RKDF University, Bhopal

Two-year (Four Semester)

Master of Education (M.Ed.)
Course of Studies & Prescribed Books
Approved by Board of Studies in Education

Faculty of Education
M.Ed. Examination 2015-16
I, II, III & IV SEM.

Session:- 2015-16

Page No. 1 to 79
1
Page
 M.Ed. CURRICULUM
(TWO YEAR SEMESTER)

As per
NCTE Regulation - 2014

RKDF UNIVERSITY
BHOPAL
SESSION 2015-17
2
Page
 RKDF UNIVERSITY, BHOPAL

CURRICULUM FOR
MASTER OF EDUCATION PROGRAM: FROM SESSION 2015-16
(TWO YEAR – FOUR SEMESTERS)

OBJECTIVES

To help students gain a grasp of major philosophical options available in the field
of education.

To develop among students an insight into modern theories of learning and development.

To help them understand and appreciate various social, cultural and ideological
perspectives on education in a multicultural and multilingual Indian society.

To help students to acquire research and data-analysis skills using computers

essential to shape them into effective educational researchers.

To help students to develop research and presentation skills expected for their role
as prospective teacher educators and educational researchers.

To help them to develop knowledge, skills and mind set appropriate to various
specialists' roles such as curriculum developers, educational administrators,
guidance counselors, designers of teaching learning resources etc.

To motivate and empower students for undertaking research to theorize about

education as also to develop creative solutions to day to day school problems.

To initiate them into contemporary educational discourse in the context of national

concerns and issues of access and quality in education.

Eligibility Criteria
As per NCTE/ University norms

Mode and Duration

M.Ed. Program will be regular. Its duration will be of four semesters covered in two
years.

Attendance
3

As per NCTE norms

Page
 CURRICULUM PLAN

Each M.Ed. candidate shall offer following courses:

(1) Core/Compulsory Course,
i. Perspective Courses ii. Tool Courses
(2) Elective courses,
Advance Level Courses: Any Two
(3) Practicum

One elective course will be offered by the students in the First year of the program in both
semesters under First Advance level course-I and First Advance level course-II
respectively. Similarly, another elective course will be offered by the students in the
Second year of the program in both semesters under Second Advance level course-I and
Second Advance level course-II respectively.

Total marks of the entire two year M.Ed. semesters program will be 1800. Out of these,
1200 marks will be for Theory courses, whereas 600 marks will be for Practical courses.
In Theory courses, internal evaluation will be to the extent of 20% while in Practical
courses it will be around 30%.

[1] CORE/COMPULSORY COURSES:

i. Perspective Courses
Perspective Courses shall comprise of:
Philosophical Perspectives of Education
Sociological Perspectives of Education
Psychological Perspectives of Education
Contemporary & Future Perspectives of Education
ii. Tool Courses
Tool Courses shall comprise
of: Educational Research - I
Educational Research - II
Information and Communication Technology
Research Data Analysis & Interpretation - I
Research Data Analysis & Interpretation - II

[2] ADVANCE LEVELCOURSES COURSES

From the following list of Advanced Level Courses a candidate will
offer any TWO courses of his/her choice, one in each year of the M.Ed.
program.
Educational
Administration
Special Education
Teacher Education
Guidance and
counseling
Educational
Technology
Curriculum Studies
4
Page

[3] PRACTICUM
 SEMESTER I

Area Course Course Title Nature Int./Ext. Max Academic

No. Marks Hours/
Week
Perspectives
Course 1 Philosophical T 20/80 100 6
Perspectives Of
Education

Tool Course 2 Educational Research-I T 20/80 100 6

Course 3 Information And P 30/70 100 8

Communication
Technology

Specialization Course First Advance Level T 20/80 100 6

Course- I
4/8/12/16

Practicum Course 5 Critical Reading Of P 50/00 50 6

Literature

450

SEMESTER II

Area Course Course Title Area Course Area Course

No. Title

Perspectives Course 6 Psychological T 20/80 100 6

Perspectives Of
Education

Tool Course 7 Research Data T 20/80 100 6

Analysis And
Interpretation – I

Specialization Course Second Advance T 20/80 100 6

Level Course- I
4/8/12/16

Practicum Course 9 Dissertation P 50/100 150 12

Proposal
5

450
Page
 SEMESTER III

Area Course Course Title Nature Int./Ext. Max Academic

No. Marks Hours/
Week

Perspectives Course 10 Sociological Perspectives T 20/80 100 6

of Education

Tool Course 11 Educational Research-II T 20/80 100 6

Specialization Course First Advance Level T 20/80 100 6

Course- I
4/8/12/16

Practicum Course 13 Field Engagement P 50/100 150 12

450

SEMESTER IV

Area Course Course Title Nature Int/Ext. Max Academic

No. Marks Hours/
Week

Perspectives Course 14 Contemporary and Future T 20/80 100 6

Perspectives of Education

Tool Course 15 Research Data Analysis T 20/80 100 6

and Interpretation-II

Specialization Course Second Advance Level T 20/80 100 6

Course- II
4/8/12/16

Practicum Course 17 Dissertation P 50/100 150 12

450
6Page
NOTE 1:
Mode of transacting the curriculum will include: Lecture cum demonstration,
discussion, Individual and group assignment, tutorials, Self study, Seminar, workshops
and conferences, Observation of training programmes of different organizations /
institutions. Case studies of institutions, Visit to resource centres, media production
units, Computer practical, Psychological practical, Conducting tests and surveys.

NOTE 2:
20 internal marks in each theory course will be awarded on the basis of two separate tasks
such as an assignment/ seminar/ quiz/ survey/ small project/written test etc. Records of
both of these tasks will be duly maintained by the concerned faculty/ college.

In a practical course internal marks will be awarded to students on the basis of day to day
conduct of the work/practical/ activity/seminar. Students will maintain a record of the work
in the form of daily diary/ reflective journal/ report to be deposited with the concerned
faculty/ college.

NOTE 3:

A candidate should pass each Theory and Practical courses separately. To pass a
theory course, a candidate must obtain a minimum of 40% marks in it, with at least 35%
in external and 50% in internal evaluation. To pass a practical course, a candidate must
obtain a minimum of 50% marks in it, with at least 40% marks in external and 50% in
internal evaluation. Internal and external marks obtained in a course will be shown
separately in the mark sheet.

To pass in M.Ed. program as a whole, the candidate must get an aggregate of 50%
marks in both Theory and Practical components taken together.

Separate Division will be awarded in Theory and Practical Parts. First division will be
given to those candidates who secure 60% marks and above in aggregate. Second division
will be awarded to those who get at least 50% but less than 60% marks. Distinction will be
awarded to those who get 75% marks and above in aggregate.
In all practical examination not more than approximately 25 students should be examined
in a batch/day. External marks are to be given only by the External Examiner directly to
the University.
Students wishing to appear in a particular semester examination must have appeared in
all previous semester examinations.
In case of Failure, a candidate will be allowed to carry any two courses of a semester. If a
candidate fails in more than two courses of a semester the entire semester will have to be
repeated. The examination of a Carry course will be held as and when it is offered in the
subsequent semester. To pass a Carry course a candidate will get one chance only.
7

A candidate will have to pass two year M.Ed. program in at the most three years.
Page
RKDF University, Bhopal
Two-year (Four Semester)
Master of Education (M.Ed.)
Course of Studies & Prescribed Books
Approved by Board of Studies in Education

Faculty of Education
M.Ed. Examination 2015-16
First Semester

Session:- 2015-16 8
Page
 RKDF University, Bhopal
M.Ed. SEMESTER –I
COURSE 1: PHILOSOPHICAL PERSPECTIVES OF EDUCATION
Max Marks:-80

OBJECTIVES:

To highlight the idea of interrelatedness of the disciplines of education and

philosophy.
To enable the students to understand the branches of Philosophy.

To develop among students the attitude and capacity of raising

fundamental questions concerning theory and practice of education.

To enable the students to analyze the discourse in education in order to

discover the assertions, assumptions and kinds of meaning it might contain.

To equip students with basic terms and concepts of the discipline with a
view to facilitate their understanding of the philosophical discourse relating
to education and intelligent participation in it.

To familiarize students with some significant philosophical perspectives on

education and implications for education.

To bring to the focus of students certain issues vital to education and the
attempts through various philosophies to resolve them.

To acquaint students with the philosophical thoughts of some prominent

Indian and Western educational thinkers.
To help students to appreciate the extent to which contemporary educational
thought and practice are influenced by values cherished by the nation.
CONTENT

UNIT I: PHILOSOPHY OF EDUCATION

(a) Meaning, Functions, Scope and Role of the Philosophy of Education. Relationship
between education and philosophy
(b) Metaphysics, Axiology and Epistemology in Philosophy.
9
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UNIT II: THEORY BUILDING

(a) Concept, Process, characteristics, types and importance of Definition

(b) Concept, types and characteristics of Proposition and Assumption

(c) Concept, Types and Structure of Inference.

(d) Process of Theory building.

UNIT III: SCHOOLS OF INDIAN PHILOSOPHY

Study of traditional Indian schools of Philosophy: Sankhya, Vedanta, Nyaya, and Yoga with
Special Reference to their Basic Tenets and their Educational Implications for Aims, Curriculum
and Methodology of Education.

UNIT IV: SCHOOLS OF WESTERN PHILOSOPHY

Study of Idealism, Naturalism, Realism, Pragmatism, Existentialism, Logical Empiricism

Philosophies, with Special Reference to their Basic Tenets and Educational Implications
for Aims, Curriculum and Methodology of Education.

UNIT V: EDUCATIONAL THOUGHTS OF PROMINENT PHILOSOPHERS

Indian Philosophers: Tagore, Aurobindo and Krishnamurti.

Western Philosophers: Rousseau, Russell and Dewey.

ACTIVITIES

Book Reviews of original readings of Rabindranath Tagore / Sri Aurobindo/ John

Dewey/ J. Krishnamurthy/ Bertrand Russell/ and presentation of their major
philosophical ideas through seminar. (Any One)
Presentation on Fallacies of Inference.
Reviews of two Doctoral Level Research Works of Standard

Analysis of Education Policy / Major policy Documents for their philosophical

underpinnings.
10

REFERENCES
Page
 Agrawal, S.K.: Shiksha ke Darshnic Evam Samaj Shastriya Siddant, Modern
Publishers, Meerut, 1981. Belford, T.O.: Toward a Philosophy of Education, New
York: Holt Rinehart, 1969.

Aurobindo Society: Teaching of Aurobindo, Aurobindo Society, Pondicherry,1952.

Brubacher, L.S.: Modern Philosophies of EducationMcGraw Hill Co. New York,1962.

Butler, L.D.: Four Philosophies, Harper, New York ,1951.

Butler, J.D. Four Philosophies and their practice in Education and Religion, Third Edition ,
NewYork, Harper and Row co., 1968.

Brubacher, J.S. Modern Philosophies of Education, New Delhi-Bombay. Tata McGraw-Hill

Publishing Co. Pvt. Ltd., 1950.

Canker, W.: Hindu Personality of Education.Tagore, Gandhi, Aurbindo,Manohar Book

Service, New Delhi: 1976.

Cohen, Brenda: Educational Thought: An Introduction London: MacMillan Co.,

London, 1969.

Cohen, M.R. & Nagle, E.: Introduction to Logic and Scientific Method Delhi: Allied
Publishers, 1984.

Connor, D.J.: Introduction to Philosophy of Education, London, Rutledge and Kegan

Paul. Copi, I.M.: Introduction to Logic London: Macmillan Co., 1968.

Dutt, R.P.; India today and Tomorrow. People Publishing House, Delhi,1955.

Elmhrist, L.K.: Rabindra Nath Tagore, John Murrey, London,1961.

Gaind, D.N. and Sharma, R.P.: Shiksha ke Siddhant, Universal Publishers, Agra,1964.

Gokhale, B.G.: Indian Thought Through the Ages, Asia Publishing House, Bombay,1961.

Hurst, P.: Logic of Education, London, Rutledge and Kegan Paul, 1983. Kneller, G.F.
(Ed.): Logic and Language of Education, New York, John Wiley and Sons, 1966.

Kabir, H.: Indian Philosophy of Education, Asia Publishing House, . New Delhi, 1964.

Mani, R. N.: Educational Ideas and Ideals of Eminent Indians, New Book Society of India,
New Delhi, 1965.
11

Mertzer, W.P. et. al.: Dimensions of Academic Freedom. University of Illinois Press, 1969.
Page

Moore, T.W.: Educational Theory: An Introduction. London: Rutledge and Kegan Paul,
London, 1974.

Mukherjee, H.B.: Education for Fullness; A Study of Educational Thoughts and

Experiments of R.N. Tagore, Asia Publishing House, Bombay, 1962.

Nash, Paul: Authority and Freedom in Education, New York: John Wiley and Sons, 1966.

Oad, L.K.: Shiksha ki Darshnic Prashtbhoomi, Jaipur: Rajasthan Hindi Granth Academi,
1973.

Pal,H.R.:Educational Research (Hindi) , Bhopal :Madhya Pradesh Hindi Granth

Acdemi,1973.

Pandey, R.S.: Shiksha Darshan, Agra; Vinod Pustak Mandir, 1979.

Pandey, R.: Shiksha ki Darshnik Evam Samaj Shastriya Prashtha, Bhoomi, Vinod Pustak
Mandir, Agra,1979

Park, J.: Selected Readings in Philosophy of Education, MacMillan, London, 1964.

Peters, R.S.: Ethics and Education London: George Allen and Unwin, 1970.

Radhakrishnan, S. Uddeshyapurna Jeevan, New Delhi, Hind Pocket Books, 2004.

Radhakrishnan, S. Bhartiya Sanskriti Kuchh Vichar, New Delhi, Hind Pocket Books, 2004.

Radhakrishnan,S. Hamari Virasat, New Delhi, Hind Pocket Books, 2004.

Radhakrishnan,S. Upnishado Ka Sandesh, New Delhi, Hind Pocket Books. 2004

Rusk, R.R. The Philosophical Bases of Education ,London ,University of London

Press Ltd., 1928.

Rusk, R.R. and Scotland, J. Doctrines of the Great Educators, (Fifth Edition),
NewYork, The Macmillan Press Ltd.1979.

Sharma,Y.K. The Doctrines of the Great Indian Educators, New Delhi, Kanishka
Publishers, 2002.
12
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 RKDF University, Bhopal
M.Ed. SEMESTER –I
COURSE 2: EDUCATIONAL RESEARCH – I
Max Marks- 80

OBJECTIVES

To make students aware of importance and need of research in education.

To make them Familiar with the nature of research in education.

To impart them concepts of Scientific Method, Scientific Inquiry, Paradigm, Theory

and their implications for educational research.

To help students to understand the characteristics of positivist and non-positivist

research paradigms as they apply to educational research.

To make students learn the reasoning and its use in educational

research. To train students in selecting the suitable problem.

To make students familiarize with the steps of research proposal and train them in
formulating research proposal.

CONTENT

UNIT I: SCIENTIFIC METHOD, EDUCATIONAL RESEARCH

(a) Definition, Characteristics, Steps, Types: Basic/Fundamental Research, Applied

Research & Action Research.
(b) Meaning and Definition of Qualitative and Quantitative Research.
(c) Variable - Definition, Types: Independent and Dependent, Continuous and
Discontinuous, Intervening and Concomitant.

UNIT II: FORMULATION OF RESEARCH PROBLEM

(a) Criteria and sources for identifying the research problem.
(b) Characteristics of a good research problem.
(c) Reviewing Literature and Writing the rationale for any research problem based on
review.
(d) Setting objectives of the study: primary, secondary and concomitant

UNIT III: HYPOTHESIS

13

(a) Definition, Characteristics, Statement of the Hypothesis.

Page
 (b) Types: Research Hypothesis, Statistical Hypothesis (Null and Directional), and
Operational Hypothesis.

UNIT IV: POPULATION, SAMPLE, AND RESEARCH DESIGN

Definition of Population and Sample Importance of Sampling

(a) Sampling Techniques – Purposive Sampling, Systematic Sampling, Random

Sampling, Stratified Sampling, Cluster Sampling and Multi-Stage, Sampling:
(b) Size of Sample, Sample Error and Avoidance of Sampling Bias.
(c) Research Design: Concept of Experimental Design.

UNIT V: RESEARCH PROPOSAL WRITING

(a) Formats, style and essential elements of research proposal.

(b) Writing References in research Proposal

ACTIVITIES

Writing abstracts of any two dissertations

Evaluation of two dissertations on the basis of Title, objectives, hypotheses, Design and
Sampling techniques

Review of a qualitative/ quantitative research study

Solution of UGC-NET question papers on prescribed contents

REFERENCES

Ary, D., Jacobs, L.C. and Razanch, Asghan, Introduction to Research in Education. New
York: Holt Rinehart, 1972.

Best, J.W.: Research in Education. New Delhi: Prentice Hall of India Pvt. Ltd.

Buch, M.B. (Ed.): A Survey of Research in Education in India. Baroda: Centre of

Advance Study in Education, M. S. University of Baroda, 1974.

Buch, M.B. (Ed.): Second Survey of Research in Education (1972-1978). Baroda: Society
14

for Educational Research and Development, 1979.

Page

Buch, M.B. (Ed.): Third Survey of Research in Education (1978-1983). New Delhi:
NCERT, 1986.

Ebel, R.L.: A Guide to Educational Research. Boston: Allyan and Bacer Inc., 1965.

Fox, D.J.: The Research Process in Education. New York: Holt Rinehart and Winston Inc., 1969.

Furlong, Nancy E. and Others: Research Methods and Statistics an Integrated Approach.
Fort Worth: Harcourt College Publishers, 2000.

Gay, L.R.: Educational Research – Competencies for Analysis and Application. New
Jersey: Prentice – Hall, Inc., 1996.

Gage, N.L.: Handbook of Research on Teaching. Chicago: Rand McNelly and Co., 1963.

Ghosh, B. B.: Scientific Method and Social Research. New Delhi: Sterling Publishers Pvt.
Ltd., 1982.

Good, C.V.: Essential of Educational: Methodology and Design. New York: Appleton
Century Crofts, 1941.

Healy, Joseph F: Statistics- A Tool for Social Research Belmont, C.A. Wadsworth
publishing Company, 1999.

Helmstadter, G.C.: Research Concepts in Human Behaviour, Education, psychology,

Sociology. New York: Meredith Corporation, 1970.

Husen, T. and Postlehwaite, T.N.: The International Encyclopaedia of Education (Vols. 1

to10) Research and studies. Britain: Pergaman Press, 1985.

Kerlinger, Fred, N.: Foundations of Behavioural Research. Delhi: Surjeet Publication, 1978.

McGrath, J.H.: Research Methods and designs for Education. International Book
Company, 1970.

Mitzel, H.E.: Encyclopaedia of Educational Research (Vol 1 to 4). NewYork; The Free
Press, 1982.

Mouly, George, J.: The Science of Educational Research. New Delhi: Eurasia Publishing
House Pvt. Ltd., 1964.

Popper, K.R.: The Logic of Scientific Discovery. Routledge and Kegan Paul, 1959.

Kunker, P.J. and McGrath, J.E.: Research on human Behaviour- a Systematic Guide to
Method. New York: Holt Rinehart and Winston Inc., 1972.

Sharma, B.A., Prasad, R.D. and Satyanarayan, P.: Research Method in Social Sciences.
15

New Delhi: Sterling Publishers Pvt. Ltd., 1985.

Page

Sidhu, K.S.: Methodology of Research in Education, New Delhi: Sterling Publishers Pvt.
Ltd., 1985.

Sprinthall, Richard C.: Basic Statistical Analysis. New Jersey: Prentice Hall, 1990

Travers, R.M.W.: An introduction to Educational Research. New York: The McMillan

Publishing Company, 1986.

Walizer, M.H. and Wiehir, P.H.: Research Method and Analysis- Searching for
Relationships. New York: Harper and Raw Publishers, 1978.

Wittrock, M.C.: Handbook of Research on Teaching. New York: McMillan Publishing

Company, 1986.

16
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 RKDF University, Bhopal
M.Ed. SEMESTER –I
COURSE 3: INFORMATION AND COMMUNICATION TECHNOLOGY
Max Marks-70

OBJECTIVES

To enable students to understand the scope of ICT and its pedagogic applications.

To help students to understand the meaning of ICT integration in teaching learning

and other academic tasks.
To acquaint students with basics of Computer System and their functions.

To familiarize students with the computer software and hardware approaches in

education.
To help them acquire instructional applications of Internet and web resources.

To develop competency among students to use Online and Offline electronic resources.
To empower students in handling applications like MS-Word and MS-Excel.
To help students to explore the environment of WINDOW Operating System.
.

CONTENT

UNIT I: INTRODUCTION TO COMPUTER SYSTEM

Parts of Computer and their functions, Input and Output Devices used in Research Process,
Memory, Modern Components of different Hardware like laptop, tablet , smart mobiles.

UNIT II: OPERATING SYSTEMS:

(a) WINDOWS: Concept and Features, Creating folders, Shortcuts and their
application. Internet Explorer.
(b) ANDROID: Basic features- Interface, Application (Apps), Memory Management (RAM,

ROM) Security and Privacy, Uses of Smartphone and Tablet, and their applications.

UNIT III: MS OFFICE

(a) MS Word: Different Menus and ribbon: Home, Insert, Page Layout, References,
Mailings and Review, Functions of Office button, Customize Quick Access Toolbar.
(b) Power point: Different Menus and ribbons, making slides. Custom Slide Show.
17
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(c) MS-Excel: Different Menus and ribbon, Charts and their Functions in the field of
 Education, Application of Function Library.
UNIT IV: INTERNET

(a) Online Surfing, Online Conferencing, Creation & Use of e-mail, Chat, Use of
Search Engines , Use of Online Dictionaries, Translator, Plagiarism Software,
Use of Cloud Computing, Utility of Different Topologies in the field of Education .

(b)World Wide Web - Access information, reliability of information. Web Page and
Home Page, Use of Internet in Teaching-Learning Process. Down loading
Information, Uses and Abuses of INTERNET.

UNIT V: USES AND APPLICATIONS

Computer in Teaching Learning Process, Library, Administration, Guidance and

Counseling, In Evaluation Process. NMEICT, Use of Sakshat : A One –Stop
Education Portal .

(a) Computer in Research

ACTIVITIES

Power-point presentation on any

topic Formatting of Document

Analysis of the different application software packages with reference

to their use in education.

Preparation of a project report by using various application software

packages and its critical appraisal.

REFERENCES

Adam, D.M. Computers and Teacher Training: A Practical guide, The Haworth Pren, Inc., N.Y.,
1995.
Bose, K Sanjay. Hardware and Software of Personal Computer, 2005.
Conrad, Kerri. Instructional Design for Web – Based Training HRD Press, 2001.
Flynn, Meredith and Rutkosky, Nita: Advanced Microsoft Office 2000. New Delhi:
Publications, 2000.
Harvest, Douglas: Excel 4 for Windows: Instant Reference. Singapore; Tech Publications
PTE Ltd. 1992.
Hillman, David: Multimedia Technology and Applications. New York: Delmar Publishers,
1998. Horton, W. Designing web-based Training, John Wiley & Sons, 2001.
Matthews, Martin: Windows 95 Power Tools: New York: Random House Electronic
Publishing, 1995.
Minasi, Mark; Christiansen, Eric & Shapar, Kristina: Expert Guide to Windows 98. San
Francisco: Sybex, 1998.
18

Nagpal, D.P.: Computer Course. New Delhi: Wheeler Publishing, 2001.

Page

Oberlin, S.K.; Kervran, P. & Cox, J.: A Quick Course in Windows 3.1. Delhi: Jaico
Publishing House, 1993.
Rajaraman, V.: Fundamentals of Computers. New Delhi: Prentice Hall of India Pvt. Ltd.,
1997. Rathbone, Andy; Windows for Dummies. Delhi: Pustak Mahal, 1993.
Ray,John: Special Edition Using Microsoft TCP/IP New Delhi: Prentice Hall of India Pvt.
Ltd., 1997.
Rosenberg, M.J. e-learning New York: McGraw Hill. 2001.
Sanders, Donald H.: Computers Today. New York: McGraw hill Book Co., 1988.
Sansanwal, D.N.: Information Technology in Higher Education. University News, Vol. 38,
No.46, 2000, pp 1-6.
Sansanwal D.N. & Suri, S.: Computers in Psychological Testing. Journal of Education
and Psychology, Vol. 53, Nos. 1-2-3, 1996.
Sinha, P.K.: Computer Fundamentals: Concepts, Systems and Applications. New Delhi:
BPB Publications, 1992.

19
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 RKDF University, Bhopal
M.Ed. SEMESTER –I
COURSE 4: CRITICAL READING OF LITERATURE
Max Marks-80

Each M.Ed. student is required to undertake dissertation work as part of her

courseware. The selection of a dissertation topic is usually preceded by a critical
reading of literature available in her area of research interest in the form of theses,
dissertation abstracts, research articles published in professional journals, book of
readings, policy documents, project reports and so on.

As a part of this course, each M.Ed. student will write abstracts of theses/ book reviews/
critical reviews of published research papers/ policy documents pertaining to the chosen
area of research. The exercise will be undertaken under the close guidance and
supervision of the research guide allotted to the candidate. It is supposed to help students
in identifying knowledge gaps and, formulation of the research problem.

Internal marks will be awarded by the research guide of the candidates on the basis
of the record of such reviews of research literature maintained by the scholars.

20
Page
RKDF University, Bhopal
Two-year (Four Semester)
Master of Education (M.Ed.)
Course of Studies & Prescribed Books
Approved by Board of Studies in Education

Faculty of Education
M.Ed. Examination 2015-16
Second Semester

Session:- 2015-16 21
Page
 RKDF University, Bhopal
M.Ed. SEMESTER –II
COURSE 6: PSYCHOLOGICAL PERSPECTIVES OF EDUCATION

Max. Marks:-80

OBJECTIVES

To acquaint students about various concerns and methods of psychology.

To develop insight into various theories of learning.
To acquaint students with the theories of personality.
To familiarize students with adjustment and mental health.
To develop an understanding of theories of personality and its Assessment.

CONTENT

UNIT I: PSYCHOLOGICAL ORIENTATION TO EDUCATION

Concerns of Education Psychology.
The methods used in educational psychology.

UNIT II: HUMAN DEVELOPMENT AND ITS THEORIES

Concept and aspects of Human development, Implications for teaching learning

process, Stages of Human development,
Development task theory

Cognitive development theory Moral

development theory
Language development theories- Behaviouristic, Nativist and Interactionist

UNIT III: THEORETICAL APPROACHES TO LEARNING

Bandura’s Social Learning, Cognitive and Social cognitive Theories,

Constructivist Theories of Bruner and Vygotsky
Experiential learning of Kolb

Information processing of Norman, Hull’s reinforcement theory, Tolman’s theory of

learning and Levin’s field theory.
22

UNIT IV: PERSONALITY THEORIES

Page
Concept, nature, dynamics and structure of personality.

Theories of personality- Psychoanalytical (Classical and Neo-Freudian), Humanistic

(Roger and Maslow), Biological and Genetic (Eysenck), Trait Theory (Allport), Big Five
Factor Theory. Personality Traits by Carl Jung. Type Theories: Galen Kretchmer,
Sheldon, Spranger Trait Theories. Allport, Cattell, Eysenck and Educational Implications
of these Theories.

Assessment of personality- Different methods of assessment, difficulties in assessment.

Trait approach, Holistic approach and projective techniques-. Rorschach Inkblot Test,
Thematic Apperception Test (TAT), Picture Completion Tests, Different standardized
tests and inventories

UNIT V: MENTAL HEALTH AND HYGIENE

Concept of Adjustment and Mental Health, characteristics of a mentally healthy person,

school and classroom practices for enhancing adjustment and mental health among the
students.

Mechanisms of adjustment, its positive and negative effects, types of adjustment

problems among students.
Frustration, Conflict, and anxiety- meaning and management.

ACTIVITIES
The Students would perform Experiments and Tests Related to:
1. Adjustment
2. Transfer of Learning
3. Personality
4. Creativity
5. Cognitive Development

REFERENCES

Allport, G.W.: Personality. New York: Holf, Rinehart and Winston, 1937.

Arkoff, Abe: Adjustment and Mental Health. New York: McGraw Hill book Company, 1968.
23

Asubel, D.P : Educational Psycholgy, A Cognitive View. New York: Holt, Rinehart and
Page

Winston, 1968.
Boring, E. G.: A History of Experimental Psychology. Bombay: The Times of India
Press,1969.
Brown, C.W. and Ghiselli, E.E.: Scientific Method in Psychology. N.Y.: McGraw Holt Co,
Inc,1951.

Cattell, R.B.: Description and Measurement of Pesonality. Yonkers: Word Book

Company, 1946.

Chauhan, S.S.: Advanced Educational Psychology. New Delhi: Vikas Publishing House
Pvt. Ltd., 1998.

Dandpani, S.: A Textbook of Advanced Educational Psychology.New Delhi: Anmol Pvt.

Ltd., 2000.

Dash, M.: Educational Psychology. New Delhi, 1991. Flaherty, Charles, E. et al.: Learning
and Memory. Chicago: Rand McNally College Publishing Company, 1977.

Frestner, C. B. & Skinner, B. F.: Schedules of Reinforcement. New York: Appleton

Century-Crofts,1957.

Garne, R.M.: The conditions of Leaning. New York : Holt Rinehart and Winston, 1965.

Guilford, J. P. and Hoepfner, R: The Analysis of Intelligence. New Delhi: McGraw Hill
Book Co ,1971.

Guilford, J. P.: The Nature of Human Intelligence. New York: McGraw hill Book Co,1937.

Guthrie, E. R.: The Psychology of Learning. New York: Harper, 1935.

Hilgard E. R. and Marquis, D. G.: Conditioning and Learning. New York: Appleton
Century,1940.

Hilgard, E. R., Atkinson, R. C. and Atkinson, R. L : Introduction to Psychology (5th Ed.).

New York: Harcourt Brace Jovanovich, Inc. 1971.

Hilgard, Ernest . and Bowe, Gadon, H.: Theories of Learning. New Delhi: Prentice Hall of
India Pvt. Ltd.,1977.

Hurlock, E. B.: Adolescent Development. New York: McGraw Hill Book Co,1959.

Kundu, C.L. and Tutoo, D.N.: Educational Psychology. New Delhi: Sterling Publishers
Pvt. Ltd., 2000.

Lewin, K.,: Dynamic Theory of Personality. New York: McGraw Hill,1936.

24

Macguigan, F. J: Experimental Psychology. New Delhi: Prentice Hall of India Private

Limited,1990.
Page
Martin, D. N.: Doing Psychological Experiments. Australia: Wadsworth Publishers,

2000. Marx, M. H.: Learning Theories. New York: Macmillan, 1971.

Mathur, S.S.: Educational Psychology. Agra: Vinod Pustak Mandir, 2000.

Munn, N. L: Psychology-The Fundamentals of Adjustment (2nd Ed.). Boston: Honghton

Mifflin & Co, 1951.

Ormrod, J.E.: Human Learning –Principles, Theories and Education Implications. New
York: Merrill Publishing Company, 1990.

Pal, H. R.: Advanced Educational Psychology (Hindi). New Delhi: Directorate of Hindi
Medium Implementation, 2006.

Pal, H. R. , Pal, R. and Devara, R.: Experimental Educational Psychology. Delhi:

Directorate of Hindi Medium Implication,Delhi University , 2011.

Pervin, L. A.: Personality - Theory and Research. New York: John Wiley & Sons Inc,1993.

Piaget J. & Inhelder, B.: The Psychology of Child. New York: Basic Books, 1969. Postman,

L. and Egan, J. P. : Experimental Psychology. New York: Harpe,1949.

Rao, S.N.: Educational Psychology. New Delhi: Wiley Easetern Ltd., 1990.

Sternberg, R. J : The Triarchic Mind - A New Theory of Human Intelligence. New York:
Penguin Books,1989.

Woodworth, R.S. and Schloberg: Experimental Psychology. New Delhi: Oxford and IBH
Publishing, 1971.

25
Page
 RKDF University, Bhopal
M.Ed. SEMESTER –II
COURSE 7: RESEARCH DATA ANALYSIS AND INTERPRETATION- I

Mark Marks:-80

OBJECTIVES

To help students understand relationship between types of research tools and

the nature of data.

To help students develop competency and confidence in statistical description

and presentation of research data.

To develop among students capacity for qualitative and quantitative analysis of

research data.

To sensitize students about the assumptions underlying statistical tests and

techniques used for analyzing and interpreting research data.

To empower students in skills of computer applications for analyzing and

interpreting research data.

CONTENT
UNIT I: NATURE OF RESEARCH DATA IN EDUCATION

Interface between research tools & research data

Quantitative and Qualitative data
Analysis of Qualitative data
Issues of reliability and validity

UNIT II: MEASUREMENT AND DESCRIPTIVE STATISTICS

Levels of Measurement
Descriptive Statistics and Plots

UNIT III: NORMAL PROBABILITY CURVE

Normal probability and its applications
26

UNIT V: PARAMETRIC INFERENTIAL STATISTICS

Page

Sampling distribution of mean, sampling error, setting confidence intervals for

 population mean.
Hypothesis testing: Levels of significance

Critical value approach and p-value

approach Type I and Type II errors in testing
hypothesis. Two tailed and one tailed tests.

The t-test: Independent and

Correlated One Way ANOVA
Assumption of Parametric Tests

UNIT V: COMPUTERS IN DATA ANALYSIS

Overview of computer software for data analysis

Coding of data and Data entry in various computer software, Microsoft Excel/
SPSS Data Analysis and interpretation

REFERENCES

Aggrawal, Y. P: Statistical Methods: Concepts, Application and Computation. New Delhi:

Sterling Publishing Private Limited, 1990.

Asthana, H.S. & Bhushan, B.: Statistics for Social Sciences. New Jersey: Prentice Hall of
India, 2007.

Freedman,D., Pisani,R. and Purves R.: Statistics (Fourth Edition), Viva Books, 2011.

Freedman, D. A: Statistical Models Theory and Practice, Cambridge: Cambridge

University Press, 2009.
Furlong, Nancy E. and Others: Research Methods and Statistics – An Integrated
Approach. Fort Worth: Harcourt College Publishers, 2000.
Gage, N.L.: Handbook of Research on Teaching. Chicago: Rand McNelly and Co., 1963.

Garrett, H. E.: Statistics in Psychology and Education. Bombay: Vakils, Feffer and
Simons Ltd, 1981.
Gay, L.R.: Educational Research – Competencies for Analysis and Application. New
Jersey: Prentice – Hall, Inc., 1996.

George, D. and Mallery, P.: SPSS for Windows: Step by Step, VJ Books Inc,1999.
27

Guilford, J. P: Fundamental Statistics in Psychology and Education. Auckland: Mcgraw

Hill International Book Company, 1981.
Page
Healy, J.F: Statistics- A Tool for Social Research Belmont, C.A.Wadsworth publishing
Company, 1999.
Johnson, Richard A. and Tsui, Kam-Wah: Statistical Reasoning and Methods. New York:
John Wiley and Sons, INC, 1998.
Landau, S. and Everitt, B. S.: A Handbook of Statistical Analysis using SPSS, Chapman
& Hall/ CRC Press Company, New York Washington D.C, 2004

Linguist, E.F.: Statistical Analysis in Educational Research. New Delhi: Oxford and IBH
publishing Co., 1968.

Reddy, T. S. and Rao, P. B..: Research Methodology and Statistical Measurements. New
Delhi: Reliance Publishing House, 1995.

Rout, S.K.: Educational Measurement Evaluation and Statistics, Navyug Publishers &
Distributors, New Delhi, 2009.

Salkind, N.J: Encyclopedia of Measurement and statistics, vol.I, II, III, Sage Publications,
New Delhi, 2007.

Siegal, S: Non-Parametric Statistics for the Behavioral Science. New York: McGraw Hill
Book Company, 1988.
Snedecor, G. W. & Cochran, W. G.: Statistics Methods. New Delhi: Oxford and IBH
Publishing Co, 1968. Sprinthall, Richard C.: Basic Statistical Analysis. New Jersey: prentice

Sprinthall, Richard C.: Basic Statistical Analysis. New Jersey: Prentice Hall, 1990.

Walizer, M.H. and Wiehir, P.H.: Research Method and Analysis- Searching for
Relationships. New York: Harper and Raw Publishers, 1978.

28
Page
 RKDF University, Bhopal
M.Ed. SEMESTER –II

COURSE 9: DISSERTATION PROPOSAL

Max Marks :- 100

Each M.Ed. student is required to develop a dissertation proposal under the active supervision of
the research guide at the conclusion of the first year of the program. At the end of second
semester, the student will be assessed by an external examiner on the basis of the submitted
proposal and an open presentation of the research proposal, preferably through power
point mode. The presentation will be open to available faculty members, fellow students,
and other interested persons. The internal marks will be given by the allotted supervisor
on the basis of the students' work during the entire semester.

An external examiner will not normally assess more than 25 students in a day.

29
Page
RKDF University, Bhopal
Two-year (Four Semester)
Master of Education (M.Ed.)
Course of Studies & Prescribed Books
Approved by Board of Studies in Education

Faculty of Education
M.Ed. Examination 2015-16
Third Semester

Session:- 2015-16
30
Page
 RKDF University, Bhopal
M.Ed. SEMESTER –III
COURSE 10: SOCIOLOGICAL PERSPECTIVES OF EDUCATION

Max Marks:-80

OBJECTIVES

To enable the students to understand the sociological perspective in education.

To equip students with the basic terms and concepts of the subject of sociology of
education.

To make students aware about the relationship of society, economy, polity/politics,

religion and culture and education.

To help students appreciate the role of agencies like family, community, politics
and economy in education/schools in India.

To make sensitive the students about the ramifications of the constitutional ideal of
protective discrimination and social justice for education.

To enable the students to understand the impact of education on social change

and mobility.
CONTENT:

UNIT I: INTRODUCTION
Definition and scope of Sociology of Education
Interrelationship between sociology and education
Conceptualizing Education: Society, Culture, Socialization and Education
Education as a Social Institution; its Historical Evolution and Contemporary Forms.

UNIT II: SOCIOLOGICAL PERSPECTIVES IN EDUCATION

Meaning, Nature, Scope and Approaches to Sociology as well as its Relationship
with Education

Theoretical perspectives on education as a social system: Structural-Functional

School, Conflict School, Symbolic Interactionism (special reference to Emile
Durkhiem, John Dewey, K. Mannheim, Karl Marx and T. Parsons)
31

Status and Development of sociology of Education in the West and in

Page
 India. Researches in Sociology of education in India.

UNIT III: AGENCIES OF EDUCATION IN INDIA

Education and the Family, Education and the Community, Concept of the
Community Schools;
Politics and Education; Economy and Education.

UNIT IV: EDUCATION AND SOCIAL PROCESSES

Education and Social Stratification

Modernization and Social Processes
Education and Social Change

Education and Social Mobility

UNIT V: PROTECTIVE DISCRIMINATION AND EDUCATION

Constitutional Ideals- Social equity and equality of educational opportunities –
Addressing education deprivation of SC/ST/OBC/women/ Rural Population.

ACTIVITIES:
Review of any original work of a sociologist

Survey of educational status in a particular community or

village Identifying trends in research in sociology of education
REFERENCES

Anderson, W.A. and Parker, F.B.: Society-Its Organisation and Operation. New Delhi:
Affiliated East West Press (Pvt. Ltd.0, 1966.

Bell Robert R. (Ed.): The Sociology of Education: A Source Book. Dossey Press,
Haramood, Illinois, 1962.
Bernbanum, Gerald: Knowledge and Ideology in Sociology of Education. London:
McMillan Press, 1977.
Blackledge, David and Hunt, Barry: Sociological Interpretations of Education. London:
Croom Helm, 1985.
Brown, F.J.: Educational Sociology. New York: Prentice Hall Inc., 1961.
32

Bruner, J.S.: The Process of Education. Delhi: Atmaram and Sons, 1964.
Page

Cook, L.A. and Cool, E.E.A.: sociological Approach to Education. New York: McGraw
Hill, 1960.
Gore, Desai and Chitnis (Eds.): Papers in the Sociology of Education in India. New Delhi:
NCERT, 1967.
Mannheim, K. and Steward, W.A.C.: An Introduction to Sociology of Education. London:
Routledge and Kegam Paul, 1962.
Ottaway, K.C.: Education and Society. London: Routledge and Kegam Paul, 1955.

Parsons, T.: The Social System. New York: Free Press, 1951.
Ruhela, S.P. (Ed.): Social Development of Educability in India. Delhi: Jain Brothers, 1969.

R.G. Burgess: Sociology, Education and Schools: An Introduction to the Sociology of

Education. London B.T. Bastford Ltd., 1986.
Shukla, S. and Kumar, K. (Eds.): Socialogical Perspectives in Education: A Reader.
Delhi: Chanakya Publications, 1985.
Singh Yogendra: Social Stratification and Change in India. New

33
Page
 RKDF University, Bhopal
M.Ed. SEMESTER –III

COURSE 11: EDUCATIONAL RESEARCH-II

Max Marks:-80
OBJECTIVES
• To help students to discriminate between different Methods of Research.
• To enable students to select the most appropriate Experimental Design.
• To help students to distinguish between Internal Validity and External Validity.
• To enable students to discriminate between Parametric and Non Parametric
Statistical Techniques.
• To develop among students the skill of selecting appropriate method of computing
Correlation and interpret the Coefficient of Correlation.
• To empower students to write the Thesis/Dissertation in a systematic way.
• To develop among students understanding of qualitative research and its types.
• To help students get acquainted with different tools and techniques of data collection
• To enable students to learn the process of standardization of tools

UNIT I: QUANTITATIVE RESEARCH: MEANING, CHARACTERISTICS AND

TYPES
• Descriptive research.
• Survey Research
• Ex-post facto research.
• Experimental Research
• Historical research.
UNIT II :QUALITATIVE RESEARCH
• Case studies
• Ethnographic studies.
• Phenomenological research
• Naturalistic Inquiry
•
34

Meta cognition and Policy research

Page

UNIT-III: TOOLS AND TECHNIQUES OF DATA COLLECTION

 • Characteristics of a good research tool.
• Types of research tools: their development and uses.
• Questionnaires, Interviews and observation as tools of research.
• Tests and scales such as: Projective and non-projective tests, Rating scales and
Attitude scales.
• Socio-metric techniques.
• Standardization of the Tool: Item analysis, Reliability and validity of tools.

UNIT-IV: RESEARCH DESIGN

• Concept of design of study

• Types: Single variable and Factorial Designs
• factors affecting validity of experimental design

UNIT-V: RESEARCH PAPER WRITING AND RESEARCH REPORT WRITING

Writing research report: format, language and style of report, chapterization

pagination, bibliography and references

Writing research paper: Choice of the journal, Selection of objectives, choosing

title, writing rationale, developing the paper
ACTIVITIES

Conducting a Case Study

Writing a Research Paper

Writing a background article

REFERENCES

Ary, D., Jacobs, L.C. and Razanch, Asghan, Introduction to Research in Education. New
York: Holt Rinehart, 1972.

Best, J.W.: Research in Education. New Delhi: Prentice Hall of India Pvt.Ltd.

Buch, M.B. (Ed.): A Survey of Research in Education in India. Baroda: Centre of Advance
Study in Education, M.S.University of Baroda, 1974.

Buch, M.B. (Ed.): Second Survey of Research in Education (1972-1978).Baroda: Society

for Educational Research and Development, 1979.

Buch, M.B. (Ed.): Third Survey of Research in Education (1978-1983).New Delhi:

NCERT, 1986.
35

Ebel, R.L.: A Guide to Educational Research. Boston: Allyan and Bacer Inc., 1965.
Page
Fox, D.J.: The Research Process in Education. New York: Holt Rinehart and Winston Inc., 1969.

Furlong, Nancy E. and Others: Research Methods and Statistics An Integrated Approach.
Fort Worth: Harcourt College Publishers, 2000.

Gay, L.R.: Educational Research – Competencies for Analysis and Application. New
Jersey: Prentice – Hall, Inc.,1996.

Gage, N.L.: Handbook of Research on Teaching. Chicago: Rand McNelly and Co., 1963.

Ghosh, B. B.: Scientific Method and Social Research. New Delhi: Sterling Publishers Pvt.
Ltd., 1982.

Good, C.V.: Essential of Educational: Methodology and Design. New York: Appleton
Century Crofts, 1941.

Healy, Joseph F: Statistics- A Tool for Social Research Belmont, C.A. Wadsworth
publishing Company, 1999.

Helmstadter, G.C.: Research Concepts in Human Behaviour, Education, psychology,

Sociology. New York: Meredith Corporation, 1970.

Husen, T. and Postlehwaite, T.N.: The International Encyclopaedia of Education (Vols. 1

to10) Research and studies. Britain: Pergaman Press,1985.

Kerlinger, Fred, N.: Foundations of Behavioural Research. Delhi: Surjeet Publication, 1978.

McGrath, J.H.: Research Methods and designs for Education.International Book Company, 1970.

Mitzel, H.E.: Encyclopaedia of Educational Research ( Vol 1to4). NewYork; The Free
Press, 1982.

Mouly, George, J.: The Science of Educational Research. New Delhi: Eurasia Publishing
House Pvt. Ltd., 1964.

Popper, K.R.: The Logic of Scientific Discovery. Routledge and Kegan Paul, 1959.

Kunker, P.J. and McGrath, J.E.: Research on human Behaviour- A Systematic Guide to
Method. New York Holt Rinehart and Winston Inc.,1972.

Sharma, B.A., Prasad, R.D. and Satyanarayan, P.: Research Method in Social Sciences.
New Delhi: Sterling Publishers Pvt. Ltd., 1985.

Sidhu, K.S.: Methodology of Research in Education, New Delhi: Sterling Publishers Pvt.
Ltd., 1985.

Sprinthall, Richard C.: Basic Statistical Analysis. New Jersey prentice Hall, 1990.
36

Travers, R.M.W.: An introduction to Educational Research. New York: The McMillan

Page

Publishing Company, 1986.

Walizer, M.H. and Wiehir, P.H.: Research Method and Analysis- Searching for
Relationships. New York: Harper and Raw Publishers,1978.

Wittrock, M.C.: Handbook of Research on Teaching. New York: McMillan Publishing

Company, 1986.

RKDF University, Bhopal

M.Ed. SEMESTER –III
COURSE 13: FIELD ENGAGEMENT
Max. Marks:-100

The objective of course on field engagement is to offer students opportunities of gaining firsthand
experience of the working of teacher education institutions and/or organizations actively engaged
in some specialized fields of education such as curriculum development, text book production,
education of the differently abled, faculty development, educational administration etc. It shall
include four weeks of field visit focused on close observation of various activities performed by
these institutions/ organizations. A M.Ed. student is supposed to prepare a report in the form of
reflective journal and make a presentation of onsite experiences gained back at her own
institution, preferably through power point mode. Internal marks will be obtained from the
institution visited, while the external examiner will award marks on the basis of the submitted
report and presentation cum viva voce examination of the candidates.

37
Page
RKDF University, Bhopal
Two-year (Four Semester)
Master of Education (M.Ed.)
Course of Studies & Prescribed Books
Approved by Board of Studies in Education

Faculty of Education
M.Ed. Examination 2015-16
Fourth Semester

Session:- 2015-16
38
Page
 RKDF University, Bhopal
M.Ed. SEMESTER –IV
COURSE 14: CONTEMPORARY ISSUES IN INDIAN EDUCATION

Max. Marks:-100

OBJECTIVES

To enable prospective teacher educators/administrators to:

Be familiar with the contemporary issues in education at various levels by

accessing various types of learning resources, surveys and interactions.
Develop understanding of the nature of the issues, factors contributing to origin of
the issue and the effects within and outside the system of education.

Develop skills to work-out solutions of the existing educational problems in the

light of the contemporary socio-political framework.

Develop professional competence to participate in the policy development for

education and its implementation modalities at various levels.

UNIT I: EDUCATIONAL ACCESS, QUALITY AND EQUITY

Free, universal and compulsory school education: SSA and RMSA-provisions, crisis,
challenges and remedies. Vocational education, and education for entrepreneurship.
Higher Education: Access, quality and equity concerns.
UNIT II: EDUCATION FOR UNIVERSAL VALUES
Peace, environment and humanitarian concerns, Life Skills and education, Paradoxical
trends (alienation-integration, local-global, altruism-consumerism, etc.), Ethics Education.
Education for democratic living, Education for universal human values
UNIT III: COLLEGE CAMPUSES AND ISSUES OF PARTICIPATION
Campus disturbances: Students unrest, Menace of ragging, student entitlements.
Education and the masses: Public-private partnership, Community participation in
functioning of institutions- SMCs, PTAs, etc., Mass concerns (medium of education, drop-
39

outs etc., weakening of informal agencies). Professional bodies in Teacher Education.

Page

UNIT IV: MANAGEMENT FOR EXCELLENCE

 Online provisions – Entrance, teaching learning and evaluation, Knowledge networks
(NKC), Institutional websites as MIS, ODE, Quality of Education: Selection of Teachers,
Examination reforms (CCE), Assessment and accreditation of institutions (NAAC), Role of
statutory bodies (NCTE, RCI), autonomous bodies (NCERT, UGC) and regulation of
institutions (NKC), Choice based credits, Internationalization and Credit transfer.

UNIT V: REORGANIZATION OF TEACHER EDUCATION

Effects of Globalization, Liberalization and Privatization on teacher education. Recent
major policy documents in education: Reports of Yashpal committee 1998, NCF 2005,
NCFTE 2009, RTE Act 2009, Teacher Education Reforms: Justice Verma
Commission and Implications for teacher education.

ACTIVITIES
Critical review of any policy document. Case
study of Quality institution
Study of role of SMC/ PTA

REFERENCES

MHRD (2001): Convention on the Right of the child. New Delhi.

UNESCO (2005): EFA Global Monitoring Report on Quality of Education Finance.

Dev, A.,Dev, T.A.,Das,S. (1996) Human Rights a Source Book, New Delhi,
NCERT, Pp. 233.

Ram Jois, M. (1998) Human Rights and Indian Values, New Delhi: N.C.T.E. Pp 80.

Varghese, A. (2000) Education for the Third Millennium, Indore: Satprachar Press,
Pp 251.
Sharma R. C., Mahajan B. Permi, K.K. Nuna S. C., Menon, P. (1974) Source Book
on Environmental Education for elementary Teacher Educators, New Delhi:
NIEPA, Pp 278.
NCERT (1970) Education and National Development- Report of the Education
Commission (1964-66), New Delhi: NCERT.
Singh, S.K.( 2008) Environmental Education and Ethics , Amrit Prakashan ,
Varanasi,Pp.114
Singh, S.K.( 2010) Fundamentals of Environmental Education , Sharda Pustak Bhawan ,

Allahabad ,Pp.175

Srivastava, P. (2005) Paryavaran Shiksha, Madhya Pradesh Hindi Granth

Academy, Bhopal, Pp. 195.
40

NCERT (2004) Environmental Education in Schools, NCERT, New Delhi, Pp.112.

Page

NCERT (2011) Teachers’ Handbook on Environmental Education for the Higher

 Secondary Stage, DESM, NCERT, New Delhi, Pp.316.

Stella,A. (2001).Quality assessment in Indian higher education:Issues of impact

and future perspectives,New Delhi: Allied publishers,Pp.236.

RKDF University, Bhopal

M.Ed. SEMESTER –IV

COURSE 15: RESEARCH DATA ANALYSIS AND INTERPRETATION- II

Max Marks:- 80

OBJECTIVES

To help students understand the concept of interaction of variables in factorial

design ANOVA.

To develop among students the understanding of covariate(s) in one way and

factorial design ANCOVA.

To help students develop competency and confidence in computation of

statistical test measures and testing their significance.

To enable students to make distinction between parametric and non parametric

test and their applicability.

To sensitize students about the assumptions underlying statistical tests and

techniques used for analyzing and interpreting research data.

To empower students in skills of computer applications for analyzing and

interpreting data.

CONTENT

UNIT I: FACTORIAL DESIGN ANOVA

Two way ANOVA of equal and unequal cell size
ANCOVA- One way and two way with one or more covariates
UNIT II: NON PARAMETRIC TESTS

Concept of non parametric tests, difference between parametric and non

41

parametric tests
Page
 One sample Chi square test: hypotheses of equality, proportion and
normality Two sample chi square test, Residual analysis

UNIT III: NON PARAMETRIC TEST FOR TWO INDEPENDENT SAMPLES

Mann Whitney U test
one tailed and two tailed tests

UNIT IV: PAIRED SAMPLES TEST

Wilcoxon T test
Testing null and directional hypotheses

UNIT V: COMPUTERS IN DATA ANALYSIS

Data entry in computer software, Microsoft Excel/ SPSS

Data Analysis and interpretation using computes

ACTIVITIES
In relation to the Statistical Tests listed above:

Data entry, exploring nature of data, running the tests

Selecting, Modifying and interpreting the output

REFERENCES
Aggrawal, Y. P: Statistical Methods: Concepts, Application and Computation. New Delhi:
Sterling Publishing Private Limited, 1990.
Asthana, H.S. & Bhushan, B.: Statistics for Social Sciences. New Jersey: Prentice Hall of
India, 2007.
Freedman,D., Pisani,R. and Purves R.: Statistics (Fourth Edition), Viva Books, 2011.

Freedman, D. A: Statistical Models Theory and Practice, Cambridge: Cambridge

University Press, 2009.

Furlong, Nancy E. and Others: Research Methods and Statistics – An Integrated

Approach. Fort Worth: Harcourt College Publishers, 2000.

Gage, N.L.: Handbook of Research on Teaching. Chicago: Rand McNelly and Co., 1963.

Garrett, H. E.: Statistics in Psychology and Education. Bombay: Vakils, Feffer and
Simons Ltd, 1981.
42

Gay, L.R.: Educational Research – Competencies for Analysis and Application. New
Page

Jersey: Prentice – Hall, Inc., 1996.

George, D. and Mallery, P.: SPSS for Windows: Step by Step, VJ Books Inc,1999.

Guilford, J. P: Fundamental Statistics in Psychology and Education. Auckland: Mcgraw

Hill International Book Company, 1981.

Healy, J.F: Statistics- A Tool for Social Research Belmont, C.A.Wadsworth publishing
Company, 1999.

Johnson, Richard A. and Tsui, Kam-Wah: Statistical Reasoning and Methods. New York:
John Wiley and Sons, INC, 1998.

Landau, S. and Everitt, B. S.: A Handbook of Statistical Analysis using SPSS, Chapman
& Hall/ CRC Press Company, New York Washington D.C, 2004

Linguist, E.F.: Statistical Analysis in Educational Research. New Delhi: Oxford and IBH
publishing Co., 1968.

Reddy, T. S. and Rao, P. B..: Research Methodology and Statistical Measurements. New
Delhi: Reliance Publishing House, 1995.

Rout, S.K.: Educational Measurement Evaluation and Statistics, Navyug Publishers &
Distributors, New Delhi, 2009.

Salkind, N.J: Encyclopedia of Measurement and statistics, vol.I, II, III, Sage Publications,
New Delhi, 2007.

Siegal, S: Non-Parametric Statistics for the Behavioral Science. New York: McGraw Hill
Book Company, 1988.

Snedecor, G. W. & Cochran, W. G.: Statistics Methods. New Delhi: Oxford and IBH
Publishing Co, 1968. Sprinthall, Richard C.: Basic Statistical Analysis. New Jersey: prentice

Sprinthall, Richard C.: Basic Statistical Analysis. New Jersey: Prentice Hall, 1990.

Walizer, M.H. and Wiehir, P.H.: Research Method and Analysis- Searching for
Relationships. New York: Harper and Raw Publishers, 1978. 43
Page
 RKDF University, Bhopal
M.Ed. SEMESTER –IV

COURSE 17: DISSERTATION

Max. Marks:- 100

M.Ed. students will submit a report of the dissertation work, carried out by them during the
coursework in two typed copies. A soft copy of the same in the form of CD will necessarily
be enclosed along with each hard copy of the dissertation report. At the end of the fourth
semester, the student will be assessed by an external examiner on the basis of the
submitted report and an open presentation of the research work, preferably through
power point mode. The presentation will be open to available faculty members, fellow
students, and other interested persons. The internal marks will be given by the allotted
supervisor on the basis of the students' work during the entire semester.

An external examiner will not normally assess more than 25 students in a day.

44
Page
 RKDF University, Bhopal
M.ED. TWO YEARS
ADVANCE LEVEL COURSES
COURSE 4/8/12/16: EDUCATIONAL TECHNOLOGY- I

Max. Marks:-150
OBJECTIVES:
To familiarise student with the concept of educational technology.

To equip student with fundamentals of system approach for solving educational

problems scientifically.

To make students aware of different types of instructional material. To

enable students to understand the role of mass media in education.
To make student familiar with the role of educational technology in education.

To acquaint students with the challenges and opportunities emerging in integrating

new technology in educational process.

CONTENT

UNIT I: CONCEPT OF EDUCATIONAL TECHNOLOGY

Educational technology: concept, definition, meaning, nature, scope, & significance,
Teaching technology and instructional technology, development of instructional
technology, trends in educational technology, mass instructional technology, role of
technology in education.

UNIT II: APPROACHES OF EDUCATIONAL TECHNOLOGY

Hardware, software and system approach: definition, characteristics and advantages.
Designing and analyzing system, implementation of system approach in education,
concept of cybernetics and system analysis.
45
Page

UNIT III: COMMUNICATION PROCESS

 Communication Process: Concept, nature, process, models and barriers, Mass media
– selection and types, Multimedia approach, Classroom communication, Education
and Training: Face-to-face, Distance and other alternative modes, Information Theory
Channels of communication through mass media in education & Instructional
Strategies: lecture, team teaching, discussion, seminar, tutorials, Mastery Learning.

UNIT IV: MULTI SENSORY AIDS

Concept, definitions, Classification: Audio, Visual, and Multi Sensory. Principles of
selection of teaching aids, importance and uses. Audio/Radio: Broadcast and audio
recordings - strengths and Limitations, criteria for selection of instructional units, script
writing, Video/Educational Television: Telecast and Video recordings - Strengths and
limitations, Use of Television and CCTV in instruction and Training,
UNIT V: DESIGNING INSTRUCTIONAL SYSTEM
Formulation of instructional objectives, Task Analysis, Instructional Material: PLM –
Meaning, types: LPLM, BPLM. MPLM, developing various types of PLM.
Development of Modules.
ACTIVITIES

Development of PLM on any topic.

Preparation of teaching aids
Script writing : Audio/Video

REFERENCES:
Agrawal, J.C.: Essentials of Educational Technology – Teaching Learning Innovations in
Education, Vikas Publishing House, New Delhi, 1996.
Alberto, P.A. & Tontman, A.C. Applied Behaviour Analysis for
Teachers. London: Merrill Publishing Co, 1986.
Bhushan, S.: Educational Technology, Vinod Pustak Mandir, Agra, 1986.
Chouhan, S.S.: Innovations in Teaching and Learning Practices, Vikas Publishing House,
New Delhi, 1973.
Chouhan, S.S.: Textbook of Programmed Instruction, Sterling Publication, New Delhi,
1982. Das, R.C. Educational Technology: A Basic Text. New Delhi: Sterling, 1992.
Dececco. J.P. Educational Technology, New York: HRW, 1964.
Kocharan, Kieffer: Audio Visual Aids, Prentice Hall, New Delhi, 1966.
46

Kulkarni, S.S.: Introduction to Educational Technology, Oxford and IBH, New Delhi, 1986.
Joshi, A., & Passi, B.K.: Controlled Learning, National Psychological Corporation, Agra,
Page

1998. Mohanty, J.: Educational Broadcasting, Sterling Publishers, New Delhi, 1984.
Rao. V. Educational Technology. Delhi: Himalayan Publishing House, 1991.
Sampath, K. et al.: Introduction to Educational Technology, Sterling Publisher, New Delhi,
1981.

Sharma, A.R.: Educational Technology, Loyal Book Depot, Meerut, 1982.

Sharma, A.R.: Programmed Learning, Loyal Book Depot, Meerut, 1982.
Wilson, Bob: The Systematic Designs of Training Courses, Parthenon Publishing, U.S.A., 1987.

RKDF University, Bhopal

COURSE 4/8/12/16: EDUCATIONAL TECHNOLOGY-II
Max. Marks:-

OBJECTIVES

To enable the student to understand the models of teaching.

To make the student familiar with new technological applications in education

including online learning.

To enable the student with use of computer packages in education become

good practitioner of Educational technology.

To acquaint the student with the challenges and opportunities emerging in

integrating new technology in Educational process.

To empower the student in pedagogical application of multimedia approaches.

CONTENTS

UNIT- I: TECHNOLOGY OF TEACHING

Models of teaching: meaning, characteristics and types

Concept Attainment Model
Advance Organizer Model
Inquiry Training Model
Role Play Model
Value Analysis Model
Modification of teacher behaviour: Flanders Interaction Analysis Category System
(FIACS) Simulation.

UNIT II: ICT IN EDUCATION

Computer assisted instruction, Web based instruction: uses, web links, online learning, m-
learning, flipped classroom, blended learning, Virtual classrooms, computer based assessment
47

system, Computer mediated communication. Uses of teleconferencing, interactive video

Page

and computer conferencing, Massive open online courses (MOOCS)

UNIT III: MULTIMEDIA APPROACH

Meaning, characteristics, usage, Multimedia Development Process, Instructional Design

for Multimedia: Models of designing multimedia: Reeves Multimedia Design Model, ADIE
Model, Script writing for multimedia.

UNIT – IV: DISTANCE EDUCATION & MASS MEDIA

Distance Education: Concept, Different contemporary system, viz., Correspondence,

distance and Open: Student support services: Evaluation Strategies in Distance,
Education; Counseling Methods in Distance Education. Mass Media: Media – Educational
TV and Radio as mass media.

UNIT V: PROBLEMS AND CHALLENGES

Problem of sub-optimal use of technology in education, Attitudinal problems and challenge of

adapting to fast emerging technologies in education, Poor maintenance of infrastructure and
lean technical support system, Challenge of faculty empowerment in technology of teaching.

ACTIVITIES

Development of e-content in an area.

Construction of profile on wiki-educator
Development of lessons using models of teaching
Script writing for multimedia program

REFERENCES

Agrawal, R: Educational Technology Management & Evaluation. Delhi: Shipra

Publications, 2009.

Anand, S : Educational Development and Technology. New Delhi: Anmol Publications

Pvt. Ltd, 2007.

Dahiya, S. S: Educational Technology-Towards Better Teacher Performance. Delhi:

Shipra Publications, 2008.

Dangwal, K.L: Educational Technology (Technology supported Teaching & Learning).

New Delhi: APH Publishing Corporation, 2011.

Davis, B.: Tools for Teaching. Maxwell, New York, 1993.

Joyce, B. and Well, M.: Models of Teaching. New Jersey: Prentice Hall Inc., 1985.

Lucido, P.L. & Borabo, R.G : Educational Technology. Quezon City: Katha Publishing
48

Co,1997.
Page

Mangal,S.K : Essentials of Educational Technology. New Delhi: PHI Learning Pvt. Ltd, 2009.
Mohanty, J: Modern Trends in Educational Technology. ND: Neelkamal Publications Pvt.
Ltd, 2007.

Pathak, G. P: Education and Communication Technology. ND: Reference Press,

2005. Rao, V. K: Educational Technology. ND: APH Publishing Corporation, 2011.

Rather, A. R.: Dynamics of Educational Technology. New Delhi: Anmol Publications Pvt.
Ltd, 2006.

Sampath, K. et al.: Introduction to Educational Technology. Sterling Publisher, New Delhi,

1981.

Sharma, R.A.: Educational Technology. Loyal Book Depot, Meerut, 1982.

Siddiqui, M. H: Challenges of Educational Technology. ND: APH Publishing Corporation, 2009.

Ventataiah, N.: Educational Technology. APH Publishing Corporation, New Delhi, 1996.

Yadav, N. (2008). A Handbook of Educational Technology. New Delhi: Anmol

Publications Pvt. Ltd, 2008.

49
Page
 RKDF University, Bhopal
COURSE 4/8/12/16: CURRICULUM STUDIES- I

Max. Marks:-
OBJECTIVES

To enable the student teachers to develop understanding about important

principles of curriculum construction.

To help student teachers understand the bases and determinants of curriculum.

To familiarise the student teachers with the concept of curriculum design and
process of curriculum development.

To develop among the student teachers the competency to analyze given

curriculum for its explicit and implicit components.

To help them recognise the need for organising the curriculum on the principles of
integration, articulation and coherence in curriculum.

To enable them identify different kinds of integration, articulation and coherence in

curriculum.
To acquaint the students with the different approaches to curriculum designing.

To develop competency among students in designing curriculum unit.

To equip students with the understanding of different models of curriculum development.

CONTENT

UNIT I: CURRICULUM FUNDAMENTALS

Concept and meaning of curriculum, Definition of curriculum, Curriculum &

syllabus Elements of Curriculum
Various curriculum concepts: Stated curriculum, recommended curriculum,
supported curriculum, Transacted curriculum, Formal and Informal curriculum,
Manifest and Hidden Curriculum, Null curriculum
Scope of curriculum studies
50
Page

UNIT II: BASES AND DETERMINANTS OF CURRICULUM

 Historical considerations, Philosophical considerations, Psychological
considerations, Sociological considerations, Discipline-oriented considerations

UNIT III: CURRICULUM ORGANIZATION

Principles of curriculum organisation, various kind of Integration, Articulation & coherence in
curriculum, analyzing the existing curriculum in relation to principles of curriculum
Approaches to curriculum organisation: Subject centred, Core curriculum, Learner-
centred, Community - centred curriculum, Process approach and Humanistic approach

UNIT IV: CURRICULUM DESIGN & CURRICULUM DEVELOPMENT

Process of Curriculum Designing & Development: Deduction of curriculum from aims and
objective of education, Content analysis & Instructional Strategies, Evaluation process &
procedures

UNIT V: MODELS OF CURRICULUM DEVELOPMENT

Tylers, Hilda Taba, Nicholls and Nicholls, Wheeler and Need assessment model

ACTIVITIES
Analysis of a school text book

Analysis of the B.Ed. curriculum of the Institution/

University Review of original writings on Curriculum

REFERENCES
Aggarwal, Deepak: Curriculum development: Concept, Methods and Techniques, New
Delhi. Book Enclave, 2007.

Aggarwal, J.C: Curriculum Reform in India- World overviews, Doaba House Book seller
and Publisher, Delhi. 1990.

Arora, G.L.: Reflections on Curriculum. NCERT, Delhi, 1984.

Dewey, John: The Child and the Curriculum, University of Chicago Press, 1966.

Diamond Robert M.: Designing and Improving Courses in Higher Education: A

Systematic Approach, California, Jossey-Bass Inc. Publication, 1986.
51

Goodland, J: Curriculum Enquiry the Study of Curriculum Practices, New York, McGraw
Page

Hill, 1979.
Government of India: National Policy on Education, Department of Education, New Delhi,
1986.

Hass, Glen: Curriculum Planning: A New approach, Boston: Allyn Bacon, 1991.

Hooer, Richar (Ed.): Curriculum: Context, Design and Development, New York:
Longmans, 1971.
Joseph, P.B. et al.: Cultures of Curriculum, New York, Teacher College Press, 2000.

McKernan, James: Curriculum and Imagination: Process, Theory, Pedagogy and Action
Research. Routledge, 2007.

MHRD: Programme of action, Govt. of India, New Delhi, 1992.

MHRD, Gov. of India: National policy on education (revised), New Delhi, 1992.

NCERT: National Curriculum Framework for School Education, NCERT, New Delhi,

2000. NCERT: National curriculum framework, New Delhi, 2005.

Oliva, Peter F.: Developing the Curriculum, Scott, and Foresman & Co, 1988.

Oliver, Albert: Curriculum Improvement a Guide Principles and Processes. New York,
Harper and Row, 1977.

Payne, I.D.A. Curriculum Evaluation: Commentaries on Purpose Process and Product,

Boston, D.C. Health, 1973.

Pratt, D.: Curriculum Design and Development, Harcourt, Brace and Jovanvich, 1980.

Reddy, B.: Principles of Curriculum Planning and Development, 2007.

Taba, Hilda: Curriculum Development: Theory and Practice, New York, Harcourt Brace,
Jovanovich Inc, 1962.
52
Page
 RKDF University, Bhopal
COURSE 4/8/12/16: CURRICULUM STUDIES-II
Max. MarksL:-

OBJECTIVES

To enable the student teachers to develop understanding about strategies of

curriculum implementation.

To familiarise students with the importance and dynamics of curriculum evaluation

for curriculum development.

To sensitize the student teachers about various issues in curriculum development

and need to address them.

To help them identify recent trends in curriculum designing and development.

To develop among students a comparative understanding of their own curriculum

and curricula of some select countries.

CONTENT
UNIT I: CURRICULUM IMPLEMENTATION STRATEGIES

Role of Curriculum support Materials, Preparation for implementation, Models of

implementation
UNIT-II: CURRICULUM EVALUATION

Concept, Need, Importance and Aspects: Formative, Summative curriculum

evaluation, NRT and CRT Testing, Models of Curriculums evaluation, Interpretation
of evaluation results and method, and reconstruction of curriculum
UNIT III: ISSUES IN CURRICULUM DEVELOPMENT

Centralized vs. Decentralized curriculum, Diversity among teachers in their

competence, Problem of curriculum load, Participation of functionary and
53

beneficiaries in curriculum development

Page

Unit IV: CURRICULUM FOR TWENTY FIRST CENTURY

 Open Distance Learning Curriculum (ODL)
Recent Curriculum Trends: National Curriculum Frameworks for School Education
and Teacher Education
Social Reconstructionist curriculum: characteristics, purpose, role of the teacher in
Reconstructionist curriculum, Future Trend in Curriculum
Curriculum researches in India: Trend report

Unit V: COMPARATIVE CURRICULUM

Comparative study of curricula of different countries: India, UK, USA, USSR

ACTIVITIES
Term paper on comparative studies of curricula of any two Nations
Case study of process of development of B.Ed. curriculum of the University
Study of stakeholders feedback on B.Ed./ M.Ed. curriculum
Study of curriculum of an Open University

REFERENCES
Aggarwal, Deepak: Curriculum development: Concept, Methods and Techniques, New
Delhi. Book Enclave, 2007.

Aggarwal, J.C: Curriculum Reform in India- World overviews, Doaba House Book seller
and Publisher, Delhi. 1990.

Arora, G.L.: Reflections on Curriculum. NCERT, Delhi, 1984.

Dewey, John: The Child and the Curriculum, University of Chicago Press, 1966.

Diamond Robert M.: Designing and Improving Courses in Higher Education: A

Systematic Approach, California, Jossey-Bass Inc. Publication, 1986.

Goodland, J: Curriculum Enquiry the Study of Curriculum Practices, New York, McGraw
Hill, 1979.
Government of India: National Policy on Education, Department of Education, New Delhi,
1986.

Hass, Glen: Curriculum Planning: A New approach, Boston: Allyn Bacon, 1991.
Hooer, Richar (Ed.): Curriculum: Context, Design and Development, New York:
Longmans, 1971.
Joseph, P.B. et al.: Cultures of Curriculum, New York, Teacher College Press, 2000.

McKernan, James: Curriculum and Imagination: Process, Theory, Pedagogy and Action
Research. Routledge, 2007.

MHRD: Programme of action, Govt. of India, New Delhi, 1992.

54
Page

MHRD, Gov. of India: National policy on education (revised), New Delhi, 1992.
NCERT: National Curriculum Framework for School Education, NCERT, New Delhi, 2000.

NCERT: National curriculum framework, New Delhi, 2005.

Oliva, Peter F.: Developing the Curriculum, Scott, and Foresman & Co, 1988.

Oliver, Albert: Curriculum Improvement a Guide Principles and Processes. New York,
Harper and Row, 1977.
Payne, I.D.A. Curriculum Evaluation: Commentaries on Purpose Process and Product,
Boston, D.C. Health, 1973.

Pratt, D.: Curriculum Design and Development, Harcourt, Brace and Jovanvich, 1980.

Reddy, B.: Principles of Curriculum Planning and Development, 2007.

Taba, Hilda: Curriculum Development: Theory and Practice, New York, Harcourt Brace,
Jovanovich Inc, 1962.

55
Page
 RKDF University, Bhopal
COURSE 4/8/12/16: TEACHER EDUCATION- I

Max. Marks:-
OBJECTIVES

To acquaint students with the pre-service and in-service Teacher Education in

India. To familiarize students with the evolution of Teacher Education in India.

To make students understand the nature and perspectives of the Teacher Education.

To develop an understanding of needs and problems of Teacher Education.

To develop an understanding of different modalities of transacting Teacher

Education curriculum.

CONTENTS

UNIT I: GENESIS OF TEACHER EDUCATION

Evolution and development of Teacher Education in India, before and after

independence, Recommendations of various commissions established after
independence for Teacher Education.

UNIT II: PRE-SERVICE TEACHER EDUCATION

Teacher Education: Concept & objectives of Teacher Education at secondary level,

Curriculum of Teacher Education at different levels.

Different phases of Teacher Education: Pre-Service Teacher Education- Concept,

Objectives, Different agencies of pre-service education, Induction- concept, objectives
and characteristics of effective induction programs

UNIT III: IN-SERVICE TEACHER EDUCATION

56

In-Service Teacher Education- concept, objectives, different agencies of in-service

education, Different techniques for providing in-service education such as seminars,
Page

workshops, symposium, panel discussion, group discussion, quiz etc.

Different models of in-service education; winter schools, summer schools, short term programs.

UNIT IV: PERSPECTIVES ON TEACHER EDUCATION

(a) Nature of teacher education as a profession, as a supervision, as administration, as

counseling, as curriculum development, as science, as clinical interaction and as teacher
development. (b) Competency based teacher education, (c) Accountability in teacher education

UNIT V: PROBLEMS OF TEACHER EDUCATION

Changing needs and problems of teacher education- teacher education and practicing
schools, Preparing teachers for special schools, Isolation of teacher education institutions
from schools and TEIs working at different levels, commercialization of teacher
education, low social esteem of teaching profession, Role of professional associations

ACTIVITY (ANY TWO)

To develop check list of competency based teacher-

education. To prepare a list for accountability of teachers.
To evaluate/survey the curriculum of teachers’ training program.
To evaluate/survey the innovative programs of teacher education.

REFERENCES

Ali, L.: Teacher Education. New Delhi: APH Publishing Corporation,2012.

Chatterji and Desuja, A.: Training for Teacher in India and England New Delhi: Orient
Longman, 1959.

Chaurasia, G.: New Era in Teacher-Education. New Delhi: Sterling Publishers Pvt. Ltd., 1967.

Dunkin, M. J. (Ed.): The International Encyclopedia of Teaching and Teacher Education.

Oxford: Pergamon, 1985.

Gage, N. L. (Ed.): Handbook of Research on Teaching. Chicago: Rand McNally and Co., 1967.

Gupta, A.K.: Teacher Education: Curriculum and prospects. New Delhi: Sterling
Publishing Private Ltd., 1984.

Mc Nergney, R. F. and Carrier, C. A.: Teacher Development, New York; McMillan

Publishing Co., 1981.

Miman, J. (Ed.): Handbook of Teacher Evaluation. London: Sage Publications, 1981.

Mohan, R.: Teacher Education. New Delhi: PHI Learning Private Limited, 2011.
57

Mukerjee, S. N. (Ed.): Education of Teachers in India (Vol. I & II). Delhi: S. Chand and
Page

Co., 1968.
NCERT: National Curriculum Framework. New Delhi: NCERT, 2005.

NCTE: Curriculum Framework for Teacher Education. New Delhi: NCTE, 1998.

NCTE: Policy Perspectives in Teacher Education. New Delhi: NCTE, 1998.

Nikose, R. L.: Teacher Education- Issues & Challenges. New Delhi: APH Publishing
Corporation, 2012.

Pal, H. R. & Passi, B. K.: Classroom Interaction. Agra: Har Prasad Bhargava Publication.

Shukla, R. S.: Emerging Trends in Teacher Education. New Delhi: Sterling, 1984.

Pal, H. R.: Curriculum- Yesterday, Today & Tomorrow. Shipra Publisher, New, Delhi, 2006.

Pal, H. R.: Methodologies of Teaching & Training in Higher Education(Hindi).Delhi: Hindi

Madhyam Karyanvay Nideshalaya, Delhi University, 2004.

Panda, B. N. and Tiwari, A. D.: Teacher Education. New Delhi: APH Publishing
Corporation, 1997.

Singh,L.C.: Experimentation and Innovation in Schools: A Handbook. New Delhi: NCERT,

1979.

Singh, L. C.: Teacher Education in India- A Resource Book. New Delhi: NCERT, 1990.

Smith, B. O.: Research in Teacher Education: Symposium. New Jersey: Prentice Hall Inc., 1971.

58
Page
 RKDF University, Bhopal
COURSE 4/8/12/16: TEACHER EDUCATION- II

Max. Marks:-
OBJECTIVES

To update the students with the recent researches in teacher education and
teacher effectiveness.

To help students in developing a comparative picture of teacher education in the U.S.A.

the U.K. and the U.S.S.R.

To make students aware with the area, problems & emerging trends of research in
Teacher Education.
To familiarize students with the emerging trends in Teacher Education.

CONTENTS

UNIT I: AGENCIES FOR PROFESSIONAL DEVELOPMENT

Agencies of Teacher Education and their roles in professional development of Teacher

Educators. National level agencies: NCTE, NCERT, UGC - ASC., NUEPA, ICSSR,RIEs.
State level agencies: SBTE, DIET, IASEs, UTDs, CTEs, BITEs

UNITI I: RESEARCHES IN TEACHER EDUCATION

Research in Teacher Education: Concept, Area/Scope & Problems of Research in Teacher

Education, Trends of research in Teacher Education, Different areas of research in Teacher
Education (Teacher Effectiveness, Teacher Competency, School Effectiveness, Teacher
Behavior etc), Emerging trends, areas and variables of research in Teacher Education.

UNIT III: COMPARATIVE TEACHER EDUCATION

Comparative teacher education: comparative study of teacher education in USA, USSR,

UK and India in special reference to their foundational historical background, levels &
structure of teacher training and their courses of the study, curriculum, methods of
teaching, methods of evaluation, standards of teacher education, administration &
finance, contemporary problems & emerging trends.
59

UNIT IV: NEW PARADIGMS IN TEACHER EDUCATION

Page

New trends in teacher education: paradigm shift in teaching-learning process (teacher

centered, teacher-learner interaction, learner centered, learner-centered interaction),

e-learning & m-learning in teacher education, Constructivism in teacher education,

Interdisciplinary approach, Distance education, correspondence & Non-formal education
in teacher education, Flanders interaction analysis category system.

UNIT V: QUALITY OF TEACHER EDUCATION

Quality Assurance: NAAC & their criteria for quality assessment of HEIs, Criteria of
quality assurance in context of IQAC, Performance Based Appraisal System- Academic
Performance Indicator (PBAS–API), TQM.

SUGGESTED ACTIVITIES

SWOT Analysis of any teacher education Institute

Report of a teacher education institute on the basis of quality criteria determined
by the NAAC
Abstract of Ph. D. thesis in the area of Teacher Education

REFERENCES

Ali, L.: Teacher Education. New Delhi: APH Publishing Corporation,2012.

Biddle, B. J. et al.: Contemporary Research on Teacher Effectiveness. New York: Holt

Rinehart, 1964.
Buch, M. B. and Palsane, M. L.: Readings in In-service Education. Anand: V.D. Patel
University, 1968.
Chatterji and Desuja, A.: Training for Teacher in India and England New Delhi: Orient
Longman, 1959.
Chaurasia, G.: New Era in Teacher-Education. New Delhi: Sterling Publishers Pvt. Ltd., 1967.

Chaursia, G.: Innovations and challenges in Teacher Education. Agra: Vikas Publication, 1977.

Corey, S.: In-service Education of Teachers and Administers. Chicago: University of

Chicago Press, 1962.
Dunkin, M. J. (Ed.): The International Encyclopedia of Teaching and Teacher Education.
Oxford: Pergamon, 1985.
Gage, N. L. (Ed.): Handbook of Research on Teaching. Chicago: Rand McNally and Co., 1967.
60

Gupta, A.K.: Teacher Education: Curriculum and prospects. New Delhi: Sterling
Publishing Private Ltd., 1984.
Page
Henry, N. B. (Ed): In-service Education of Teachers, Supervisors, Administrators.
Chicago: University of Chicago Press, 1967.

Mc Nergney, R. F. and Carrier, C. A.: Teacher Development, New York; McMillan

Publishing Co., 1981.

Miman, J. (Ed.): Handbook of Teacher Evaluation. London: Sage Publications, 1981.

Mohan, R.: Teacher Education. New Delhi: PHI Learning Private Limited, 2011.

Mukerjee, S. N. (Ed.): Education of Teachers in India (Vol. I & II). Delhi: S. Chand and
Co., 1968.

NCERT: National Curriculum Framework. New Delhi: NCERT, 2005.

NCTE: Curriculum Framework for Teacher Education. New Delhi: NCTE, 1998.

NCTE: Policy Perspectives in Teacher Education. New Delhi: NCTE, 1998.

Nikose, R. L.: Teacher Education- Issues & Challenges. New Delhi: APH Publishing
Corporation, 2012.

Shukla, R. S.: Emerging Trends in Teacher Education. New Delhi: Sterling, 1984.

Pal, H. R.: Methodologies of Teaching & Training in Higher Education(Hindi).Delhi: Hindi

Madhyam Karyanvay Nideshalaya, Delhi University, 2004.

Panda, B. N. and Tiwari, A. D.: Teacher Education. New Delhi: APH Publishing
Corporation, 1997.

Singh, L. C.: Experimentation and Innovation in Schools: A Handbook. New Delhi:

NCERT, 1979.

Singh, L. C.: Teacher Education in India- A Resource Book. New Delhi: NCERT, 1990.

Singh, T. and Others: Orientation Program of University Teachers. Varanasi: Faculty of

Education, B.H.U., 1982.

Smith, B. O.: Research in Teacher Education: Symposium. New Jersey: Prentice Hall Inc., 1971.

Watking, R. (Ed): In-service Training – Structure and Content. William Brothers Ltd.,
Birkenhead, 1977.
61
Page
 RKDF University, Bhopal
COURSE 4/8/12/16: EDUCATIONAL ADMINISTRATION-I
Max. Marks:-

OBJECTIVES

To acquaint students with the emerging concept of Educational Administration.

To help students to understand the various factors affecting the character of

educational administration.

To impart knowledge of the concept of and related concepts underlying

Educational Administration.

To help the students to understand the nature of Educational Planning,

Educational Leadership and Performance Appraisal.

To develop the students understanding and appreciation of the theories of

Educational Administration and Leadership.

To develop an insight about key concepts of Educational Supervision.

To develop in them knowledge and skills of Evaluation and Appraisal of

educational Institutions.

To develop in students a satisfactory concept of competence in Educational

Administration.

To develop pre-requisite skills for Educational Administrator among students.

To keep students precisely informed about the Educational Planning in India.

CONTENTS

UNIT I: MODERN DEVELOPMENTS IN EDUCATIONAL ADMINISTRATION

Taylorism, Human Approach, Max Weber’s concept of Management, Changing concepts

62

of Educational Administration, efficiency versus human relations - controversy, Process of

Page

administration.
UNIT II: EDUCATIONAL LEADERSHIP

Meaning and Nature of Educational Leadership, Theories of Leadership, Styles of

Leadership: Autocratic, Democratic & Laissez Faire, Group Dynamics and Human Relations.

UNIT III: EDUCATIONAL PLANNING

Types and Scope of Educational Planning. Principles, Different Approaches to

Educational Planning, Economic and Social aspects of Educational Planning; steps in
preparation of plans; Implementing, Evaluating and Readjusting a plan. Five year Plan in
education: Historical Background, Features, Impacts, Merits, Demerits.

UNIT IV: EDUCATIONAL SUPERVISION

Principles, methods and procedures of Educational Supervision, Supervision as Service Activity,

Evaluating effectiveness of supervision, Functions of Supervision, Modern Supervision.

UNIT V: PERFORMANCE APPRAISAL

Meaning, Concept and Scope, Code of Professional Ethics for teacher, Program for
professionals, growth of teachers and improvement of instructional program.

ACTIVITIES

Seminar on the history of Educational Administration

Critical Account of Educational Planning in India
Critical appraisal of the Five year plans in
India Critical analysis of a Leader
Visit to an Educational Institution
Preparation of Performance Appraisal for Teachers,
Administrators etc. Account of Educational Administration in India

REFERENCES

Adams, D. (Ed.): Educational Planning, Centre for Development of Education,

Syracuse University Press, All University School Education, 1958.

Bettelheim, C.: Study in the Theory of Planning, Asia Publishing House, Bombay,1961.

Campbell, R.F. and Gregg, R.T. (Ed.): Administrative Behavior in Education,Harper

and Brothers, . New York, 1957.

Chandrakant, L.S. et al: Educational Administration - What it Means. Ministry of Education, Delhi,
1957. Corbally, J.E. (Jr.): School Finance. Allyn and Bacan, Boston,1962
63
Page

Craig, M. W: Dynamics of Leadership, Jaico Publishing House, Bombay,1995.

Davar, R. L. & Davar, S. L.: The Management Process, Progressive Corporation Pvt. Ltd.
Bombay, 1982.

Dull, L.E.W.: Criteria for Evaluating the Supervision Programme in School, System
Findlay, Ohio, 1960.

Harold-Koontz & Cyril O’Donnell Principles of Management. (2nd ed.), McGraw-Hill Book
Company, New York, 1959.

Hicks, H. J.: Educational Supervision in Principle and Practice. The Ronald Press
Company New York, 1960.

Mort, P. R: Principles of School Administration. McGraw Hill Book Company Inc, New
York, 1946.

George R. Terry: Principles of Mangement. (3rd ed). Richard Publication,Homewood, 1954.

Gupta, L. D.: Uccha Shiksha Prashashan, Haryana Sahitya Acadamy, Chandigarh, 1990.

Jain, P.C. & Maheshwari, G. C, Prabhandhan ke Sidhant , Sultanchand & Sons, New
Delhi,1992.

Koontz, H. & O’Donnell, C: Principles of Management. (2nd ed.), McGraw-Hill Book

Company, New York, 1959.
Mathur, S. S: Educational Administration-Principles and Practices, Krishna Press
,Jullundher, 1969.

Mishra, A. (Ed.): The Financing of Indian Education, Asia Publishing House, Delhi, 1967.
Naik, C: Leadership and Educational Administration, Ministry of Education, New Delhi,
1957.

Naik, J. P: Educational Planning in India, Allies publishers, Bombay, 1965.

Ode, L. K.: Shekshik Prashashan. Rajasthan Hindi Granth Academy, Jaipur, 1991.

Robbins, Stephen P: Organizational Behavior - Concepts, Controversies,

Applications. 11th Ed. Prentice Hall, 2010.

Robert,T et. al :Leadership and Organization: A behavioural science

ApproachMcGraw-Hill Book Company,New York, 1959.
64

Simmon, H.A.: Administrative Behaviour (2 nd Ed.). McMillan and Co., New York, 1967.
Page

Saxena, C. C: Prabhandhan ke Sidhant Sahitya Bhavan Publication, Agra, 1996.

 Sears, J. B.: The Nature of the Administrative Process, McGraw Hil, New York, 1950.
Speers H: Improving the Supervision of InstructionN.L, Prentice Hall Inc, Englewood
Cliffs, 1953.
Tripathi, P. C. Successful Organisation Management, Global Business Press,New
Delhi,1992.

RKDF University, Bhopal

COURSE 4/8/12/16: EDUCATIONAL ADMINISTRATION-II
Max. Marks:-

OBJECTIVES

To develop among the students understanding and appreciation of the theories of

Educational Administration.
To develop among students the concept of competence in Educational Administration.
To help the students to understand the nature of Educational Planning and Finance.
To acquaint them with the theory and Practice of Educational Finance.
To develop among students the attitude and capacity of raising fundamental
questions concerning theory and practice of Educational Administration.

To help them gain an understanding of Financing in Education in India.

To sensitize students about underlying issues in Educational Administration.
To develop among students an insight about the modern trends and related
concepts of Educational Administration.
To acquaint student with the knowledge of Human Resource Management.
CONTENT

UNIT I: THEORIES OF EDUCATIONAL ADMINISTRATION

Conflicts- Gatzel’s Theory, Motivation-Theory of Organizational Equilibrium, Decision

Making- Griffith Theory and Administrative Behavior, Systems Analysis: An approach
to Educational Administration.

UNIT II: ISSUES IN EDUCATIONAL ADMINISTRATION

Centre, state and local bodies, centralization and decentralization in India, State and
Private enterprise, existing problems of administration in India, External and Internal
controls, Factors influencing the system of Educational Administration (Political, Social,
Cultural and Economic.

UNIT III: EDUCATIONAL FINANCE

Importance of Financing in Education, Sources of Income, Cost of Education and

65

Expenditure on Education. Resource Mobilisation and Allocation, Preparation of budget,

Role of central and state governments, local authorities, Private Agencies, Voluntary
Page

Organization
Unit IV: HUMAN RESOURCE MANAGEMENT
Staff selection; Personnel development, Performance appraisal systems; Motivation and
job satisfaction, Organisational climate; Team building

UNIT V: MODERN TRENDS IN EDUCATIONAL ADMINISTRATION

Decision Making, Organization Compliance, Organizational Development, PERT/CPM,

PPBS system approach, Management Information Systems: Database: Concept and
Management, Office Management, Management of Physical Resources

ACTIVITIES

Critical Account of Educational Administration and Management in

India Critical Appraisal of Educational Planning and Finance in India
Assignment on Sources of Educational Finance in India

REFERENCES

Aggrawal, J. C: Educational Administration, School Organisation and Supervision,

Delhi: Agra Book Depot, 1967.

Bhatnagar, R. P. & Aggrawal, V.: Educational Administration Meerut: Loyal Book Depot.
1998.

Campbell, R.F. and Gregg, R.T. (Ed.): Administrative Behavior in Education. New York:
Harper and Brothers, 1957.

Chandrashekran, P.: Educational Planning and Management. New Delhi: Striling

Publication, 1994.

Corbally, J.E. (Jr.): School Finance. Boston: Allyn and Bacan. 1962.

Culbertson, J.A., Paul, B.J. and Theodore, L.R.: Administrative Relationships-A Case
Book. Englewood Cliffs, N.J.: Prentice Hall Inc., 1960.

Datt, R. and Sundharam, K.P.M.: Indian Economy. New Delhi: S.Chand & Company Ltd., 2004.

Deshora, M. L. :Sangathan: Sidhant evm Vyavahaar. Delhi: Himanshu Publication, 1994.

Goel, A. & Goel S. L. Education Policy and Administration. New Delhi: Deep & Deep
Publication, 1994.

Government of India (1951-1956). First Five-year Plan:1951-1956, Planning Commission,

New Delhi: Planning Commission.

Government of India (1956-1961). Second Five-year Plan: 1956- 1961, Planning

Commission, New Delhi: Planning Commission.
66
Page

Government of India (1961-1966). Third Five-year Plan: 1961- 1966, Planning

Commission, New Delhi: Planning Commission.

Government of India (1969-1974). Fourth Five-year Plan: 1969-1974, Planning

Commission, New Delhi: Planning Commission.

Government of India (1974-1979). Fifth Five-year Plan1974-1979, Planning Commission,

New Delhi: Planning Commission.

Government of India (1980-1985). Sixth Five-year Plan: 1980- 1985, Planning

Commission, New Delhi: Planning Commission.

Government of India (1985-1990). Seventh Five-year Plan: 1985- 1990, Planning

Commission, New Delhi: Planning Commission.
Government of India (1992-1997). Eighth Five-year Plan: 1992- 1997, Planning
Commission, New Delhi: Planning Commission.

Government of India (1997-2002). Ninth Five-year Plan: 1997- 2002, Planning

Commission, New Delhi: Planning Commission.

Government of India (2002-2007). Tenth Five-year Plan: 2002- 2007, Planning

Commission. New Delhi: Planning Commission.

Government of India (2002-2007). Eleventh Five-year Plan: 2007- 2012, Planning

Commission, New Delhi: Planning Commission.

Griffiths, D.W. (Ed.): Behavioural Sciences and Educational Administration. Chicago:

Chicago University Press of Chicago, 1964.

Griffiths, D.E.: Research in Educational Administration. New York: Bureau of

Publications, Teacher College, Columbia University, 1959.

Gupta, L. D.: Uccha Shiksha Prashashan. Chandigarh: Haryana Sahitya Acadamy, 1990.

Halpin, A. (Ed.): Administrative Theory in Education. Chicago: Midwest Administration

Centre, University of Chicago, 1958.

Jain, P.C. & Maheshwari, G. C: Prabhandhan ke Sidhant . New Delhi: Sultanchand &
Sons, 1992.

Levin, H.M.: Cost- effective Analysis in Camboy, M (ed.) International Encyclopedia of

Economics of Education (2nd Ed.), London: Pergamon press, 1995.
Mukerji, S. N.: Administration of Educational Planning and Finance (Theory and Practice),
Vadodara: Acharaya Book Depot, 1970.

Naik, J. P.: Educational Planning in India. Bombay: Allied Publication, 1965.

NCERT (1966): Education and National Development, New Delhi: NCERT.

N.S.S.E. Year Book Pt. 2: Behavioural Sciences and Educational Administration.
67

Chicago: Chicago University Press, 1964.

Page

Nwankwo, J. I.: Educational Administration Theory & Practice. Delhi: Vikas Publishing
House Pvt. Ltd, 1982.
Ode, L. K.: Shekshik Prashashan. Jaipur: Rajasthan Hindi Granth Academy, 1991.
Robbins, Stephen P: Organizational Behavior - Concepts, Controversies, Applications. Prentice

Hall, 2010.
Simmon, H.A.: Administrative Behaviour (2 nd Ed.). New York: McMillan and Co, 1967.
Saxena, C. C: Prabhandhan ke Sidhant . Agra: Sahitya Bhavan Publication

RKDF University, Bhopal

COURSE 4/8/12/16: SPECIAL EDUCATION –I
Max.Marks:-

OBJECTIVES

To enable the prospective teacher to acquire knowledge and understanding of

Special Education.

To acquaint the students with the historical scenario of special education in India
and abroad.
To provide the knowledge about the trends like rehabilitation, mainstreaming,
integration, inclusion etc.

To acquaint the prospective teachers with Government Policies, Legislatures and

National Institutes related to the disabled.

To enable the prospective teacher to acquire knowledge and understanding about

different areas of disability (Visual Impairment, Hearing Impairment, Orthopedically
Impaired and Juvenile Delinquency).

To acquaint the prospective teacher with Educational Programmes, Equipments,

and Aids for Education of the children with various disabilities.

CONTENT

UNIT I : INTRODUCTION TO SPECIAL EDUCATION

(a) Concept, Definition, Objectives, Assumptions, Scope. (b) Key terms related to Special
Education- Handicap, Impairment and Disability. Historical development of Special Education.
Trends in Special Education: Rehabilitation, Integration, Inclusion Normalization and
Mainstreaming. Legal Aspect of Special Education: (a) Constitutional Provisions and Acts (b)
Facilities for special children (c) National Institutes related to disability.

UNIT II: VISUAL IMPAIRMENT

Concept, Definition, Causes, Characteristics, Classification, Assessment techniques,

68

Training For Visually Impaired-Sensory Training, Concept development, Communication

skills, Daily Living Skills, Orientation and Mobility Training, Aids and appliances and
Page

Educational Programmes.
UNIT III: HEARING IMPAIRMENT

Concept, Definition, Causes, Characteristics, Classification, Training in Sign Language,

Aids and Appliances and Educational Programmes.

UNIT IV: ORTHOPEDICALLY IMPAIRED

Concept, Definition, Characteristics, Classification and Educational Programmes.

UNIT V: JUVENILE DELINQUENTS

Concept, Definition, Characteristics, Causes and educational Programmes.

ACTIVITIES:

Visit to any Special/Integrated/inclusive School and writing and presentation of report.

Survey of Educational facilities/ Aids and appliances available in the special school.
Case study of any one child suffering from any disability.
Survey of the various web resources available any prescribed
disability. Review of researches related to the prescribed disabilities.

REFERENCES

Ariel, A: Education of Children and Adolescents with Learning Disabilities, Mc

millan Publishing Co. New York, 1992.

Cruschank, W. M: Psychology of Exceptional Children and Youth, Engelwood

Cilffs. N.J.: Prentice Hall, 1975.

Kirk, S.A & companions Educating Exceptional Children. Houghton Mifflin

Company,Eleventh ed, Boston, New York, 2006.

Pal, H.R: Vishishta Balak, Madhya Pradesh Hindi Granth , Academy,Bhopal, 2010.

Panda, K.C: Education of Exceptional Children, Vikas Publishing House, New

Delhi, 1997.

Shankar, U: Exceptional Children, Enkay Publisher, New Delhi, 1991.

Singh, N:Special Education. Commonwealth Publishers. New Delhi,1997.

Stow & Selfe : Understanding Children with Special Needs, Unwin Hyman Ltd.
London,1989.

Yesseldyke, E. James, Bob Algozzine. Special Education- A Practical Approach

for Teachers, Kanishka Publishers & Distributers ,New Delhi
69

COURSE 4/8/12/16: SPECIAL EDUCATION -II

Page
 OBJECTIVES:

To enable the prospective teacher to acquire knowledge and understanding of

Special education and its curriculum.

To enable the prospective teacher to acquire knowledge and understanding about

different areas of disability (Mentally Retardation, Learning Disability, Gifted,
Creative children, Backward Children).

To acquaint the prospective teacher with Educational Programmes, Equipments,

and Aids for education of the disabled.

To acquaint the prospective teacher with the role of Formal, Informal and
Nonformal in the context of Special children.

To aware the students with the various trends in the area of Special Education.

CONTENT

UNIT I: CURRICULUM PLANNING IN SPECIAL EDUCATION

(a) Meaning of curriculum (b) Difference in General and Special curriculum,(c) Foundations
of curriculum (d) Components of curriculum (e) Curriculum Adaptation For Visually Impaired,
Hearing Impaired, Learning Disable ,Current Issues in Special Education: (a) Cross Disability
Approach. (b) Role of Formal and Informal agency in dealing with special children.

UNIT II: EDUCATION OF MENTALLY RETARDED

(a) Concept, (b) Definition,(c) Classification, (d) Characteristics, (e) Causes, (f)
Educational Programmes.

UNIT III: EDUCATION OF BACKWARD CHILD

Concept of Backward children Causes of backwardness and Education Programmes.

UNIT IV: EDUCATION OF GIFTED AND CREATIVE CHILD

(a) Concept, (b)Definition, (c)Characteristics, (d) Identification, (e) Educational Programmes.

UNIT V: EDUCATION OF LEARNING DISABLE

(a) Concept, (b) Definition,(c) Classification, (d) Characteristics, (e) Causes, (f)
Educational Programmes.
70
Page

ACTIVITIES
 Visit to Special School
Project on any one disability area
Preparation of Learning Material
Curriculum planning for special children
Test preparation for Learning Disabled

REFERENCES

Ariel, A: Education of Children and Adolescents with Learning Disabilities, Mc

millan Publishing Co. New York, 1992.

Cruschank, W. M: Psychology of Exceptional Children and Youth, Engelwood

Cilffs. N.J.: Prentice Hall, 1975.

Kirk, S.A & companions Educating Exceptional Children. Houghton Mifflin

Company,Eleventh ed, Boston, New York, 2006.

Pal, H.R: Vishishta Balak, Madhya Pradesh Hindi Granth , Academy,Bhopal, 2010.

Panda, K.C: Education of Exceptional Children, Vikas Publishing House, New

Delhi, 1997.

Shankar, U: Exceptional Children, Enkay Publisher, New Delhi, 1991.

Singh, N:Special Education. Commonwealth Publishers. New Delhi,1997.

Stow & Selfe : Understanding Children with Special Needs, Unwin Hyman Ltd.
London,1989.

Yesseldyke, E. James, Bob Algozzine. Special Education- A Practical Approach

for Teachers, Kanishka Publishers & Distributers ,New Delhi

71
Page
 RKDF University, Bhopal
COURSE 4/8/12/16: GUIDANCE AND COUNSELLING– I
Max Marks:-

OBJECTIVES

To familiarize students with meaning, nature, scope ,aims and principles of

guidance & counseling.

To familiarize students with meaning, definition, techniques, types and

methods of counseling.

To acquaint students with philosophical, sociological and psychological

foundation of guidance.

To familiarize students with standardized and non standardized tools of guidance.

To help students in understanding nature of individual and

individual differences.

To make students aware about world of education and world of work.

To familiarize students with process of organizing guidance services at different

levels and personnel involve in guidance services.

CONTENTS

UNIT I: GUIDANCE

Meaning and Definition, Developmental concept of Guidance leading to Modern Concept,

Nature and Scope of Guidance,

Philosophical, Sociological and Psychological Foundations of Guidance: Aims and

Principles of Guidance.

Guidance and Education: Specific Relationship. Revolutionary changes in Modern Human

Society. Need of Guidance-General and with special references to Indian Cultural Background.

UNIT II: COUNSELLING

72

Meaning, historical development and importance of counselling.

Page

Types -Individual and Group counselling. Approaches of counselling: Directive, Non

directive. Eclectic counselling. Techniques in counselling: Steps of counselling. The
Qualities of effective counsellor.

Theories of counselling-Psychoanalytical theory (Freud, Jung), Self concept/actualization

theory (Rogers, Maslow), Trait theory ( Williamson, Cattell) and Behavioristic
(Skinners,Pavlov) Counselling Skills-Building Trust: Listening, attending, building rapport,
demonstrating empathy, observing, Interview (types of Interview), procedure of
conducting interview. preparation, process, interpretation, recording, and termination .

UNIT III: TOOLS AND TECHNIQUES OF GUIDANCE AND COUNSELING

Criteria of Good Guidance test: general, practical & psychological. Simple (Non Standardized)

Tools of Guidance – Characteristics, construction and use by the Guidance worker.

Anecdotal and cumulative records, Autobiography and self reports,

Behavior Description, Questionnaire, Rating Scale and Checklist, Observation and

Interview schedules, Sociometric Devices. Scientific (Standardized)

Tools of Guidance – Psychological Testing: Nature and Preliminary Precautions, Role Advantages
and limitations –Intelligence, Personality, Creativity, Aptitude, Attitude and Interest.

UNIT IV: UNDERSTANDING THE INDIVIDUAL

Individual Differences in the process of Guidance and Counseling -Nature and Importance.

Nature of Individual’s Personality, its significance

Adjustment: Meaning and Mechanisms and development of Strategies for enhancing Adjustment

Principles of Educational and Vocational Planning, world of work and world of education.

Importance of assessing interest for educational and vocational guidance

UNIT V: ORGANIZATION OF GUIDANCE PROGRAM AT VARIOUS LEVELS

Secondary and college level, Need for Practical Programs of Service.

Basic Services of Guidance and Counseling, Role of various personnel and agencies in
an organized program of services.
Referral Services – Special and Community.

ACTIVITIES

Individual and group counselling for children and adolescents for emotional,
social, behavioural and academic problems.
73

Needed Competencies for Various Vocations & Professions

Page

Preparation of Computerized Cumulative Record

 Computerized Psychological testing of an individual/class

Developing Skills in Communication with practical exercise in verbal and non-

verbal mode.

REFERENCES

Agarwala J.C: Educational and Vocational Guidance & Counseling, Doaba House, New
Delhi,1965.

Barki B.G.,& Mukhopadhyay B : Guidance and Counseling- A manual, Sterling Publishers

Pvt. Ltd, New Delhi,1989.

Bhatnagar R.P : Guidance and Counseling in Education and Psychology, R. Lall Book
Depot, Meerut,2011.

Bernard, H.W.: Towards Better Personal Adjustment. McGraw Hill Book Co., New York,1957.

Cattle, C. and Downie, N.M.: procedures and preparation for counseling, Englewood
Cliffs, New Jersey, 1960.

Chauhan S.S: Principles and Techniques of Guidance, Vikas Publishing House Pvt. Ltd,
New Delhi,2001.

Chibber S.K: Guidance and Educational Counseling, Common Wealth Publishers, New
Delhi,2008.

Crow and Crow : An Introduction to Guidance, Eurasia Publishing House (P) Ltd, New
Delhi,1962.

Geldard, K. and Geldard, D.: Counselling Children – A practical Introduction. Sage

publications, New Delhi, 1997.

Gibson, R.L. and Mitchell, M.H.: Introduction to Counselling and Guidance. Prentice Hall,
New Jersey, 1995.

Gladding T.S : Counseling- A Comprehensive Profession, Dorling Kindersley (I) Pvt. Ltd,

2009. Goldman L.: Using Tests in Counselling. Appelton Century Crofts, NewYork, 1971.

Gupta, M : Effective Guidance and Counseling-Modern Methods and techniques, Mangal

Deep Publication, Jaipur, 2003.

Hollend, J.: The psychology of Vocational Choice. Wattham Man, TheBlaisoldd

publication Co., 1966.

Jaysawal, S.R.: Guidance and Counselling, Prakshan Kendra, Lucknow,1985.

74

Jones, A.J.: Principals of Guidance, McGraw Hill Book Co.Inc.,NewYork,1951.

Page
Kochhar S.K: Guidance and Counseling in Colleges and Universities, Sterling Publishers
Pvt. Ltd., New Delhi,1984.

Kochhar S. K: Educational and Vocational Guidance in Secondary Schools, Sterling

Publishers Pvt. Ltd., New Delhi,1984.

Mc Daenial, H.B.: Reading in GuidanceHolt, Rinehart and Winston, New York,1959. Mishra

R.C: Guidance and Counseling Vol. I, APH Publishing Corporation, New Delhi,2011.

Mishra R.C: Guidance and Counseling Vol. II, APH Publishing Corporation, New Delhi,2011.

Myers, G.E.: Principals and techniques of Vocational Guidance, McGraw Hill Book Co.
Inc., NewYork,1941.

Nayak A.K :Guidance and Counseling, APH Publishing Corporation,New Delhi,1997.

Peterson, J.V. and Nisenholz, B.: Orientation to Counselling. Allyn And Bacon, Boston,

1995. Qureshi H : Educational Counseling, Anmol Publications Pvt. Ltd, New Delhi, 2004.

Sharma, R.A.: Fundamentals of Guidance and Counselling. R. Lall Book Depot, Meerut, 2001.

Siddiqui M.H :Guidance and Counseling, APH Publishing Corporation, New Delhi,2009.

Singh U. K.& Sudarshan K. N. Vocational Education, Discovery Publishing House, New

Delhi,1990.
Super, D.E.: Psychology of Careers. Harper and Brothers, New York, 1957.

Yadav S: Guidance and Counseling, Anmol Publications Pvt. Ltd. New Delhi,2005.

75
Page
 RKDF University, Bhopal
COURSE 4/8/12/16: GUIDANCE AND COUNDSELLING- II
Max. Marks:-

OBJECTIVES

To acquaint students with need of guidance at different educational levels and

techniques collecting and disseminating educational as well as vocational information.

To familiarize students with concepts like vocational development, vocational

maturity, vocational adjustment and their relationship.

To make student understanding self concept and aspiration and

importance of studying these concepts for guidance worker.

To familiarize students with meaning, need , methodology and strategies of

personal guidance.

To make student aware about personality development skills.

To familiarize students with training of personal involved in guidance activities.

To acquaint students with concept objectives and organization of educational clinic.

To make student aware about the researchers conducted in the area,

needed areas of research and issues and challenges in guidance.

To familiarize students with intervention programme as relaxation strategies, Critical

analysis of problems and understanding of behavior pattern of special children.

CONTENT

UNIT I: EDUCATIONAL GUIDANCE

Meaning, Guidance and Curriculum, Principles and Examples of Guidance oriented Curriculum.
Special Need and Specific Nature of Guidance at different educational stages, viz. Primary,
Secondary, Higher Secondary, College entrance, University and Professional Courses/Colleges.
76

Educational Information – Importance, Techniques of collecting and disseminating

Page

Educational Information.
UNIT II: VOCATIONAL GUIDANCE

Meaning, Theories of Vocational Development, Vocational Development, Vocational

Maturing and Vocational Adjustment Occupational Information – Nature and Importance/
Significance, Classification of Occupations, Sources of Occupational Information,
Collection, Analysis and Filing of Occupational Information, Dissemination and use of
Occupational Information, Job Analysis and Job Profiles.
Theories of career development (some basic concepts, applicability and limitations of
each theory) - Trait Factor Theory , Roe’s theory of personality development and career
choice , Holland’s career theory of personality types and work environment , Super’s life
span/life space approach to career development

UNIT III: PERSONAL GUIDANCE

Meaning and Definition of Personal Guidance, Need of Personal Guidance, Methodology

and Strategy of Personal Guidance, Various Possible Areas of Problems- Viz. Physical
Health, Social Relationship, School Life, Home and Family, Sex, Ideals, Financial Status,
Morals, Religion etc. Various areas of Deviancy viz. – Physical, Mental, Intellectual,
Academic, Emotional, Psychoneurotic etc. Cause effect Relationship,

Personality Development : Skills for developing personality: Self Confidence, coping with
stage fear, preparing for interview, Communication skill, Self exploration, etc.

UNIT VI: GROUP GUIDANCE

Concept and Need of Group Guidance, Specific need of Group Guidance in Indian
Situations, Group Dynamics and Group Guidance, Group Guidance and Individual
Counseling. Techniques of Group Guidance.

Researches in Guidance Types and Areas of Researches conducted. Needed Areas of

Research in Guidance and Counseling. Issues and challenges in Guidance.

UNIT V: INTERVENTION PROGRAMMES

Role of relaxation strategies, yoga & meditation therapies for children and adolescents
for reducing stress and problems. Personal management skills (Time, self management)

Critical Analysis of different Types of problems -Academic Problems, Class room

problems, Personal, Vocational, Emotional/social problem (Adjustment) , and Problem of
Decision making .

Behaviour Patterns of Gifted, underachiever, Slow learner/educationally backward child,

Attention deficit hyperactive (ADH) Children, ,Visual/ auditory/ Speech, Orthopedic and
Mentally challenged.

ACTIVITIES
77

Sources and Disseminating Information: Educational and

Page

Vocational Job Analysis

 Trend Report on Researches of Guidance and Counseling
Group Assessment- Tools: Administration and Report.
Relaxation strategies, yoga & meditation therapies for children and adolescents for
reducing stress and problems.
Critical Analysis of different types of Problems of
Students Study of Behaviour Pattern of any special child

REFERENCES

Agarwal J.C: Educational and Vocational Guidance & Counseling, Doaba House, New
Delhi, 1965.

Barki B.G., & Mukhopadhyay B : Guidance and Counseling- A manual, Sterling

Publishers Pvt. Ltd, New Delhi,1989.

Bhatnagar R. P: Guidance and Counseling in Education and Psychology, R. Lall Book

Depot, Meerut, 2011.

Bernard, H.W.: Towards Better Personal Adjustment. McGraw Hill Book Co., New York, 1957.

Cattle, C. and Downie, N.M.: procedures and preparation forcounseling, Englewood

Cliffs, New Jersey, 1960.

Chauhan S.S: Principles and Techniques of Guidance, VikasPublishing House Pvt. Ltd,
New Delhi, 2001.

Chibber S.K: Guidance and Educational Counseling, Common Wealth Publishers, New
Delhi, 2008.

Crow and Crow: An Introduction to Guidance, Eurasia Publishing House (P) Ltd, New
Delhi, 1962.

Geldard, K. and Geldard, D.: Counselling Children – A practical Introduction. Sage

publications, New Delhi, 1997.

Gibson, R.L. and Mitchell, M.H.: Introduction to Counselling and Guidance. Prentice Hall,
New Jersey, 1995.

Gladding T. S: Counseling- A Comprehensive Profession, Dorling Kindersley (I), Pvt. Ltd,

2009. Goldman L.: Using Tests in Counselling. Appelton Century Crofts,NewYork, 1971.

Gupta, M: Effective Guidance and Counseling-Modern Methods and techniques, Mangal

Deep Publication, Jaipur, 2003.
Hollend, J.: The psychology of Vocational Choice. Wattham Man, The Blaisoldd publication
Co.,1966.

Jaysawal, S.R.: Guidance and Counselling, Prakshan Kendra, Lucknow, 1985.

78

Jones, A.J.: Principals of Guidance, McGraw Hill BookCo.Inc.,New York,1951.

Page

Kochhar S.K: Guidance and Counseling in Colleges and Universities, Sterling Publishers Pvt.
Ltd., New Delhi, 1984.

Kochhar S. K: Educational and Vocational Guidance in Secondary Schools, Sterling

Publishers Pvt. Ltd., New Delhi, 1984.

Mc Daenial, H.B.: Reading in Guidance Holt, Rinehart and Winston, New York, 1959. Mishra

R.C: Guidance and Counseling Vol. I, APH Publishing Corporation, New Delhi, 2011. Mishra

R.C: Guidance and Counseling Vol. II, APH Publishing Corporation, New Delhi, 2011.

Myers, G.E.: Principals and techniques of Vocational Guidance,McGraw Hill Book Co. Inc.,
NewYork,1941.

Nayak A.K : Guidance and Counseling, APH PublishingCorporation, New Delhi,1997.

Peterson, J.V. and Nisenholz, B.: Orientation to Counselling. Allyn and Bacon, Boston,

1995. Qureshi H : Educational Counseling, Anmol Publications Pvt. Ltd, New Delhi, 2004.

Sharma, R.A.: Fundamentals of Guidance and Counselling. R. Lall Book Depot, Meerut, 2001.

Siddiqui M.H :Guidance and Counseling, APH Publishing Corporation, New Delhi,2009.

Singh U. K.& Sudarshan K. N. Vocational Education, Discovery Publishing House, New

Delhi,1990. Super, D.E.: Psychology of Careers. Harper and Brothers, NewYork,1957.

Yadav S: Guidance and Counseling, Anmol Publications Pvt. Ltd. New Delhi,2005.

79
Page