ADVANCED EDUCATIONAL PSYCHOLOGY-I (403101)

ADVANCED EDUCATIONAL PSYCHOLOGY-I (403101) (Credits:5) L T P 5 0 0 Instructions for Paper Setter: There are four Sections A, B, C, D are given. The examiner will set two questions with alternative choice w.r.t. unit I, II, III, IV. Each question will carry 10 Marks. Instructions for Candidates: Candidates are required to attempt any five questions. Atleast one question should be attempted from each section A, B, C, D and one question from entire sections. To enable the Students to: Understand the concepts and principles, scope of Educational Psychology. Understand the methods of Educational Psychology. Describe the process of Growth and Development. Understand the meaning and concepts of Individual Differences. Understand the nature, concept, theories of Intelligence. Understand the Relationship between Memory and Forgetting. Understand the meaning, theories and measurement of Personality. Understand the Relationship between Attention & Interest. Unit I 1. Educational Psychology: Meaning, Scope, Relationship of Education & Psychology. 2. Methods of Educational Psychology: a. Experimental b. Clinical c. Differential Unit II 3. Growth & Development: I. Meaning, Principles, Growth & Development during childhood & Adolescence: a. Physical b. Social c. Emotional d. Mental II. Piaget s & Bruner s theories of Cognitive development. 4. Individual Differences: Concept, Role of Heredity & Environment in developing Individual differences. Unit III 5. Intelligence: a. Definitions, Meaning, Nature, Controversies in Intelligence. b. Theories: i. Guilford s Model ii. Cattle s theory iii. Gardener theory

6. Memory and Forgetting and their relationship: Nature, Concept and type. Unit IV 7. Personality: a. Concept, Type & Trait theories: Allport, Bandura. b. Personality Assessment: Subjective & Projective techniques. 8. Attention and interest: a. Nature, Type, Factors. b. Relationship between Attention and interest. Books Recommended: Chouhan, S.S.: Educational Psychology, Vikas publication, Delhi 2002 Mangal,S.K.: Advanced Educational Psychology, Second Edition, Prentice hall of India Private Limited, New Delhi (2004) Meenakshi: Foundation of Educational Psychology, Publication Bureau Punjabi University Patiala (2009) Sharma, R.N. and Sharma, R.K.: Educational Psychology, Atlantic Publisher,2006 Singh, Agayajit: Fundamental principles of Educational Psychology, 21 st Century Publications, Patiala(2009) Sodhi, T.S.: Psychological foundations of Education, 1 st Edition, Bawa Publications, Patiala 2004 Woolf, Anita: Educational Psychology, 9 th Edition, Pearson, New Delhi, 2011

METHODOLOGY OF EDUCATIONAL RESEARCH AND STATISTICS-I (403102) (Credits: 5) L T P 5 0 0 Instructions for Paper Setter: There are four Sections A, B, C, D are given. The examiner will set two questions with alternative choice w.r.t. unit I, II, III, IV. Each question will carry 10 Marks. Instructions for Candidates: Candidates are required to attempt any five questions. Atleast one question should be attempted from each section A, B, C, D and one question from entire sections. To Enable the Students to: Understand the Concepts of Research and Educational Research. Select & define research problem. Understand the review of related literature and its role in Research. Understand the importance and Formulation of Hypothesis. Understand the various research methods. Understand meaning and techniques of Sampling. Compute different types of statistical measures. Understand the concept and Significance and computation of Range, Quartile, Standard deviation and Mean. Understand the concept and Significance of Normal Probability Curve. Unit I 1. Scientific Method, Concept of Research. Educational Research its Meaning, Types and need. 2. Selection of Research Problem, Priority Areas of Educational Research, Identification & statement of Problem, Sources of Problem. Unit II 3. Review of Related Literature: Importance & Various Sources. 4. Hypothesis: Definition, Types, Importance & formulation. Unit III 5. Methods of Research: a. Historical Method b. Descriptive Method c. Experiment Method d. Ex-Post facto Method 6. Sampling: Definition, Concept of Population & Sample Characteristics of a Good Sample, Various Techniques of Sampling i.e. Probability & Non- probability, Sampling Errors i.e. Type - I & Type-II error. Unit IV 7. (a) Measures of Central Tendency: Concept, Characteristics, Computation & Uses of Mean, Median & Mode,

(b) Measures of Dispersion: Concept, Characteristics, Computation & uses of Range, Quartile Deviation, Average Deviation, Standard Deviation & Variance. (c) Normal probability Curve: Significance, Characteristics & Applications. (d) Significance of Mean, Significance of difference between Mean Books Recommended: Best John. W.: Research in Education, Prentice Hall of India Pvt. Ltd. New Delhi 2006 Ferguson, G.: A Statistical Analysis in Psychology & Education, McGraw Hill, New York Howell, D.C.: A Statistical Method for Psychology, Duxbury Press,Belmonte.CA Kaul, lokesh: Methodology of Education Research, Vikas Publishing House, New Delhi Kumar : Research Methodology, Pearson Education, New Delhi,2006 Mangal, S.K.: Statistics in psychology and Education. Paragon, Prints Hall New Delhi India Mohan, R.: Research methods in Education, Neelkamal Publication Pvt. Ltd. New Delhi, 2007 Sidhu, K.S.: Methodology of Education Research, Sterling Publishers Wadhwa, Bhim Sain: Research And Statistics in Education, 1st Edition, 21 st Century Publications, Patiala (2010) Wiersma, William: Research Methods in Education, 7 th Edition, Allyn And Bacon, London (2000)

PHILOSOPHICAL & SOCIOLOGICAL FOUNDATION OF EDUCATION-I (403103) (Credits: 5) L T P 5 0 0 Instructions For Paper Setter: There are four Sections A, B, C, D are given. The examiner will set two questions with alternative choice w.r.t. unit I, II, III, IV. Each question will carry 10 Marks. Instructions For Candidates: Candidates are required to attempt any five questions. Atleast one question should be attempted from each section A, B, C, D and one question from entire section. To enable the Students: To Learn and Understand the meaning and concept of Education. To understand the Aims and functions of Education embodied in the national system of Education in India. To understand the relationship b/w Education & philosophy and implication of philosophy in Education. To understand the nature and Scope of philosophy. To understand the meaning and concept of Sociology. To understand the role of Education for Social change. To understand the meaning and nature of culture and cultural Determinants of Education. To understand Education related to Social Mobility. Unit I Education Aims & Functions: 1. Meaning: Indian and Western concept of Education, Scope of Education, Types of Education Formal, Informal & Non-Formal. 2. Factor deterring aims of Education, Educational aims in modern India with special reference to socio-economic condition of the country. Unit II 3. Functions of Education in human and national life. 4. Relationship between education and philosophy. 5. Philosophy of Education: Nature, Scope and Functions. Unit III 6. Meaning of Sociology, Relation between Education and Sociology. 7. Education for social change, Factors Responsible for social change, Role of education in bringing social change, Education Modernization, Democracy, Socialization of the child. Unit IV 8. Culture: Meaning & Nature a. Role of Education in cultural context. b. Cultural Determinants of Education. c. Education and cultural change. 9. Education as related to social stratification and social mobility.

Books Recommended: Bhatia, Sudha and Sarin, Anupma: philosophical Foundation of Education in India, ABD, Jaipur,2004 Bhatia, K.K: Education in Emerging Indian Society, Tandon publication, Patiala. Chadha, Satish.C.: Philosophical & Sociological Foundation of Education, Raj Printers, Meerut. Chand, Tara : Development of Education System in India, Anmol Publilcations, new Delhi,2006 Nandra, Inderdev Singh: Philosophical and Sociological and Economic bases of Education, 21 st Century Publication, Patiala. Sodhi, T.S., and Suri, Aruna: philosophical & sociological foundation of Education, Bawa Publishers, Patiala. Taneja, V.R.: Educational Thought & practice, sterling Pvt. Ltd., New Delhi.

EDUCATIONAL ADMINISTRATION AND SUPERVISION-I (403104) (Credits: 5) L T P 5 0 0 Instructions For Paper Setter: There are four Sections A, B, C, D are given. The examiner will set two questions with alternative choice w.r.t. unit I, II, III, IV. Each question will carry 10 Marks. Instructions For Candidates: Candidates are required to attempt any five questions. Atleast one question should be attempted from each section A, B, C, D and one question from entire section. To Enable the students: To understand the qualities of supervision. To understand the theoretical background of Educational Management. To understand the purposes and functions of Educational Administration. To understand the need and importance of management and Administration. To understand the Democratic principles of School organization Management and Administration. To understand the meaning and nature of educational Supervision. To understand the Scope of Educational Supervision. To understand the need and importance of Supervision. Unit I 1. Educational Management: Meaning, Nature and Scope. 2. Educational Administration: Purposes and Functions. Difference between general administration and educational administration. Unit II 3. Need and objectives of management and Administration. 4. Democratic principles of School Organization, Management and Administration. Unit III 5. Meaning and Nature of educational supervision 6. Scope of Educational Supervision. Unit IV 7. Aim, need and Importance of Supervision. 8. Qualities of an Ideal Superviser Books Recommended: Adame and Dickey: Basic Principles of Supervision, Euraka Publishing House, New Delhi. Aggarwal, J.C.: Educational Planning, Budgeting and Financing in India, Arya Book Depot. Choudhuri, N.R.: Management in Education, APH Publishing Corporation, New Delhi. Goel, S.L. and Goel, Aruna: Educational Policy and Administration, Deep and Deep Publication.

GURU KASHI UNIVERSITY Khan, Mohds.& Khan, Mohd. Saleem: Educational Administration, Ashish Publilshing house Pvt. Ltd., New Delhi. Mukerjee, S.N.: Administration of Education in India, Acharya Book Depot, Baroda. Sharma, T.R.: Educational Administration in India (Pbi.). Punjabi University Publication. Shukla, P.D.: Administration in Education in India, Vikas Publishing House Pvt. Ltd., New Delhi.

EDUCATIONAL MEASUREMENT AND EVALUATION-I (403105) (Credits: 5) L T P 5 0 0 Instructions For Paper Setter: There are four Sections A, B, C, D are given. The examiner will set two questions with alternative choice w.r.t. unit I, II, III, IV. Each question will carry 10 Marks. Instructions For Candidates: Candidates are required to attempt any five questions. Atleast one question should be attempted from each section A, B, C, D and one question from entire sections. To Enable the student to: Understand the concepts employed for evaluation of pupils. Understand the concept and Computation of Mean, Median, Mode, Standard deviation, Range, Quartile. Understand the concept of Validity and Reliability. Construct objective and essay type items. Understand the Coefficient of correlation by Spearman s method. Understand the importance and use of Normal Probability Curve. Understand the concept of frequency Distribute Curve. Understand the Graphical Representation of data through frequency polygon, histogram, cumulative frequency curve ogive. Unit I 1. Evaluation: Concept of measurement and evaluation, scales of measurement. 2. Educational Statics: Mean, median, mode, range, quartile and standard deviations. Unit II 3. Qualities of a test-reliability, Validity and usability, calculation of reliability and validity. 4. Test Construction - Construction of achievement test using different types of test items. Advantages and Limitation of objective and essay type test. Unit III 5. Co-relation coefficient by spearmen s methods and interpretation, standard score. 6. Normal probability curve- its properties and uses. Unit IV 7. Quantitative measurement and levels of measurement, Frequency distribution. 8. Graphical representation of data through frequency polygon, histogram, cumulative frequency curve, ogive. Books Recommended: Anatasi, A.: Psychological Testing, Pearson Asia Garret, H.E.: Statistics in Psychology and Education, Vakil, Fieffer and Simon. Gronlund, N.E.: Measurement and Evaluation in Teaching, Maxwell McMillan, 1990. Harper and Harper: Preparing Objective Examination, Prentice Hall, India, 1990.

Meenakshi: Modern Trends in Educational Evaluation and Measurement! Arun Publishing House, Chandigarh. Popham, W.J.: Educational Evaluation, Prentice Hall, 1989. Pritam Singh: Handbook of People Evaluation, Allied Publishers, 1989..

COMPUTER APPLICATIONS-I (403106) (Credits: 5) L T P 5 0 0 Instructions For Paper Setter: There are four Sections A, B, C, D are given. The examiner will set two questions with alternative choice w.r.t. unit I, II, III, IV. Each question will carry 10 Marks. Instructions For Candidates: Candidates are required to attempt any five questions. Atleast one question should be attempted from each section A, B, C, D and one question from entire section. COURSE To enable the students: To Learn the History of Computers To learn and understand the number system To understand the meaning and importance of operating system To Differentiate between single user & multi user operating system To Learn about origin of Artificial Intelligence & its applications To Learn about the application of MS Word & M.S. Excel. COURSE CONTENTS: Unit I 1. Computer Basics: History of Computers, Types of Computers, Flow Diagram of Computer 2. Number System: Binary, Decimal, Octal and Hexadecimal. Unit II 3. Operating System: (a) Meaning of Operating System (b) Need of Operating System 4. Types of Operating System-Single User and Multi-User Unit III 5. Artificial Intelligence: (a) Origin of Artificial Intelligence (b) Meaning of Artificial Intelligence 6. (a) Applications of Artificial Intelligence (b) Artificial Intelligence and Education Unit IV 7. Word Processing and its Creation M.S. Word EXCEL. 8. Application and Use of POWER POINT. Books Recommended: Dayal, Dean, Gottfried, D. (1966): Computer Science for Class XI and XII, Outline of Theory and Problems of Programming with BASIC including expanded Micro Computer Basic Section, McGraw Hill Publication, New York. Grover, P. S. (1983): Computer Programming in BASIC, Allied Publishers, New Delhi. Hunt, R. and Shelley, J. (1988): Computers and Common Sense, PHI Publications, Delhi.

GURU KASHI UNIVERSITY Intel (2003): Intel Innovation in Education, Intel, Teach to the Future - Students Work Book. Jain, Jaggi and Raja Raman, V.: Computer Science for Class XII, Fundamentals of Computers. Jain, V.K.: Fundamental of Information Technology and Computer Programming, Kataria Publishers, New Delhi 2004-05 Sharma, L. (2006): Computer Education, Wintech Publications, Ferozepur Cantt. Sinha, Pardeep K. and Sinha Preeti: Computer Fundamentals, BPB Publications, New Delhi.

ADVANCED EDUCATIONAL PSYCHOLOGY-II (403201) (Credits: 5) L T P 5 0 0 Instructions For Paper Setter: There are four Sections A, B, C, D are given. The examiner will set two questions with alternative choice w.r.t. unit I, II, III, IV. Each question will carry 10 Marks. Instructions For Candidates: Candidates are required to attempt any five questions. Atleast one question should be attempted from each section A, B, C, D and one question from entire section. To Enable the students: To understand the meaning and theories of Learning. To explain the concept of Motivation. To understand meaning concept of Adjustment. To explain the concept of Mental Health. To explain the concept of Mentally Retarded children & Gifted children. To understand the concept of Creativity. To understand the meaning, concept of Special education. To understand the meaning, concept of Schools of Psychology towards education. Unit I 1. Learning: Concept, Theories: Pavlov, Skinner & Insight Gagne s hierarchy. 2. Motivation: Concept, Types 3. Strategies & Theories: Froud s achievement motivation, maslow s theory. Unit II 4. Mental Health: Concept, Stress & Coping, Defense Mechanism, Strategies of promoting mental health of students & teachers. 5. Adjustment: Meaning, characteristics, Maladjustment. Unit III 6. Exceptional Children: Gifted, Delinquent, Mentally Handicapped Children their Characteristics, Identification & Education. 7. Creativity: Meaning, Nature and Characteristics of Creativity. Unit IV 8. Special Education: Concept, Types of Challenged Children & Strategies for Inclusive Education. 9. Contribution of the following Schools of Psychology Towards Education: Psycho analytical, Structuralism.

Books Recommended: Chouhan, S.S.: Educational Psychology, Vikas publication, Delhi 2002 Dandpani : A Text book of Advanced Educational Psychology, Anmol Publishers Mangal,S.K. : Advanced Educational Psychology, Second Edition, Prentice hall of India Private Limited, New Delhi Meenakshi: Foundation of Educational Psychology, Publication Bureau Punjabi University Patiala (2009) Sharma, R.N. and Sharma, R.K.: Educational Psychology, Atlantic Publisher,2006 Singh, Agayajit: Fundamental principles of Educational Psychology, 21 st Century Publications, Patiala(2009) Sodhi, T.S. : Psychological foundations of Education, 1 st Edition, Bawa Publications,Patiala 2004 Woolf, Anita: Educational Psychology, 9 th Edition, Pearson, New Delhi,2011 Dash, M: Education Of Exceptional children, Atlantic Publishers, New Delhi (2003),(2005)

(Credits: 5) GURU KASHI UNIVERSITY METHODOLOGY OF EDUCATIONAL RESEARCH AND STATISTICS-II (403202) L T P 5 0 0 Instructions For Paper Setter: There are four Sections A, B, C, D are given. The examiner will set two questions with alternative choice w.r.t. unit I, II, III, IV. Each question will carry 10 Marks. Instructions For Candidates: Candidates are required to attempt any five questions. Atleast one question should be attempted from each section A, B, C, D and one question from entire section. To Enable the students to: Understand the concepts and techniques of Research. Use the various tools of Research. Understand the concept of Reliability and validity. Construct and the test Hypothesis. Understand the concept and computation of ANOVA, Rank order correlation, Product moment method. Analysis and Interpretation of Quantitative data. Understand and complete a research projects in the field of education Unit I 1. Data Collection: Tools & Techniques: a. Observation. b. Questionnaire. c. Interview. d. Psychological Test. e. Rating Scale. f. Sociometric techniques. Unit II 2. Reliability & Validity: Meaning & Kinds. Unit III 3. Testing of Hypothesis a. Chi Square tests of equality & independence. b. Sign test. Non-Parametric tests: Meaning, Assumptions, Computation & uses of ANOVA 4. Measures of Relationship between two variables, Rank order correlation, Product moment correlation. Unit-IV 5. Analysis of Qualitative Data: Case Study, Content analysis. 6. Analysis & Interpretation of Quantitative data.

7. Research proposal & Research report. Books Recommended: Best John. W.: Research in Education, Prentice Hall of India Pvt. Ltd. New Delhi 2006 Ferguson, G.: A Statistical Analysis in Psychology & Education, McGraw Hill, New York Howell, D.C.: A Statistical Method for Psychology, Duxbury Press,Belmonte.CA Kaul, lokesh: Methodology of Education Research, Vikas Publishing House, New Delhi Kumar : Research Methodology, Pearson Education, New Delhi,2006 Mangal, S.K.: Statistics in psychology and Education. Paragon, Prints Hall New Delhi India Mohan, R.: Research methods in Education, Neelkamal Publication Pvt. Ltd. New Delhi, 2007 Sidhu, K.S. : Methodology of Education Research, Sterling Publishers Wadhwa, Bhim Sain: Research And Statistics in Education, 1st Edition, 21 st Century Publications, Patiala (2010) Wiersma, William : Research Methods in Education, 7 th Edition, Allyn And Bacon, London (2000)

PHILOSOPHICAL & SOCIOLOGICAL FOUNDATION OF EDUCATION-II (403203) (Credits: 5) L T P 5 0 0 Instructions For Paper Setter: There are four Sections A, B, C, D are given. The examiner will set two questions with alternative choice w.r.t. unit I, II, III, IV. Each question will carry 10 Marks. Instructions For Candidates: Candidates are required to attempt any five questions. Atleast one question should be attempted from each section A, B, C, D and one question from entire section. To Enable the Students to: Understand various philosophical Schools of Education. Understand the contribution of thinkers toward Education. Understand the Indian schools of Philosophy. Understand the concept of Buddhism, Jainism & Islamic tradition. Make them understand and apply knowledge in the contemporary development in Educational Field. Understand the concept of Social equity and equality of Educational opportunities. Understand the concept of human rights in civil Society. Unit I Education & Philosophy: 1. Philosophies of Education: Idealism, Naturalism, Pragmatism, Realism, Existanlism. 2. Indian Educational Philosophy with special Reference to the contribution of Ngugi, Aurobindo, Rabinder Nath Tagore and Gandhi Ji & Vivekananda. Unit II 3. Indian school of Philosophy Sankhya, Vedanta 4. Buddhism, Jainism, Islamic tradition. Unit III 5. Education and Metaphysical problems in Education related to the concept of nature of man and society. 6. Epistemology and Education: Methods of acquiring knowledge with special reference to logical analysis, positive relativism and logical empiricism. 7. Axiology and Education: Meaning, Classification and hierarchy of Values, Role of education in Inculcation of Values. Unit IV 8. Education as related & social equity and equality of Educational opportunities. 9. Education of the socially & Economically disadvantaged sections of the society with special reference to scheduled caste and scheduled tribes, women and rural population. 10. Human Rights: Concept of human Right in Civil Society, Socio- economic and political factors affecting Human Rights, Role of Human Rights Education.

Books Recommended: Bhatia, Sudha and Sarin, Anupma: philosophical Foundation of Education in India, ABD, Jaipur,2004 Bhatia, K.K.: Education in Emerging Indian Society, Tandon Publication, Patiala. Chadha, Satish.C. : Philosophical & Sociological Foundation of Education, Raj Printers, Meerut. Chand, Tara : Development of Education System in India, Anmol Publilcations, new Delhi,2006 Nandra, Inderdev Singh: Philosophical and Sociological and Economic bases of Education, 21 st Century Publication, Patiala. Sodhi, T.S., and Suri, Aruna: philosophical & sociological foundation of Education, Bawa Publishers, Patiala. Taneja, V.R.: Educational Thought & practice, sterling Pvt. Ltd., New Delhi.

EDUCATIONAL ADMINISTRATION AND SUPERVISION-II (403204) (Credits: 5) L T P 5 0 0 Instructions For Paper Setter: There are four Sections A, B, C, D are given. The examiner will set two questions with alternative choice w.r.t. unit I, II, III, IV. Each question will carry 10 Marks. Instructions For Candidates: Candidates are required to attempt any five questions. Atleast one question should be attempted from each section A, B, C, D and one question from entire section. To Enable the Students to: Understand the roll of different central level educational bodies. Understand the role of state Government & local bodies towards education. Understand the procedure of Inspection and Supervision. Understand democratic administration and techniques of educational Supervision & their application. Unit I 1. Indian Administration: Role and Functions of Central Government 2. Central Administrative Machinery of Education: The Central Advisory Board of Education (CABE). Central Board of Secondary Education. University Grant Commission (UGC). National Council of Educational Research and Training (NCERT) Suggestions regarding Central Administrative machinery of Education. Unit II 3. Role of the State Government i.e. State Administrative machinery of Education. 4. Role of local bodies and suggestion for improvement. Unit III 5. Procedure of Supervision and Inspection. 6. Area and types of supervision. Unit IV 7. New trends of supervision, Defects in present supervision and inspection. 8. Merits of present day supervision and suggestions to reform supervision. Books Recommended: Adame and Dickey: Basic Principles of Supervision, Euraka Publishing House, New Delhi. Aggarwal, J.C.: Educational Planning, Budgeting and Financing in India, Arya Book Depot. Choudhuri, N.R.: Management in Education, APH Publishing Corporation, New Delhi. Goel, S.L. and Goel, Aruna: Educational Policy and Administration, Deep and Deep Publication. Khan, Mohds.& Khan, Mohd. Saleem: Educational Administration, Ashish Publilshing house Pvt. Ltd., New Delhi. Mukerjee, S.N.: Administration of Education in India, Acharya Book Depot, Baroda. Sharma, T.R.: Educational Administration in India (Pbi.). Punjabi University Publication. Shukla, P.D.: Administration in Education in India, Vikas Publishing House Pvt. Ltd., New Delhi.

EDUCATIONAL MEASUREMENT AND EVALUATION-II (403205) (Credits: 5) L T P 5 0 0 Instructions For Paper Setter: There are four Sections A, B, C, D are given. The examiner will set two questions with alternative choice w.r.t. unit I, II, III, IV. Each question will carry 10 Marks. Instructions For Candidates: Candidates are required to attempt any five questions. Atleast one question should be attempted from each section A, B, C, D and one question from entire sections. OBJECTIVE: To Enable the Student to Understand: The Significance of mean and other statistics. The concept and use of Analysis The use of Chi Square. The Correlation, Spearman s rho, Method etc. The new Trends in Measurement. The concept of true and error scores. The concept and use of Bi Serial Correlation, Tetra choice correlation. The computation of phi. Correlation and Partial correlation. Unit I 1. Significance of mean and other statistics and significance of difference between means (Independent groups and correlation groups). 2. Analysis of variance (two way) - Assumptions, limitations and uses. Unit II 3. Chi square- its assumptions and uses. 4. Correlation- meaning, assumptions, spearman s rho, pearson s. Unit III 5. New Trends in Measurement and Evaluation: Grading System, Semester System, Continuous and Comprehensive evaluation, Question Bank, Use of Computer in evaluation. 6. Concepts of true and errors scores, Unit IV 7. Correlation concept, Bi-serial Correlation, Tetra choric correlation 8. Computation and Significance of the following. Phi- Correlation Partial Correlation

Books Recommended: Anatasi, A.: Psychological Testing, Pearson Asia Garret, H.E.: Statistics in Psychology and Education, Vakil, Fieffer and Simon. Gronlund, N.E.: Measurement and Evaluation in Teaching, Maxwell McMillan, 1990. Harper and Harper: Preparing Objective Examination, Prentice Hall, India, 1990. Meenakshi: Modern Trends in Educational Evaluation and Measurement! Arun Publishing House, Chandigarh. Popham, W.J.: Educational Evaluation, Prentice Hall, 1989. Pritam Singh: Handbook of People Evaluation, Allied Publishers, 1989.

COMPUTER APPLICATIONS-II (403206) (Credits: 5) L T P 5 0 0 Instructions For Paper Setter: There are four Sections A, B, C, D are given. The examiner will set two questions with alternative choice w.r.t. unit I, II, III, IV. Each question will carry 10 Marks. Instructions For Candidates: Candidates are required to attempt any five questions. Atleast one question should be attempted from each section A, B, C, D and one question from entire sections. To Enable the Students to: Explain the meaning & uses of different types of networking in computers. To understand the meaning and importance of Internet. To enable the students to use internet in day to day learning To understand the meaning and use of data bases. To describe the use of power point presentation in teaching learning. To understand the meaning of Multimedia. To explain the utility of multi-media process in Education. Unit I 1. Networking on Computers: Meaning of Networking, Need of Networking 2. Types of Networking and Use of Networking in Education Unit II 3. Internet: (a) Meaning of Internet (b) Internet Tools 4. E-Mail: (a) Browsers (b) Visiting Web Sites Unit III 5. Application Oriented Information: (a)data Bases and its uses-m S Access 6. Using power point for creating and manipulating of presentations in classroom Unit IV 7. Multi-Media & its usage: (a) Meaning of multi-media (b) Importance of Multi-Media 8. Scope of Multimedia, Use of Multi-Media in Education

Books Recommended: Dayal, Dean, Gottfried, D. (1966): Computer Science for Class XI and XII, Outline of Theory and Problems of Programming with BASIC including expanded Micro Computer Basic Section, McGraw Hill Publication, New York. Grover, P. S. (1983): Computer Programming in BASIC, Allied Publishers, New Delhi. Hunt, R. and Shelley, J. (1988): Computers and Common Sense, PHI Publications, Delhi. Intel (2003): Intel Innovation in Education, Intel, Teach to the Future - Students Work Book. Jain, Jaggi and Raja Raman, V.: Computer Science for Class XII, Fundamentals of Computers. Jain, V.K.: Fundamental of Information Technology and Computer Programming, Kataria Publishers, New Delhi 2004-05. Sharma, L. (2006): Computer Education, Wintech Publications, Ferozepur Cantt. Sinha, Pardeep K. and Sinha Preeti: Computer Fundamentals, BPB Publications, New Delhi.

PSYCHOLOGY LAB-II (403207) (Credits: 2) L T P 0 0 4 To enable the students to perform the practicals. To enable the students to work independently on your own initiative. To enable the students to learn from mistakes. To enable the students to counsel people with different problems. To enable the students to check intelligence level of the students. To provide knowledge about the long term and short term memory test. To enable the students to test the personality of the individual. PRACTICAL S: Each student has to do atleast five practical out of the following. 1. Intelligence Test : Verbal or Non- Verbal 2. Memory Test : Long Term & Short Term 3. Personality Inventory 4. Projective techniques of Personality 5. Personality Test 6. Maze learning 7. Mirror drawing 8. Case study : on an illiterate Child and drop-out children 9. Interest Test 10. Anxiety Test 11. Family Related Test 12. General Achievement Test 13. Adjustment Test

INDIAN EDUCATION-III (403301) (Credits:5) L T P 5 0 0 Instructions For Paper Setter: There are four Sections A, B, C, D are given. The examiner will set two questions with alternative choice w.r.t. unit I, II, III, IV. Each question will carry 10 Marks. Instructions For Candidates: Candidates are required to attempt any five questions. Atleast one question should be attempted from each section A, B, C, D and one question from entire sections. To Enable the Students to: Understand the development of education in pre- independence and post- independence era. Understand the common links in the past and present system of Education. Understand various issues concerning the development of education in India. Understand the different periods of ancient India. Understand the development of education during British period. Understand the impact of commissions on Indian education. Understand the meaning, importance, modes of distance education. Unit I 1. A Brief Review of the Development of Education Ancient India Vedic: Concept, Aims and Education System, Merits & Demerits, Agencies of Education. Buddhist period: Philosophy, Aims and Buddhist system of Education Merits & Demerits, Centers of Higher Education. Unit II 2. Education in India during. Medieval period: Aims of education in Muslim period, Educational System, Characteristics of Medieval Education, Important centers and Merits and Demerits. Comparative study of Vedic, Buddhist & Medieval periods. Unit III 3. Macaulay s Minute & Bentick s Resolution in 1835. Wood s Dispatch of 1854: Recommendations of woods Dispatch, Evaluation and Impact. Hunter s commission 1882: Factors Responsible for the appointment of Indian Education commission, Recommendations and its Impact. Unit IV 4. Calcutta Uni. Commission (1917): Factor responsible for the appointment of Calcutta Uni. Commission/, Recommendations, Main defects and Impact of recommendations on Indian Education. Wardha Scheme of Education, 1937: Historical Background Implementation, Factors responsible for Wardha scheme of Education, Aims, Basic Education, Impact on Indian Education.

Books Recommended: Aggarwal, J.C.: Landmarks in the History of Modern Indian Education, Vikas Publishing House,New Delhi Khanna R.K.: Emerging Trends in Indian Education, Twenty First Century Publication, Patiala. Mukhrjee, S.N.: History of Education in India Modern Period, Achariya Book Dept. Baroda. Narula, S. & Nayak, J.P.: A Thirsty of Education in India, Mc Millan Sharma T.R.: Development of Educational System in India, Twenty First Century Publication Punjabi University, Patiala. Thakur, A.S., Berwal, Sander : Development of Educational System in India. Walia, J.S.: Development of Educational System in India, Paul Publishers N.N. 11, Gopal Nagar, Jalandhar.

EDUCATIONAL TECHNOLOGY-III (403302) (Credits: 5) L T P 5 0 0 Instructions For Paper: There are four Sections A, B, C, D are given. The examiner will set two questions with alternative choice w.r.t. unit I, II, III, IV. Each question will carry 10 Marks. Instructions For Candidates: Candidates are required to attempt any five questions. Atleast one question should be attempted from each section A, B, C, D and one question from entire sections. To enable the students to: Understand the concept & relevant importance of Educational Technology Understand the meaning of teaching and learning & relationship between teaching / learning Know the need of mass communication and role of teacher in Educational Technology Make understand the contemporary phases of teaching, levels of teaching Understand the importance of Simulation in real life Situation Unit I 1. Educational Technology: Meaning, Concept, Scope, Characteristics, Objectives and Components, Hardware and Software. System Approach of Education and its Characteristics. 2. Teaching & Learning process & its relationship. Unit II 3. Communication & Instruction: Concepts, Meaning, Process, Components, Types of Classroom communications, Barriers in communication. 4. Mass media approach in Educational Technology. Role of Teacher in Educational Technology. Unit III 5. Phases of Teaching: Pre-active, Inter-active & Post-active. 6. Levels of Teaching: Teaching at memory level, understanding level and reflective level. 7. Flanders Interaction Analysis. Unit IV 8. Simulation: Meaning, mechanism, advantages & disadvantages. 9. Micro Teaching: Meaning, Steps, Purposes & Skills.

Books Recommended: Bloom, B.S. : Taxonomy of Educational Objective, Landbook 1, Cognitive Doman Longman Green & Company, New York Jangira and Singh : Teaching Skills : Micro Teaching Approach, NCTE Pass, B.K. : Becoming Back a Teacher : Micro Teaching Approaches, Sahateya Mudalir, Ahmadabad Skinner, B.F. : Technology of teaching, Maradeth Co-operation, New York Sharma, R.A. : Technology of Teaching, International Publishers, Meerut Sodhi, G.S. and Dutt, Sunil : Educational Technology, Sameer Publishers, Chandigarh

FOUNDATION OF GUIDANCE AND COUNCELLING-III (403303) (Credits: 5) L T P 5 0 0 Instructions For Paper Setter: There are four Sections A, B, C, D are given. The examiner will set two questions with alternative choice w.r.t. unit I, II, III, IV. Each question will carry 10 Marks. Instructions For Candidates: Candidates are required to attempt any five questions. Atleast one question should be attempted from each section A, B, C, D and one question from entire sections. This course will enable the students to Understand the meaning & concept of guidance Organize various of guidance services Understand the meaning & concept of counseling Conduct counseling interview Deal with psychological disturbances Get knowledge of the importance of organize guidance programme at school level Deal with the problems in organizing guidance services Unit I 1. Guidance: Meaning, nature, aims, need, assumptions & scope of guidance. 2. Types of Guidance: Educational Guidance, Vocational Guidance & Personal Guidance. Unit II 3. Foundations of Guidance Services: (a) Individual Inventory Services (b) Placement Services (c) Follow-up Services 4. Job Analysis: (a) (b) Meaning need & methods Job satisfaction: Meaning, need & Measurement Unit III 5. Counseling Services: Meaning, purpose & approaches of counseling, characteristics of counselor. 6. Counseling Interview Unit IV 7. Organization of Guidance Programme: Meaning, Objectives, Importance & Principles. 8. Advantages of organizing guidance programme at school level Advantages to Students, Advantages to Teachers, Advantages to School Administration, Advantages to Parents 9. Problems faced in organizing guidance programming.

Books Recommended: Burnard, P. (2005): Counseling skills training, New Delhi: Viva Book Pvt. Lmt. Bhatia K.K. (2006): Principles of guidance & counseling, kalyani publishers, New Delhi. Freeman, F.S.: Theory and Practice of Psychological Testing, Oxford for Measurement IBH Gibson, Robert L. & Mitchell, Marianne, H. (2007) : Introduction to counseling and Guidance, Pearson Prentice Hall of India, New Delhi. Jones, A.E. : Principles of Guidance, Tata McGraw Hil Myers, G.E. (1948): Principles & techniques of vocational Guidance. London, Mcgraw Hills Company. Sexena, A (2007): Modern techniques of counseling, New Delhi. Rajput publication. Shertzer, B., and Stone.G (1980): Fundamentals of Guidance. Boston, Houghton Mifflin co. Sidhu, H.S. (2005): Twenty First Century Publications, Patiala. Tolbert, E.L.(1978): An Introduction to Guidance, Toronto, Little Brown & Company. Walia J.S.: Foundations of Guidance, Paul Publishers.N.N.11, Gopal Nagar, Jalandhar City.

INCLUSIVE EDUCATION-III (403304) (Credits: 5) L T P 5 0 0 Instructions For Paper Setter: There are four Sections A, B, C, D are given. The examiner will set two questions with alternative choice w.r.t. unit I, II, III, IV. Each question will carry 10 Marks. Instructions For Candidates: Candidates are required to attempt any five questions. Atleast one question should be attempted from each section A, B, C, D and one question from entire sections. This Course will Enable the students to: Understand the development of special education in India. Describe the concept and content of Exceptional & special Education. Understand the concept & integrated inclusive education. Make difference between special education / integrated / inclusive education. Understanding & disabilities regarding learning among children / students. Develop Skills to indentify children with special needs Acquaint the students with the concepts of exceptionality & special education. Unit I 1. Historical perspective of special education. Development of special education in India with special references to: The Indian education commission IYDP-National Draft Plan for Education of Handicapped. National Policy on Education (NPE-1986) Programme of Action (POA 1986,1992) 2. Special Education- Concept meaning Characteristics, Objectives, Principles, Need & Problems. Unit II 3. Inclusive Education: Concept, Meaning, Assumptions, Characteristics, Objectives, Principles, Need & Problems. 4. Difference between special education, integrated education and inclusive education. Advantages of Inclusive education for the individual & society. Unit III 5. Concept and content of exceptional & special education. Types of Exceptionality Needs of Exceptional children Problems of exceptional children 6. Education of Gifted Children: Concept Characteristics Identification Education programmes

Unit IV 7. Education of the Educationally Backward Children: Concept, Types, Characteristics, Identification, Problems, Teaching Programmes. Books Recommended: Frank, M.H. & Steven, R.F.(1984): Education of Exceptional Learners, Allyn & Bacon Inc., Massachusetts Hallahan, D.P. & Kauffman, J.M. (1991): Exceptional Children Introduction to Special Education, Allyn & Bacon, Massachusetts. Kirk, S.A. & Gallagher, J.J. (1989): Education of Exception Children, Houghton Mifflin co., Baston. Kansal, A.K.:Creativity Memory And Personality Adjustment Among Handicapped Adults, 1 st Edition, 21 st Century Publications, Patiala (2012) Panda, K.C. (1997): Education of Exceptional Children, New Delhi : Vikas Publication House. Singh, Agayajit (2007): Special Education for Exceptional Children, Twenty First Century Publications, Patiala. Virk Jaswant, Arora Alka, Sood Richa Sharma (2010): Fundamentals of inclusive Education, Twenty First Century Publications, Patiala..

TEACHER EDUCATION-III (403305) (Credits: 5) L T P 5 0 0 Instructions For Paper Setter: There are four Sections A, B, C, D are given. The examiner will set two questions with alternative choice w.r.t. unit I, II, III, IV. Each question will carry 10 Marks. Instructions For Candidates: Candidates are required to attempt any five questions. Atleast one question should be attempted from each section A, B, C, D and one question from entire sections. On completion of this course the students will be able to: Gain insight and reflect on the concept of teaching and the status of teaching as a profession, Understand the roles and responsibilities of teachers and teacher educators, Use various methods of teaching for transacting the curriculum in schools, Prepare teachers for reflective teaching, Critically examine the role and contribution of various regulating bodies and support institutions for improving quality of teacher s education, Reflect on the issues and problems related to teacher education in the country. Unit I 1. Teachers and Teaching Profession. Teachers changing roles and responsibilities Concept of profession: Teaching as a profession Service conditions of school teachers Professional ethics for teachers 2. Qualities of a teacher educator. Roles and responsibilities of teacher educators Preparation of teacher educators Continuing education of teacher educators: Provisions for the continuing education of Teacher educators and institutional mechanism. Unit II 3. Meaning and concept of teacher education 4. Scope of Teacher education at school level 5. The constitutions of India & Education 6. Recommendations of various commission on teacher education with special emphasis on a. Indian Education commission report(1964-66) b. NPE(1986) c. Revised Policy on education Unit III 7. Aims of objectives of teacher education at: a. Elementary Level b. Secondary Level c. College Level

8. Distance Education & Teacher Education a. Committee of UGC on B.ED. Correspondence b. Distance education Programme c. Committee of NCTE on different middle of education used for lecture preparation in India. Unit IV 9. Concept and Importance of professional development. 10. Strategies of professional development: Workshops, Seminars, symposium, Extension lecture, Refresher course orientation programmes Books Recommended: D'Souza and Chaterjee: Training for Teachers in India and England. Ford Foundation: Teachers and Curricula for Secondary School (Report of international Themes) on Secondary Education. Govt. of India: Education. of Teachers in India, Vol. I and II. Govt. of India: Report of the Training Recruitment and Conditions of Teachers (Pamphlet No. 19). Govt. of India: Report of Secondary Education Commission (1952-53). Govt. of India: Report of the Education Commission (1964-66). Govt. of India: Better Teacher Education. Hilgard: Teaching the Teachers. H.M.S.O.: Higher Education. Jawanda, J.S.: In-service Teachers Education. N.C.E.R.T.: Sixth All India Survey of Teacher Education (1999). Surrey, P.: Education and Training of Teachers, Vikas Publisher New Delhi.

TECHNOLOGY LAB-III (403306) (Credits: 2) L T P 0 0 4 To Enable the Students: To understand the skill of teaching by practicising various skills. To understand how to use various audio visual aids. To understand class-room interaction. To understand how to solve the problems faced by teacher in class-room environment. To understand the interaction strategies like linear/ branching/ mathetic. Education Technology Practical: 1. Any two Skill Observations. (i) Questioning (ii) B.B. Writing (iii) Explanation (iv) Stimuli Variation (v) P.K. Testing 2. (i) Use of Audio/ Video Aids. a) OHP b) Slide Projector c) Charts d) Models e) Transparencies f) Flash Cards g) Power Point (ii) Flander s Interaction Analysis (iii) Action Research (iv) Instruction Strategies- (Programmed-Instruction)

INDIAN EDUCATION-IV (403401) (Credits: 5) L T P 5 0 0 Instructions For Paper Setter: There are four Sections A, B, C, D are given. The examiner will set two questions with alternative choice w.r.t. unit I, II, III, IV. Each question will carry 10 Marks. Instructions For Candidates: Candidates are required to attempt any five questions. Atleast one question should be attempted from each section A, B, C, D and one question from entire sections. To Enable the Students to: Understand the development of education in pre- independence and post- independence era. Understand the common links in the past and present system of Education. Understand various issues concerning the development of education in India. Understand the different periods of ancient India. Understand the development of education during British period. Understand the impact of commissions on Indian education. Understand the meaning, importance, modes of distance education. Unit I 1. University Commission 1948-49: Aims and Recommendations of university Education Commission and Evaluation. Indian Education Commission (1964-66): Aims, Education ladder, Teacher Education and Adult Education. Unit II 2. National Education Policy 1986 Parts of N.P.E. Merits & Demerits. Revised Education Policy on Education 1992 Features and Evaluation. Unit III 3. Privatization: Meaning, Definitions, Privatization of Education in India, Need & Importance. Modernization: Meaning, Definitions, Characteristics, Modernization in Educational Field. Distance Education- Meaning, Need & Importance, Modes of Distance education, IGNOU. Unit IV 4. Sarv Shiksha Abhiyan: Aims & Objectives, Managements structure, Financial Structure, Educational facilities and Suggestions for strengthening the S.S.A. Right of Education 2009: Characteristics of R.T.E., Lacunae of R.T.E, 2009.

Books Recommended: Aggarwal, J.C.: Landmarks in the History of Modern Indian Education, Vikas Publishing House,New Delhi Khanna R.K.: Emerging Trends in Indian Education, Mukhrjee, S.N.: History of Education in India Modern Period, Achariya Book Dept. Baroda. Narula, S. & Nayak, J.P.: A Thirsty of Education in India, Mc Millan Sharma T.R.: Development of Educational System in India. Thakur, A.S., Berwal, Sander: Development of Educational System in India. Walia, J.S.: Development of Educational System in India, Paul Publishers N.N. 11, Gopal Nagar, Jalandhar.

EDUCATIONAL TECHNOLOGY-IV (403402) (Credits: 5) L T P 5 0 0 Instructions For Paper Setter: There are four Sections A, B, C, D are given. The examiner will set two questions with alternative choice w.r.t. unit I, II, III, IV. Each question will carry 10 Marks. Instructions For Candidates: Candidates are required to attempt any five questions. Atleast one question should be attempted from each section A, B, C, D and one question from entire sections. To Enable the Students to: Learn about the various models of teaching Understand various aspects such as programmed instruction linear, Branching & Mathetics Know about the we of computer in education Apply the different aspects of education technology in actual class room situation Know the process & construction of Evaluation Know about the various characteristics of tests Unit I 1. Models of teaching: meaning, nature, functions and types a. Glasser model b. Bruners model c. Ausubul s model. Unit II 2. Programmed instruction: concept, styles, origin and types- linear, branching & mathetics. 3. Computer aided instruction, use of computer in education. Unit III 4. Emerging trends in Educational Technology, Teleconferencing, CCTV, INSAT in teaching process. 5. Task Analysis: Designing of instructional Strategies such as Lecture team teaching, discussion, panel discussion, seminars and tutorials. Unit IV 6. Evaluation: Formative and summative Evaluation, Non-referenced & Criterion referenced testing. Construction and validation of criterion referenced tests. 7. Characteristics of Good Tests: Validity, Reliability and Validity.

Books Recommended: Bloom, B.S.: Taxonomy of Educational Objective, Landbook 1, Cognitive Doman Longman Green & Company, New York Jangira and Singh: Teaching Skills : Micro Teaching Approach, NCTE Pass, B.K.: Becoming Back a Teacher : Micro Teaching Approaches, Sahateya Mudalir, Ahmadabad Skinner, B.F.: Technology of teaching, Maradeth Co-operation, New York Sharma, R.A.: Technology of Teaching, International Publishers, Meerut Sodhi, G.S. and Dutt, Sunil : Educational Technology, Sameer Publishers, Chandigarh

FOUNDATION OF GUIDANCE AND COUNCELLING-IV (403403) (Credits: 5) L T P 5 0 0 This course will enable the students to: Understand the purpose of organizing individual & group guidance. Conduct testing & non- testing techniques for making appraisal of an individual. Understanding different theories of counseling. Get familiar with the agencies at national, state & district level. Develop critical thinking & drawing conclusion on practical bases. Unit I 1. Individual Guidance: Meaning, Purpose at various stages of school education, problems & remedies. 2. Group Guidance: Concepts, Scope, Principles of group guidance, purpose, techniques or methods of group guidance. Unit II 3. Studying & Appraising an Individual: Non- Testing techniques in Guidance: Interview, Observation, Case study, Cumulative record, Socio- metric techniques, Questionnaire rating scale & Anecdotal Record 4. Testing Techniques in Guidance: Intelligence, Aptitude, Interest Unit III 5. Theories of Counseling: (a) Freud s psychoanalytic (b) Behaviouristic (c) Gestalt Unit IV Agencies of guidance at national & district level. Books Recommended: Burnard, P. (2005): Counseling skills training, New Delhi: Viva Book Pvt. Lmt. Bhatia K.K. (2006): Principles of guidance & counseling, kalyani publishers, New Delhi. Freeman, F.S. : Theory and Practice of Psychological Testing, Oxford for Measurement IBH Gibson, Robert L. & Mitchell, Marianne, H. (2007) : Introduction to counseling and Guidance, Pearson Prentice Hall of India, New Delhi. Jones, A.E. : Principles of Guidance, Tata McGraw Hills Myers, G.E. (1948): Principles & techniques of vocational Guidance. London, Mcgraw Hills Company. Sexena, A (2007): Modern techniques of couselling, New Delhi.Rajput publication. Shertzer, B., and Stone.G (1980): Fundamentals of Guidance. Boston,Houghton Mifflin co. Sidhu, H.S. (2005): Twenty First Century Publications, Patiala. Tolbert, E.L. (1978) : An Introduction to Guidance, Toronto, Little Brown & Company. Walia J.S.: Foundations of Guidance, Paul Publishers.N.N.11, Gopal Nagar, Jalandhar City.

INCLUSIVE EDUCATION-IV (403404) (Credits: 5) L T P 5 0 0 This course will enable the students to: Know the benefits of and barriers in Inclusive Education Understand legal social & economic basis for inclusion to become reality Deal with orthopedically Handicapped Understand the role of policies CWSN(Children With Special Need) Develop awareness about current trends Unit I 1. Benefits of and Barriers in Inclusive Education: Benefits Barriers in Inclusive Education 2. Model of Inclusion: Transition from Segregation to Inclusion (I) Legal Bases for Inclusion to become Reality (II) Social Bases for Inclusion to become Reality (III) Economic Bases for Inclusion to become Reality Model of Inclusion Unit II 3. Education of orthopedically Handicapped children. Concept Characteristics Types Identification Etiology Education & Intervention programmes 4. Education of Mentally Retarded Children: Concept, Classification, Etiology, Educational programmes for equable mentally retarded, Educational programmes for Trainable mentally retarded. Unit III 5. Visually Impaired Children: Meaning, Definitions, Characteristics, Identification, Classification, Problems, Teaching prgrammes. 6. Education of the Speech handicapped Children. Meaning, Definitions, Characteristics, Identification, Classification, Problems, Teaching prgrammes. Unit IV 7. Policies of Children With Special Need (CWSN) EGS(Education Guarantee Scheme ) NGO(Non Government Organization ) SSA(Sarva Shiksha Abhiyaan) Teacher Attitude

8. Role of Teachers, Parents and other community members for supporting inclusive education. Books Recommended: Advani, L & Chadha, A. (2003): you & your special Child, New Delhi : UBS publishers & Distributors. Encyclopaedia of special Education (1987): Vol.1,2,3 ed s cecil.r. Reynolds & Lester Mann, New York: John Wiley & Sons. Frank, M.H. & Steven, R.F. (1984): Education of Exceptional Learners, Allyn & Bacon Inc., Massachusetts Hallahan, D.P. & Kauffman, J.M. (1991): Exceptional Children Introduction to Special Education, Allyn & Bacon, Massachusetts. Kirk, S.A. & Gallagher, J.J. (1989): Education of Exception Children, Houghton Mifflin co., Baston. Kansal, A.K.:Creativity Memory And Personality Adjustment Among Handicapped Adults, 1 st Edition, 21 st Century Publications, Patiala (2012) Panda, K.C. (1997): Education of Exceptional Children, New Delhi : Vikas Publication House. Singh Agayajit (2007): Spacial Education for Exceptional Children, Twenty First Century Publications, Patiala. Virk, Jaswan, Arora Alka, Sood Richa Sharma (2010): Fundamentals of inclusive Education, Twenty First Century Publications, Patiala..

TEACHER EDUCATION-IV (403405) (Credits: 5) L T P 5 0 0 On completion of this course the students will be able to: Gain insight and reflect on the concept of teaching and the status of teaching as a profession, Understand the roles and responsibilities of teachers and teacher educators, Use various methods of teaching for transacting the curriculum in schools, Prepare teachers for reflective teaching, Critically examine the role and contribution of various regulating bodies and support institutions for improving quality of teacher s education, Reflect on the issues and problems related to teacher education in the country. Unit I 1. Pre-Service Training Education. Structure Admission Curriculum-Recommendations of NPE & NCTE Methodology Assessment 2. Concept of school experience programme (SEP)/Internship. Planning and organization of SEP Monitoring and supervision of SEP Internship: Concept, Planning & Organization Unit II 3. In service training education Structure Methods Models of In service teacher education Agencies of In-service programme, Role of NCERT,NCTE,NIEPA,IASE 4. Planning for teaching learning taxonomy formulating of instructional objectives, unit planning, lesion planning and teacher s diary. Unit III 5. Instruction strategies in Teacher Education, Lecture strategy, Discussion, Brain storming, Simulation, Action Research. 6. The role of professional organization & Association of teacher education. 7. Teacher Training, Team Teaching, Micro Teaching. Unit IV 8. Current issues & Problems in teacher education. Value Oriented teacher education Human rights education for teacher. 9. Methods and techniques of evaluation Survey, Case study, Observation, Interview, Rating scales.

Books Recommended: D'Souza and Chaterjee: Training for Teachers in India and England. Ford Foundation: Teachers and Curricula for Secondary School (Report of international Themes) on Secondary Education. Govt. of India: Education. of Teachers in India, Vol. I and II. Govt. of India: Report of the Training Recruitment and Conditions of Teachers (Pamphlet No. 19). Govt. of India: Report of Secondary Education Commission (1952-53). Govt. of India: Report of the Education Commission (1964-66). Govt. of India: Better Teacher Education. Hilgard: Teaching the Teachers. H.M.S.O.: Higher Education. Jawanda, J.S.: In-service Teachers Education. N.C.E.R.T.: Sixth All India Survey of Teacher Education (1999). Surrey, P.: Education and Training of Teachers, Vikas Publisher New Delhi.

GUIDANCE AND COUNCELLING PRACTICAL-IV (403406) (Credits: 2) L T P 0 0 4 To enable the students: To perform the Aptitude Test. To prepare the blue print for setting up of a School Guidance programme. To understand the Guidance programme for adolescent. PRACTICALS: Perform any four: 1. Aptitude test administration. 2. Interest inventory administration. 3. Adjustment inventory administration. 4. Personality inventory administration. 5. Detailed study of an occupation. 6. Preparation of a blue print, for setting up a school guidance programme. 7. Report of a visit to the local employment exchange. 8. Study of an adolescent for guidance.