SWAMI RAMANAND TEERTH MARATHWADA UNIVERSITY, NANDED STRUCTURE AND SYLLABUS. For award of degree. Master of Education (M.Ed.) For Affiliated Colleges

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1 SWAMI RAMANAND TEERTH MARATHWADA UNIVERSITY, NANDED STRUCTURE AND SYLLABUS For award of degree Master of Education (M.Ed.) For Affiliated Colleges Subject to revise from time to time

2 Introduction: Education has vital responsibility in building emerging society and to locate an individual in it as a constructive, accountable, progressive citizen. In this regard teacher education programs at various levels must be moulded in new fashion relevant to the modern context. Swami Ramanand Teerth Marathwada University, Nanded through its Faculty of Education locating reforms in to practice by modification and updating curriculum. This particular revised syllabus is subjected for post graduate course Master of Education (M.Ed.) in the Faculty of Education from academic year It will have good prospectus in teacher Education institutions and other Educational organizations. Course structure and syllabus for this is formed with following objectives. The General Objectives of M.Ed.(Education) Course are as 1. To prepare professional personnel required for staffing of the Colleges of Education. 2. To prepare administrators and supervisors for schools and for positions of responsibilities in the Education Department at Institutions engaged in Educational Research and Educational planning. 3. To prepare personnel for various educational services. 4. To enable to understand, analyse, evaluate Philosophical, Social, Economic, Cultural, Psychological concern of Education. Duration of the Course The duration of the course shall be one academic year. Eligibility for Admissions: a. A candidate, who has passed the B.Ed., Examination of this University or any other University recognized as equivalent there to shall be eligible for admission to the course, provided he/she has secured at least 50% of the marks in the theory part. In the case of SC/ST students this percentage of marks shall be at least 45%. b. Provisional admission of candidates shall be given based on the criteria and the guidelines issued by the university in this respect from time to time c. The reservations will be given as per the policy and guidelines prescribed by University and government, subject to revision by the university from time to time. Medium:

3 a. Medium of Instruction: - The medium of instruction for this course will be Marathi or Hindi or English. Concerned department can make arrangement and is permitted to do so by the University. b. Medium of Dissertation: - The students, with preceding permission, have option of medium for the submission of the dissertation as Marathi, English or Hindi irrespective of the medium of Instruction, but not different from the medium of the Examination. c. Medium of Examination:-The medium of the Examination shall be Marathi or Hindi or English. Attendance a. A candidate desiring to appear for the M.Ed. examination must attend the College recognized for this purpose. b. In each semester in each paper/practical/ activities/seminar a student should put-in at least a minimum 75% attendance, subject to the general provisions existing in the University for condo nation of attendance, provided a student who falls short of the required minimum of attendance in the first or second semester shall make good the same in the next year I semester and II semester term as the case may be. c. Student shall attend the lectures and undertake activities (Components under each Head) of the course in each semester as prescribed by the University. d. In case a student remains absent for a particular component he/she will have to make good the same in subsequent year. Course Structure:

4 Course composed of Compulsory papers, elective papers, Practical work, Dissertation work etc. It is framed with credit system where 01 credit is of 25 marks. Credits M.Ed. course structure (CBCS) : Credits Total Internal External Credits Compulsory papers Philosophical and Sociological Foundation EDU-101 of Education EDU-102 Psychological Foundation of Education EDU-103 Research Methods in Education Electives offered ( any two can be opted) EDU-105 Teacher Education EDU-106 Special Education EDU-107 Educational Technology EDU-108 Educational Measurement & Evaluation Theory Part total ( It include Field work Lesson, Practical work Observation, Seminar etc.) Dissertation Viva voce Total Credits 2 2 Practical work part Total Theory + Practical work Scheme of Examination The examination for the degree of M.Ed. course shall be by both External & Internal modes. External exam shall be arranged by University. Internal assessment is to be followed by own mechanism of college. External referee for viva voce will be appointed by University.

5 The distribution of marks for each theory paper of 4 credits at term end examination and for continuous internal assessment for allotment of credits, as approved by the Faculty shall be as followsexternal examination 100 marks Internal Assessment Two tests (15 marks each) 30 Home Assignment/ Tutorial (one) 20 Total 150 marks The practical work consisting seminar, field work, lesson observation, internship shall be compulsory and of 12 credits (300marks). The dissertation shall be compulsory and of 4 credits (100 marks) with 2 credits (50 marks) for viva voce.

6 Paper Pattern: Faculty of Education M.Ed. (CBCS) Marks: 100 Time: 3 Hours NB. 1. Question no. 1 is compulsory 2. Off the remaining solve any four 3. All questions carry equal marks Question Marks No. Q.1 20 Q2. Q.3 Q.4 Q Q.6 Q Q Instruction Level of question Analysis, Critical understanding, Evaluative Write Short notes on ( any Two) A) B) C) D) Long question (Discuss, Evaluate, Comment, justify Analysis and etc.) Application Write Short notes on ( any two) A) B) C) D) Long question (Discuss, Evaluate, Comment, justify etc. ) Analysis, Critical understanding, Evaluative Write Short notes on ( any four) a) b) c) d) e) Understanding Analysis and Application

7 PAPER I : PHILOSOPHICAL AND SOCIAL FOUNDATIONS OF EDUCATION (Marks: 150, External Assessment: 04 credits, Internal Credits: 02 ) Part I: Philosophical Foundation COURSE OBJECTIVES The Philosophical component of this (foundation) core paper for a post-graduate course in education (Professional) aims at developing the following competencies amongst the scholars. 1. Understanding the nature and functions of philosophy of education. 2. Logical analysis, interpretation and synthesis of various concepts, proposition and philosophical assumptions about educational phenomena. 3. Understanding and use of philosophical methods in studying educational data. 4. Critical appraisal of contributions made to education by prominent educational thinkers Indian and Western. COURSE CONTENTS UNIT I Philosophy of Education: Its nature Directive Doctrine; a Liberal Discipline; an activity. Its Function Speculative, Normative, Analytical. UNIT II Metaphysical Problem and Education related to Nature, Man and Society. Impact of Philosophical suppositions on education made by Idealism, Realism, Pragmatism, Existentialism, Vedanta (Advaita & Veshistadvaita only), Sankhya, School of thought. UNIT III. Epistemology and Education : Knowledge; methods of acquiring valid knowledge with

8 specific reference to Analytic philosophy, Dialectical approach, Scientific Inquiry, Nyâya, Yoga. UNIT IV Axiology and Education: Critical appreciation of the contribution made by Buddhism, Jainism, Bhagavad gita and Islam to education in terms of value formulation. UNIT V Educational Thoughts: Contribution to educational thought and practice made by great Thinkers (master minds) and their critical appreciation with specific reference to their views on a) Concept of man and the process of development, and b) Socio cultural scenario, a global perspective. The thinkers: Plato, Kant, Dewey, R.S. Peters, Gandhi, Tagore, Sri Aurobindo COURSE OBJECTIVES 1. To enable the student to understand concept and process of social organization, social stratification and institution 2. To enable the student to understand relationship, between culture, society and education 3. To enable the student to know issues of equality, excellence and inequalities in education. COURSE CONTENTS UNIT I Concept and nature of sociology of Education, Difference between sociology of education and Educational Sociology; Social organization; social groups; social stratification; factors influencing social change Social organization, characteristics of social organisation; institutions, attitude and values. UNIT II Culture meaning and nature of Culture, Role of education in cultural context; Education and cultural change.

9 UNIT III Education and Society Education as a social system, as a socialization process and a process of social progress and change. UNIT IV Issues of equality of educational opportunity and excellence in education. Equality vs. equity in education; Inequalities in Indian social system with special reference to social disadvantages, gender and habitations, need measures to address them. UNIT V Education and Democracy, Constitutional provisions for education; Nationalism and Education; Education for national integration and International understanding.

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11 PAPER II : PSYCHOLOGICAL FOUNDATIONS OF EDUCATION (Marks: 150, External Assessment: 04 credits, Internal Credits: 02 ) COURSE OBJECTIVES 1. To enable the student to understand concepts and principles of Educational Psychology as an applied science. 2. To enable the leaner to understand implications of psychological theories for education. 3. To acquaint the learner with the process of development and assessment of various abilities and traits COURSE CONTENTS UNIT I Educational Psychology: Concept, concerns and scope of educational psychology, contribution of psychology to education UNIT II Human Development : Concept, principles, sequential stages of development; factors influencing development and their relative role; general characteristics and problems of each stage. Theories of Piaget and Bruner major concepts and stages and implications for education. Indian theory of Psychological Development. UNIT III Learning : Concept, kinds, levels of learning various view points on learning, Gagne s conditions of learning; cognitive view point and information processing; issues related to learning, Educational implications of the view points on learning.

12 UNIT IV Group Dynamics: Group process, interpersonal relations, sociometric grouping, Social emotional climate of the classroom and influence of teacher characteristics. UNIT V Individual Difference: Concept of intra and inter differences: a) Intelligence and cognitive abilities, identification fostering b) Creativity Nature, Process, Identification, fostering and guiding creative children. c) Interests, attitude and values d) Adjustment of teaching learning process to suit individual differences learning styles and teaching strategies. UNIT VI Personality: Concept, development, structure and dynamics of personality Theories of Personality Allport, Eysenck; Psychoanalytic approach of Freud, Erickson; Behavioural approach Miller, Dollard and Bandura; Humanistic approach Roger, Maslow. Indian Theories: Vedic, Buddhist, Rabindernath Tagore Mahatma Gandhi, J.Krishnamurti and Sri Aurobindo UNIT VII Assessment of Personality Techniques a) Personality inventories rating scales b) Projective techniques: Rorschach, TAT

13 UNIT VIII Adjustment and Mental Health a) Concept, mechanism of adjustment defense; escape, withdrawal, compensatory. b) Introduction to common forms of neuroses, psychosis and somatic disorders c) Principles of mental hygiene preventive, constructive, curative measures, d) Implications for education SRTMN M.Ed. Syllabus:

14 PAPER III: METHODOLOGY OF EDUCATIONAL RESEARCH (Marks: 150, External Assessment: 04 credits, Internal Credits: 02) Part I : Methods of Educational Research COURSE OBJECTIVES To enable the students to understand : 1. The meaning of scientific method, scientific inquiry, Paradigm, theory and this implications for educational research. 2. The characteristics of philosophical, psychological and sociological researches in education. 3. The different strategies of educational research. 4. The techniques of developing a research proposal. 5. The meaning and techniques of sampling 6. The various types of tools of data collection. COURSE CONTENTS UNIT I Nature of Research, knowledge and Inquiry. Scientific inquiry, scientific method, nature and sources of knowledge. Paradigm, theory, model and approach; positivist and non-positivist (humanities) paradigms and their implications for educational research. UNIT II Philosophical, psychological and sociological orientation in educational research. Interdisciplinarity in educational research and its implications. UNIT III Methods of Educational Research Experimental; Normative Survey; Historical Case Study; Development; Ethnographic; Documentary-analysis. Evaluative Research and Action Research

15 UNIT IV Developing a Research Proposal Problem and its sources; Selection and Definition of problem..objectives primary, secondary and concomitant Hypothesis nature, definition, types, sources, characteristics of a good hypothesis; directional and non-directional hypothesis. UNIT V Sampling Unit of sampling, population; techniques (a) probability sampling techniques & (b) nonprobability sampling techniques. Characteristics of a good sample Sampling errors and how to reduce them. Tables of Random Numbers; types; how to use them. UNIT VI Tools and techniques of data collection Observation; Interview; Sociometric techniques. Questionnaire, Rating scales; Interview schedules Attitude scales etc. Reliability and validity of various tools and techniques. UNIT VII Validity and Limitations of findings; factors influencing validity of research; internal vs. external validity; how to increase validity of research findings. UNIT VIII Evaluation of Research : Criteria and types and types of research. Part II : Methods of Data Analysis UNIT I Nature of educational data : Quantitative and Qualitative. UNIT II Qualitative data : its analysis with emphasis on content analysis; analysis of interviewbased data and observation based data.

16 UNIT III Quantitative data : Scales of measurement : nominal, ordinal, internal, Ratio. UNIT IV Organization and representation : Frequency distribution. Frequency polygon, Histogram, Ogive, Smoothed frequency curve. UNIT V Concept, calculation and uses of : Measures of central tendencies, a) Measures of variability. b) Percentiles and Percentile Ranks. c) Correlations, Regression equations UNIT VI Properties and uses of normal distribution UNIT VII Inferential statistical methods a) Standard errors, confidence limits b) Hypothesis testing Difference between means, correlations. c) Cross breaks (Chi-square) SRTMN M.Ed. Syllabus:

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18 ELECTIVE PAPER A. TEACHER EDUCATION (Marks: 150, External Assessment: 04 credits, Internal Credits: 02) COURSE OBJECTIVES To enable the students to understand about the 1. Concept, aims and scope of teacher education in India with its historical perspectives. 2. Development of teacher education curriculum in India. 3. Different competencies essential for a teacher for effective transaction. 4. Teaching models concept & process. 5. Teaching skills. 6. Various aspects of supervision and feedback. COURSE CONTENTS PART A 1. Teacher Education concept, aims and scope; 2. Teacher Education in a changing society : A brief review of historical perspective of the development of teacher. Education in India ancient, medieval and British and during Postindependence period. 3. Teacher Education Curriculum at different stages : Approaches to Teacher Education consecutive and integrated. 4. A critical appraisal of the present system of teacher education in India a study of the various recommendations of commissions and committees in the post independence era. 5. Qualities of a good teacher cognitive, affective and psychomotor skills. 6. Competency-based teacher educations : Quality assurance in teacher education.

19 PART B 1. Principles of Teaching; methods of teaching school subjects. 2. The Teaching Models Concept Attainment Model, Inquiry Training Model Problem Solving Model and Inductive Thinking Model. 3. Organization of Practice Teaching for developing an effective teacher Block and Intermittent practice teaching internship its organization and problems. 4. Supervision of practice lessons : observation and assessment; feed back to student teacher concept and types SRTMN M.Ed. Syllabus:

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21 B. SPECIAL EDUCATION (Marks: 150, External Assessment: 04 credits, Internal Credits: 02) COURSE OBJECTIVES To make the students : 1. Know about the meaning and scope of special education in India. 2. Understand the various suggestions given by different recent commissions of education of children with special needs for realising the concept of Universalisation of education. 3. Grasp about the meaning, specific characteristics and modalities of identification of various types of (students who are different then majoriy or are) exceptional learners. 4. Understand various educational intervention programmes for meeting the needs of exceptional learners. COURSE CONTENTS Meaning and scope of special Education. A brief history of Special Education. Scope of special education in India. Government policies and legislations. Administration of special education. Characteristics, education and placement of the following types of special children : Meaning of universalisation of education as per constitutional provision as well as state-wise allotment; - recommendations given in NPE 1986, POA 1992, and PWD (Persons with disability Act) 1995; National Institutes of Handicapped and the role of Rehabilitation council of India. Exceptional learners learners who are mentally handicapped, visually impaired, hearing impaired, locommotor impaired, suffering with learning difficulties, and gifted the meaning and salient characteristics of learners of each category in a manner that paves way for early and easy identification.

22 Meaning of an educational intervention nature and objectives of special schools; concept of main streaming; integrated schools and support services provided within them viz. Resources room, resource teacher, counselor etc.; concept of remedial teaching (specially for learning disables children); role of other (peer) members of the school (children as well as teachers); family of the concerned child and the community in educating the child who is an exceptional one. Characteristics, prevention, educational programs and placement of the following types of special children : Mentally Retarded (MR), With Learning Disabilities, Emotionally disturbed, With Speech and Language Disorders, Visually impaired, With Hearing Impairment Creative Gifted (Definition, types, causes, psychological and behavioural characteristics and education) Recommended Reference books : 1. Poremba, C. The adolescent and young adult with learning disabilities what are his needs? What are the needs of those abilities of children and youth. Tuisa The Association for Children with Learning Disabilities, 1967 pp Byrne, M., Shervanian, C., Introduction to Communicative Disorders. New York Harper & Row, 1977.

23 3. Mani, M.N.G., Techniques of teaching blind children, New Delhi Sterling Publishers, Jangira, N.K., & Mani, M.N.G., Integrated Education of the visually Handicapped, Management Perspectives. Gurgaon Academic Press, Harely, R.K., and Lawrence, G.A., Visual Impairment in the Schools. Springfield, IL Charles 6. Davis, (Ed.) Our forgotten children Hard-of hearing pupils in the schools. Minneapolis National Support Systems Project Overton, T. (1992). Assessment in Special Education An Applied Approach. New York McMillan. 8. Panda, K.C. (1997). Education of Exceptional Children. New Delhi Vikas Publications. 9. Subba Rao, T.A. (1992). Manual on Developing Communication Skills in Mentally Retarded Persons, NIMH, Secunderabad. 10. Van Riper, C.A. and Emerick. L. (1990), Speech Correction-An introduction to speech pathology and Audiology. Eighth Edition, Prentice Hall. 11. Taylor, R.L. (1993). Assessment of Exceptional Students Educational and Psychological Procedures. Boston Allyn Bacon.

24 C. EDUCATIONAL TECHNOLOGY (Marks: 150, External Assessment: 04 credits, Internal Credits: 02) COURSE OBJECTIVES 1. To enable the students teacher to understand about the meaning, nature and scope and significance of E.T. and its important components in terms of Hardware and Software. 2. To help the students teachers to distinguish between communication and instruction so that they can develop and design a sound instructional system. 3. To acquaint students teachers with levels, strategies and models of teaching for future improvement. 4. To enable the students teachers to understand about the importance of programmed instructions and researches in E.T. 5. To acquaint the student teachers with emerging trends in ET along with the resource centres of ET. UNIT I Concept of Educational Technology Meaning, Nature, Scope and significance of ET. Components of ET : Software, hardware. Educational technology and instructional technology. UNIT II Communication and Instruction : Theory, Concept, Nature, Process, Components Types, Classroom Communication,

25 Mass media approach in Educational Technology. Designing Instructional System : Formulation of instructional objectives task analysis designing of instructional strategies such as lecture, team teaching discussion, seminar and tutorials. UNIT III Teaching levels, Strategies & Models : Memory, Understanding and Reflective levels of teaching. Teaching strategies : Meaning, Nature, Functions and Types Models of teaching : Meaning, Nature, Fuctions and Types (Psychological Models and Modern Models of Teaching). Modification of teaching behaviour : Micro teaching, Flander s Interaction Analysis, Simulation. UNIT IV Programmed instruction (linear/branching model) - Origin and types linear and branching. Development of the progarmmed instruction material teaching machines Computer Assisted Instruction Researches in Educational Technology Future priorities in Educational Technology

26 UNIT V Educational technology in formal, non-formal and Informal Education, Distance Education, Open Learning Systems and Educational Technology. Emerging trends in Educational Technology, Videotape, Radio-vision, Teleconferencing, CCTV, CAI, INSAT Problems of New Technologies. Evaluation and Educational Technology. Resource Centres for Educational Technology, CIET, UGG, IGNOU, NOS, State ET Cells, AVRC, EMRC, NIST etc. their activity for the improvement of SRTMN M.Ed. Syllabus:

27 D. EDUCATIONAL MEASUREMENT & EVALUATION (Marks: 150, External Assessment: 04 credits, Internal Credits: 02 ) COURSES OBJECTIVES 1. To acquaint the student with the basic concepts and practices adopted in educational measurement and educational evaluation. 2. To help the student understand relationship between measurement and evaluation in education and the existing models of evaluation. 3. To orient the student with tools and techniques of measurement and evaluation. 4. To develop skills and competencies in constructing and standarizing a test. 5. To make the students understand how various requirements of education are measured evaluated interpreted and their results are recorded to help learners. UNIT I The Measurement and evaluation process : Concept, scope and need, Taxonomies of educational objectives, Norm-referenced and criterion-referenced measurement Evaluation : Functions of evaluation, and the basic principles of evaluation. UNIT II Models in Educational Evaluation : 3D Model, Total Teflection Model & Individual Judgment Model. Evaluation and Curriculum Interrelationship between measurement and evaluation in education UNIT III Tools of Measurement and Evaluation Subjective and objective tools essay test, objectives test, scales, questionnaires, schedules, inventories, performance tests. UNIT IV Test Construction : General principles of test construction and its standardization Writing test items objective type, essay type and interpretive type.

28 Item analysis procedures for norm-referenced and criterion referenced mastery tests. Basic characteristics of good measuring instruments : Validity, Objectivity, Reliability, Usability and Norms : Types, Ways of determination; importance and application Standardization of measuring instruments. Item analysis. Test Standardization norm referrenced and criterion referenced tests, scaling standard scores, T-scores & Cscores. Steps involved in standardising a Test. UNIT V Measurement of Achievement, Aptitudes, Intelligence, Attitudes, Interest, Skills. Interpretation of the above test-scores and methods of feed back to students New trends in evaluation viz. : Grading Semester system Continuos Internal Assessment Question Bank Use of Computers in Evaluation. SRTMN M.Ed. Syllabus:

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