welfare Department, Govt. of A.P. Hyderabad.

9. Nadeem Hasnain (1994) Tribal India, Palaka Prakashan, /delhi.10.Parvathamma, C. (1984) Scheduled Castes and Tribes. A Socio-Economic survey.Ashish

Publishing House, New Delhi.11.Performance Budget (2005-2006) Department of Tribal Welfare Govt. of A.P.12.Sujatha,K. (1994) Educational Development Among Tribes, A Study of sub-plan areas in

Andhra Pradesh, South Asian Publishers Pvt. Ltd. New Delhi & NIEPA, New Delhi.13.Sharma K R (1991) Educational Life Style of Tribal Students, Classical Publishing Company,

New Delhi.

14.Shah B.V.Shah, K.B (2002) Sociology of Education, Rawat Publications, Jawahar Nagar,Jaipur, India.

15.Tribes and Tribal Areas of Andhra Pradesh (Basic Statistics) (2005) Tribal Cultural Researchand Training Institute, Tribal Welfare Department, Govt. of Andhra Pradesh.

16.Uttam Kumar Singh, Nayak, A.K. (1977), Tribal Education, Common Wealth PublishersAnsari Road, New Delhi.

17.Verma,M.M. (1996) Tribal Development in India, Mittal Publications, New Delhi.



ED-109 Practicum: PaperVI

SCHOOL EXPERIENCE PROGRAMME

(Number of days =11; Maximum marks = 50)

Objectives:

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i. develop an understanding about school governance and administration amongstudents;

ii. acquaint familiarity and understanding with various school records and activities;iii. develop understanding about school community participationiv. develop understanding about curriculum transaction in schools;

Course Content / Activities:

a) Participation in parent teacher association meetingsb) Interaction with MEO, MRC & HMc) Studying teaching learning material and its usaged) Studying school budget/financee) Participation in administration and academic (curricular and co curricular) activities

such as observation of lessons, preparation of achievement tests etc.

f) Observing and studying implementation of mid day meal Scheme.g) Studying various school improvement programmes/OBB, QIP (Quality

improvement programmes), CLIP (Child language improvement programme) etc.

h) Creating awareness about guidance services among secondary school students.i) Participatory observation in the Practice teaching programmes in cooperating

schools

j) Any other related activity.

A college offering M.Ed. course has to identify a group of cooperating schools for

undertaking this programme. A candidate shall work in a group (2 members) by selecting any

one activity under the areas mentioned above. The duration of the programme is 11

instructional days (11 x 6 hrs = 66 hours)

A detailed format for this study may be worked out in consultation with the mentors.

Note: No two groups should select the same topic in the same school for this project work.

The principal of the college is expected to forward the list of topics selected under this project

by different groups to the Head, Department of Education of the University.

Evaluation

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Every group (pair) has to work on a topic and has to submit a detailed report. The students

shall select any activity in consultation with the mentor and workout the modalities of

planning, data collection and data interpretation etc and submit a report reflecting the

objectives and appropriate tools evolved along with the study conducted. Two copies of the

report must be submitted duly certified by the Principal and the concerned mentor. The group

has to showcase the project before the jury. The Principal/Head for the purpose of evaluating

the project shall constitute jury comprising of two members. The average marks of the two

examiners will be forwarded to the Principal of the concerned college and the Head,

Department of Education, Osmania University. A copy of the evaluation report should be

submitted to the Head, Department of Education, O U. This evaluation event shall take place

as per the almanac suggested by the university.

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ED-110 Practicum: PaperVII

COMMUNITY PARTICIPATION PROJECT- I(Number of days =10; Maximum marks = 50)

Objectives:

i. sensitize students about communityii. acquaint themselves with various aspects of community

iii. enable the students interact with community to assess its felt needsiv. plan and conduct a survey (family wise) to collect required information on

school, literacy and human development aspects.

v. conduct interviews with parents to understand their perception on theirchildrens education and institutes / teachers etc.

vi. observe the functional aspects of various institutions at village / ward andnearby locality

vii. live in the community & to participate in socio-economic cultural activities ofthe community

viii. document the entire programme / processes and develop a report on the projectundertaken.

ix. work collaboratively to reflect and share their work with students and staff.


1. Visiting the community and take up awareness programmes on various issuespertaining to community;

2. Identifying the needs of the community;3. Social Mapping4. Family Survey5. Institutional Survey6. Understanding perceptions of people7. Adult Literacy

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8. Enrolling out of school children9. Community living and participation10.Any other related to community development activity

A college offering M.Ed. course has to identify near by localities / slums / villages for

undertaking this programme. A candidate shall work in a group (2 members) by selecting any

one activity under the areas mentioned above. The duration of the programme is 10

instructional days (10 x 6 hrs = 60 hours)

A detailed format may be worked out in consultation with the mentors.

Note: No two groups should select the same topic in the same locality / village / slum for this

project work. The principal of the college is expected to forward the list of topics selected

under this project by different groups to the Head, Department of Education of the

University.

Evaluation







the project shall constitute a jury comprising of two members. The average marks of the two





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ED-111 Practicum: PaperVIII

INSTITUTIONAL STUDY PROJECT

(Number of days =10: Maximum marks = 50)

Objectives:

i. study an institution/its vision and its missionii. understand institutional climate and its various functions.

iii. assess institutional strengths and achievements.iv. understand the historical evolution and growth of an institutionv. study the contextual background of an institution

vi. examine the contributions made by an institution


a) Identification of institution like: Special school, Integrated school, Juvenile Home,Open school, Distance Education Centre, Voluntary organization, Old age home,

Crisis management institutions, State and National Institutions, etc.

b) Any other related institution

A college offering M.Ed. course has to identify near by institutions for undertaking this

programme. A candidate shall work in a group (2 members) by selecting any one activity

under the areas mentioned above. The duration of the programme is 10 instructional days

(10 x 6 hrs = 60 hours)

A detailed format for this study may be worked out in consultation with the mentors.

Note: No two groups should select the same topic in the same institution for this project

work. The principal of the college is expected to forward the list of topics selected under this

project by different groups to the Head, Department of Education of the University.

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Evaluation







the project shall constitute jury comprising of two members. The average marks of the two





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M.Ed. Syllabus (Second Semester)ED-201: PaperI

ECONOMICS OF EDUCATION


Objectives:

1. To develop awareness among students about the importance of economics to the fieldof education.

2. To develop understanding about education both as consumption and investment.3. To develop understanding about the benefits and the costs of education and its role in

human and economic development.

4. To develop various abilities to understand the internal efficiency of the system ofeducation.

5. To enable them to understand the contemporary developments in economics ofeducation.

6. To enable them to understand the relationship between educational management,planning and finance.

7. To enable them to understand the impact of new economic reforms initiated in Indiaand their implications to the field of education

Course Contents:

UNIT - I Introduction to Economics of Education 13 hours

Why study Economics of Education - Relationship between Economics and Education -

concept and scope of Economics of Education.

Education as Human Capital - Critiques of the concept of Human Capital.

Nature of Micro and Macro Economics - Schools of Economics and their relationship

with Education.

Brief Historical development of Economic thought and its relevance to Education.

Concept of Political Economy of education.

UNIT - II Costs and Benefits of Education 13 hours

2.1 Taxonomy of Economic Costs and Benefits.

2.2 Determinants of Educational Costs.

2.3 Problems in the Measurement of Costs and Benefits in Education.

2.4 Cost-Benefit Analysis in Education.

2.5 Concept of Rate of Returns and Returns to Education.

UNIT - III Economic Development and Efficiency in Education 13 hours

3.1 Concept and Sources of Economic Growth

3.2 Contribution of Education in Economic Growth

3.3 Contemporary Perspectives on Human Development

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3.4 Input-Output Relationships and Internal and External Efficiency in Education

3.5 Basic concepts and measurements in National Income Accounting.

UNIT - IV Educational Policy, Planning and Finance 13 hours

4.1Assumptions and issues in designing educational policy with special emphasis ondesigning education policy using economics.

4.2Nature, Importance and Bases of Educational Planning - Different approaches inEducational Planning - Relationships of Policy-making and Planning.

4.3Principles and basic concepts in educational Finance - Equity consideration inFinance of Education.

4.4 National and State Budgets, critical appraisal of Allocation of Finances for Education

4.5 Critical appraisal of Educational Policies, Planning and Finance in Contemporary

India.

UNIT - V Economic Reforms and Education 13 hours

5.1Relationship between Poverty, Schooling and Education5.2Understanding Market and Marketization of education Relationship between Market

and Education

5.3Privatization of State Education - Public - Private partnership in education5.4Globalization and Education - Role of International Institutions: IMF, WB & WTO5.5Economic Liberalization Policies in India and their impact on Education.

References:

1. Blaug Mark: Economics of Education, Penguin, London (1970).2. Cohn E.: Economics of Education, Lexington MassD.C. Heath Company. (1972)3. Hedge O., Economic of Education, Himalaya Publishers New Delhi.4. Jandhyala B.G. Tilak, Economics of Inequality in Education., Sage Publications, New Delhi

(1985)5. Panchamukhi: Research in Economics of Education, Fifth Survey of Educational Research 1988-

92: Trend Reports Vol I, New Delhi, NCERT.6. Reddy Shiva B, Education and Rural Development in India, UNESCO: International Institute of

Educational Planning, Paris (2000)7. Sacharopoulos George P & Woodhall M.: Education for Development, New York Oxford

University Press. (1985)8. Thurow Laster C.: Investment in Human Capital, Belmont: Wadswarth Publishing Co. (1970)9. John Vaizey, Economics of Education10.NCERT, Pandit Ed11.Economics of Education Vol I & IIM. Blaug, Pengiun, London12.EducationMan powerEconomic growthHorbison and Mayer13.Economics of Education, John Sheeham14.Investment in Education, V.K.R.V. Rao

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M.Ed. Syllabus (Second Semester)ED-202: PaperII

SPECIAL EDUCATION


Objectives:

1. To enable studentteachers to define and explain special education and its scope.2. To demonstrate understanding of educational needs and educational provisions of

children with special needs.

3. To demonstrate various educational service delivery models for education of childrenwith special needs.

4. Understand and acquaint the National and International mandates, acts and policiesfor special education and rehabilitation.

5. Demonstrate competency in creating awareness on children with special needs amongadministrators, educational functionaries, policy makers, teachers, parents and general

public.

UNIT- I Nature and Scope of Special Education

13 hours

1.1. Concept and definition of exceptionality, (Positive and negative deviations),impairment, disability, and handicap.

1.2. Scope and objectives of special education1.3. Historical perspectives of special education1.4. Special education in India1.5. Research in special education (identification of research areas in special education)UNIT-II Overview of Different Disabilities

13 hours

Definition, nature, characteristics, identification and educational provisions for the

following:

2.1 Visual impairmentblindness, low-vision2.2 Hearing impairment, speech and language impairments2.3 Loco-motor disabilities2.4 Mental retardation2.5

a. Specific learning disabilitiesb. Autism

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c. Behavioural and emotional disordersd. Socially disadvantaged

Educational needs and arrangements for the following:

2.6 Under achievement2.7 Gifteddefinition, characteristics, identification and educational provisions

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UNIT-III Educational Service Delivery Models 13 hours

3.1 Special educational services pre-school to post school programmes

3.2 Special and integrated schools

3.3 Models of educational servicesDenos Cascade

3.4 Alternative educational models home based, center based home instructions,community based, itinerant teaching, eclectic model of education.

3.5 Concept, definition, meaning and practice of inclusive education.

UNIT- IV Policy and Legislation to Special Education and

Rehabilitation 13 hours

4.1International mandatesSalamanca convention, Biwako millennium framework, UNresolution, International year of the disabled persons, Asia Pacific decade of disabled

persons.

4.2 National legislation, Persons with Disability Act. (1995) Rehabilitation Council of

India (1992), National Trust Act. (1999).

4.3 National policy on education (1986) with special reference to POA and updates

4.4 Government schemes and provisions

4.5 Role of various Ministries, Government Departments, National Councils, National

Institutes and NGOs

UNIT-V Creation of Awareness about Children with

Special Needs and their Education

13 hours5.1 Creation of awarenesspurpose, modeslectures, discussion, audiovisual, role-play

posters, puppet show, dramatization, street play, music and mass media.

5.2 Development of material for creation of awareness for administrators, policy makers

and significant persons in the community.

5.3 Development of material for creation of awareness for teachers.

5.4 Development of material for creation of awareness for parents of children with and

without disability.

5.5 Development of material for creation of awareness for general public.

References:

1. Alnscow, M. (1994)Special Needs and the Classroom, UNESCO Publishing.2. Anupriya Chadha (2002) A Guide to Educating Children with Learning Disabilities, Vikas

Publishing House, Pvt. Ltd. New Delhi.3. Berdina, W.H. (1985) An Introduction to Special Education, Boston, Harper Collins

Publishers.4. Hallahan Daniel, P. and Kauffman, J.M. (1992)Exceptional ChildrenIntroduction to Special

Education, Prentice hall, INC New Jersey.5. Henley Martin. (1993) Characteristics of and strategies for Teaching Students with Mild

Disabilities, Massachusetts: Allyn & Bacon.

6. Heward, W. L. (1988)Exceptional children, Merril Publishing Co. Chicago.7. Kirk, Gallagher and Anastasian. (1993) Educating Exceptional Children, Haughton Co.Boston.

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8. Learner, J. (1985) - Learning Disability, Haughton, Mifflin Co. Boston.9. Nind, M. (2003)Inclusive Education diverse Perspective, David Fulton Publication, London.10. Onita Nakra (1996)Children with Learning Difficulties, Allied Publishers Ltd. New Delhi.11. Panda K.C. (2002)Education of Exceptional children, Vikas Publishing House Pvt. Ltd. New

Delhi.12. Paul, J. Churton, M. Mosse, W.C. et al. (1977) Special Education Practice, Brooks/Cole

Publishing Company.13. Peterson, J. (2003) Inclusive Teaching Creative Effective Schools for all Learners, Allan &

Bacon, Boston.

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M.Ed. Syllabus (Second Semester)ED-203: PaperIII

EDUCATIONAL MANAGEMENT & ADMINISTRATION


Objectives:

1. To enable students to understand the basic concepts of educational management.2. To enable students to acquire necessary knowledge and expertise of the principles and

procedures of educational management.

3. To develop an understanding of the importance and techniques of personnelmanagement.

4. To enable students to understand the need for quality management in education.5. To enable them to understand contemporary developments in educational

management.

Course Content:

Unit I Fundamentals of Educational Management and Administration 13 hours

1.1 Meaning and scope of educational management.

1.2 Objectives of educational management.

1.3 Principles of educational management.

1.4 Historical perspective of the growth of educational management.

Unit II Organisational Behaviour and PersonnelManagement in Education 13 hours

2.1 Concept of organisational structure, behaviour, culture, change and climate, job

satisfaction, motivation and its implication for educational managers.

2.2 Personnel managementConcept, scope and problems of personnel

management.

2.3 Manpower planningRecruitment, and selection practices, team building.

2.4 Leadership and personnel management, decision making and redressal of

grievances.

Unit III Quality Management and Assessment in

Education 13 hours

3.1 Concept of total quality management in education.

3.2 Planning and implementing total quality management.

3.3 Quality assessment in educationRole of NAAC, performance appraisal.

3.4 Human resource development.

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Unit IV Financial Management for Educational

Development 13 hours

4.1 Meaning, nature and scope of financial administration.

Allocation of finances for educational development, plan and non-plan expenditure.4.3 Mobilisation of financial resources for educational development.

4.4 Application of modern management techniques for improving the financial system.

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Unit V Contemporary Issues in Educational Management 13 hours

Educational management at various levelspre primary to university

administration, autonomy in Higher education.

Role of the United Nations system in the promotion of education with special

reference to India.5.3 Challenges of educational management.

5.4 In-service educationNeed and strategies for continuing professional development.

References

1. L.D.Gupta, "Educational Administration", Oxford and IBH Publishing Co. Pvt.Ltd., 19872. Prof. Menbata Talesha, Prof. Satya Pal Ruhela, Dr. M. L. Nagda "Educational Management

Innovative Global Pattern" Regency Pub. New Delhi-110008, 19973. S.R.Vashist "History of Educational Administration", Anmol Publications Pvt. Ltd. New

Delhi, 1994.4. S.L.Goel & Aruna Goel "Educational Policy & Administration", Deep & Deep Publications,

1994.5. Nanita Roy Choudhari "Management in Education", A.P.H. Publishing Company, 2000.6. I.V.Chalapathi Rao "College Teachers and Administrators a handbook" Booklinks

Corporation, Naryanguda,Hyd. 1992.7. S.L.Goel & Salini Rajnesh "Management Techniques Principles and Practices" Deep & Deep

Publishers New Delhi. 2001.8. R.N.Chturvedi "The Administration of Higher Education in India" Print well Publishers

Jaipur, 1989.9. Ostrander R.H. Dethy R.C. "A Valves approach to Educational Administration" American

Book Company1968.

10.Owers. R.G. "Organisational Behaviour in Schools" Prfactice Hall, Inc. 1970.11.Bhatnagar R.P. AggarWAL.v. "educational Administration" International Publishing House1986.

12.Mathur S.S. "Educational Administration" Principles and Practices, Krishna Brothers.13.Bhatt B.D. and SDR Sharma "Educational Administration" Karishkar Pub.House, New Delhi

1992.14.Romesh vermin "Educational Administration" Anmol Publications Pvt.Ltd. New Delhi 2005.15.S.L.Goel "Management in Education" A.P.H. Publishing Corporation New Delhi 2001.16.Chalam.K.S. "Educational Policy for Human Resources Development, 1993.17.University News "A weekly Journal of Higher Education.18.P.C.Tripathi & P.N. Reddy "Principles of Management" Tata McGrow-Hill Publishing

Company Limited. New Delhi. 1995.

19.S.L.Goel & Shalini Rajneesh "Management Techniques - Principles and Practices" Deep andDeep Publications Pvt. Ltd. New Delhi.20.R.N.Chaturvedi "The Administration of Higher Education in India" Printwell Publishers

(Jaipur) 1989.

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M.Ed. Syllabus (Second Semester)ED-204: PaperIV

CURRICULUM DEVELOPMENT


Objectives:

1. To develop a broad perspective on Curriculum Development.2. To develop an insight into the history of Curriculum Development from both eastern

and western connotation.

3. To develop understanding about the importance of knowledge, philosophical,psychological and Sociological bases for Curriculum Development.

4. To know about the various processes involved in Curriculum Development.5. To develop the understanding about the necessity of curriculum evaluation and

curriculum change.

6. To develop a futuristic vision about devising new curriculum designs.Course content:

UNIT-I An introduction to Curriculum

13 hours

Nature and meaning of curriculum.

A brief note on Indian and Western history of curriculum

Stages of curriculum development.Theory building in curriculum.

UNIT-II: Bases of Curriculum Development

13 hours

2.1Philosophical BasesImplications of educational philosophies to curriculumdevelopment: perrenialism, essentialism, progressivism and reconstructionism.

2.2Sociological BasesAnalysis of society, culture & school and their implications toCurriculum development.

2.3Psychological BasesImplications of Behavioristic, cognitive and phenomenologicaltheories to curriculum development.

UNIT-III: Curriculum Process

13 hours

3.1Perspectives on classification of objectives: Bloom, Krathwohl,3.2Selection of curricular & learning experiences3.3Principles of curriculum organization.3.4

Patterns of curriculum organization- Subject-centered, Broad field, core-curriculumexperience-centered curriculum.

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UNIT-IV: Curriculum Evaluation 13 hours

4.1Definition & Meaning of curriculum evaluation.4.2Nature of curriculum evaluation.4.3Approaches to curriculum evaluation.4.4Diagnosis in Curriculum development.

UNIT-V: Curriculum change & Future

13 hours

5.1Meaning & need for curriculum change.5.2 Factors affecting curriculum change.

5.3 Strategies for curriculum change.

5.4 Curriculum Planning and the future.

References:

1. Alberty and Alberty: Reorganising high school curriculum.2. Daniel Tanner, Lawel N.Tannor (1975) Curriculum Development theory into practice, Mac

millan Publishing co.Inc. New York.3. Lawell Keith, Paul Blare, Sidney Tied (1968) Contemporary curriculum in the elementary

sshool.4. Ornstein Allen C. and Hunkins Francis Principal: Curriculum Foundations, principles and

Issues, Year publisher.5. Saylor Galen J.Levis Arthur J., Alexandar Millian,M. Curriculum Planning for better future

teaching and learning, Library of congress cataloguing in Publication Data (1981).6. Taba Hilda : Curriculum Development, Theory and Practice Harcourt Brace and World Inc.

(1962).

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M.Ed. Syllabus (Second Semester)

ED-205: Special paper: PaperV: (A)

GUIDANCE & COUNSELLING(Number of instructional days = 65)

Objectives:

1. To help student teachers understand the meaning, nature, scope and process ofguidance and counseling.

2. To help them to extend guidance services in the educational, vocational and personalareas of life.

3. To acquaint them with an understanding in the organization of guidance programmes.4. To study the role and functions of various agencies of guidance.5. To make students get acquaint with the different tools and techniques of guidance6. To help them diagnose the problems of children and to extend guidance and

counseling service to them.

7. To get work experience working with agencies like clinical settings, counselingcentre, crisis intervention agency and special education institutions.

8. To understand the role of various agencies of guidanceUNITI Nature and Scope of Guidance and Counselling

13 hours

1.1 Concept, need, scope, significance and principles of guidance

1.2 Guidance and classroom learning and role of teacher in guidance

1.3 Concept, nature and principles of counseling

1.4 Counseling approachesdirective and nondirective, group vs. individual counselling

1.5 Characteristics of good counselor and counseling

UNITII Types of Guidance in Schools13 hours

2.1 Types of guidanceeducational, vocational and personal2.2 Educational guidance

a. Nature of educational guidanceb. Types of students problems which need educational guidancec. Curricular choices and their implications for career guidance

2.3 Vocational guidancea. Nature and scope of vocational guidance

b. Factors affecting vocational choicec. Occupational information in guidance

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d. Approaches to career guidancee. Vocationalization of secondary education and career developmentf. Employment trends and vocational guidance

2.4 Personal guidancea. Nature and scope of personal guidancefamily, health, marital, legal educational,

vocational etc.b. Behavioural problems in students at various stages of school and role of personal

guidance

c. Role of counseling in personal guidance.2.5 Guidance of Special Needs Children

a. Problems of special needs children and girl child.b. Guidance and counseling with special reference to academically backward

child, girl child and role of teacher.

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UNIT-III Organization of Guidance Programme

13 hours

3.1 Principles of organization of guidance programme3.2 Various types of guidance services3.3 Personnel in the guidance programme (counselor, career master and teacher)3.4 Group guidance, individual inventory service and information orientation services,

placement and follow up service.

3.5 Evaluation of guidance programme.UNIT - IV Tools and Techniques in Guidance Services 13 hours

4.1Role of Personality assessment in guidance and counseling services.4.2Non-standardized tools / techniques of guidance (students shall acquaint with the

tools / techniques and will administer each one of these tools / techniques)

a) Questionnaire b) Sociometry c) Rating scaled) Case study e) Cumulative record and d) interview.

4.3Standardized tools of guidance (students shall acquire with the tools and willadminister each one of these tools)

a) Aptitude test b) Achievement test c) Interest inventory d) Personality tests

4.4Non-standardized and standardized tests: its role in development of students profile.4.5Developing students profile and helping them to provide guidance.

UNIT - V Field visit - Hands on experience 13 hours

5.1Visiting any one of the guiding/counseling center i.e. counseling clinic, mental healthclinic, crisis interventio

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