SRM SCHOOL OF TEACHER EDUCATION AND RESEARCH SRM UNIVERSITY

Master of Education (M.Ed.,) Programme

2007-2008 Duration:

One Year

Eligibility:

B.Ed Degree holder from any recognized university.

Core Papers:

Theory marks S.No Subjects Code No. No. of Hours External Internal

1. Research Methodology and Statistics TM 201 150 70 30

2. Advanced Educational Psychology TM 202 150 70 30

3. Technologizing Education TM 203 150 70 30

Optional Papers: (ANY TWO)

Theory marks S.No Subjects Code No. No. of Hours External Internal

4. Education in the 21st Century TM 204 150 70 30

5. Philosophical and

Sociological bases of Education

TM 205 150 70 30

6.

Comparative Education and

Curriculum Development

TM 206 150 70 30

7. Guidance and Counselling TM 207 150 70 30

8. Educational

Measurement and Evaluation

TM 208 150 70 30

9. Teacher Education TM 209 150 70 30 10. Elementary Education TM 210 150 70 30

Practical:

Theory marks S.No Subjects Code No. No. of Hours External Internal 11. Dissertation TM 211 450 150 50

Evaluation:-

A. Double Evaluation either External Examiner or Internal Examiner or Both.

B. In the case of an instance, where there is a difference of 15 % or more in the

marks allotted by the two evaluators, the paper will be valued by a third evaluator

and the marks awarded by him/her will be accepted.

C. In case one examiner gives a pass mark and the other gives a fail mark to a

candidate, third evaluator’s result will be considered.

METHODS OF EDUCATIONAL RESEARCH AND STATISTICS TM201 Unit:-1 Research Process Paradigms - positivist, interpretive, critical; mainstream research process, problem identification review of literature and studies. Unit:-2 Methodology Research Questions - Types of research - Hypothetico-deductive approach Hypothesis formulation, types, forms, Empirical method of hypothesis verification- methods of research. Unit:-3 Data Collection Population, sample, sampling techniques; means of data collection, tools, questionnaire, rating scales, tests, interview, observation, case study. Unit:-4 Data Analysis Graphical representation, ,Measures of Central tendency and variability, correlation, rank correlation, Inferential statistics; normal probability curve – type (I and II) error; significance of satisfactions ‘t’, F (one way) ; non parametric tests. Unit:-5 Hypothesis testing The logic behind testing null hypothesis - steps in hypothesis testing - Errors, Type I &II - interpretation of results. Unit:-6 Reporting Formats, Tables and figures; Reports to examining boards, to sponsors, to policy makers, to the public, to fellow researchers, research scholars. Practicals Statistical Analysis using Ms Excel Statistical Package SPSS Reference

1.Babbie, ER 2.Best, John W Survey Research Methods , Wordsworth, Bebont CA , 1982 Research in Education, Prentice Hall of India (Pvt) Ltd. New Delhi, 1963 3.Best,John W and Research in Education, Prentice Hall of India (Pvt) Ltd., Kahn James V New Delhi, 1992 4. Buch, MB Education, Ed.,CASE Baroda,India,1980. 5. Garrett Henry V Statistics in Psychology & Education, Vatils,Teffer &sons Pvt Ltd .,Bombay 6.Giolfprd,J.P Fundamental Statistics in Psychology & Education New York, M,Graw Hill Book Co.. 1965 7.Travers Robert,M.W Introduction to Educational Research New York Macmillan Co..1964 8. Lirdquist E.F Statistical analysis in Educational Research, Boston, Houghton Mifflin& co..1970 9.Good,Carter V Methodology of Educational Research, New York, Appleton- Century croft, Inc..1972 10. Fox D.J The Research Process in Education, New York ,Holt, Rinehart and Winston,1969 11. Adiseshiah W.T.V Educational and Social Research, Coimbatore Sekhar.S. Volume Pattipagarm, 1977

ADVANCED EDUCATIONAL PSYCHOLOGY TM202

1.Human Development. Physical ,Emotional, Social ,Intellectual development .Erickson’s

model of Psycho social development of children factors influencing development and

general characteristics and implications for teaching and learning.

2.Learning- Concept, importance of learning theories in education. Behaviourist,

cognitive, constructive theories of learning (Skinner, Piaget, Bruner, Vigotsky)Learning

styles, Collaborative learning-learning to be transformative, active and interactive-

motivating-life long.

3. Intelligence and creativity: Nature, Definition and types of intelligence. Spearman’s

two factor theory, Guilford structure of Intellect. Multiple intelligence (Gardner)-

Emotional intelligence, creativity, nature, theories development in students-types of

creativity-contribution (Sternberg)

4.Personality- concept, Nature and approaches to personality-Theories of personality-

Eysenck, Psychoanalytic approaches-Assessment of personality techniques: Personality

inventories rating scales-projective techniques.

5. Adjustment and mental hygiene: Concept, Mechanism of adjustment-defense, escape,

withdrawal, Compensatory.

Principles of mental hygiene-preventive , constructive and curative measures and

implications for education

Practicals Contribution of psychologist to Education

Reference

1. Mangal S.K (2002) ,”Advanced Educational Psychology”, published by Ashok K.G, Prentice Hall of India Pvt, Ltd, New Delhi-1

2. Chauhan S.S (2003), “Advanced Educational Psychology”, Vikas Publishing House, Pvt, Ltd, Jangpura, New Delhi 110014.

3. Andrews T.G (ED) (1958) ,”Methods of Psychology”, New York, Holf. 4. Woodworth R.S (1954),”Experimental Psychology”, New York ,Holf. 5. Boring E.G (1950), “A History of Experimental Psychology, 2nd edition,

Appleton Century –Crofts, New York 6. Crow L.D and Alice Crow, (1973), “Educational Psychology”, Eurasis Publishing

House, New Delhi. 7. Skinner C.E (1958),Essentials of educational Psychology, Englewood cliffs N.J

practice – Hall, New Jersey. 8. Cattell R.B ( 1970),”Theories of Personality”, Wiley publishers, New York. 9. Woodworth R.S (1965),Contemporary schools and psychology ( Rev .Ed),

Methuen Publisher, London. 10. Piaget J.C (1926),”Judgment and Reasoning in the child”, Harcour and Brace

Publishing House, New Delhi.

TECHNOLOGIZING EDUCATION (TM-203)

Unit 1: Historical development, craft technology, conceptual technology, electronics and communication, virtual technology in emerging education technology. Unit2: Components of Ms Office: Concept of windows-Introduction of Desktop - elements function of Typical Window Application of Ms Office

a. Ms Word b. Ms Excel c. Power point

Unit 3: Educational technology in Teaching - ICT, LCI, CAI, CMI and its applications. Technology based teaching – Advanced audio Visual transactional aids. Web based teaching- Internet and e-teaching. Unit 4: ET in Evaluation - Reach Easy Access to Knowledge. Different types of usage in Evaluation: Evaluation through Computer Programme Evaluation using OCR, OMR. Preparation of results through computer and announcement of result through computer. Computer is problem identification: to find research gaps, Spade work in research areas. Review of Related Literature: through internet Inflibnet though CD magazines. Data Analysis - Classification and Coding of data, software for Data Analysis, Excel, SPSS. Unit-5: Educational technology in learning - Any one, Any time, Any where. Applications of web based internet, ‘e’ transaction, virtual classroom, simulation, e-resources, Networking, Online learning, Unit 6: Educational technology in Educational Administration - Globalization- Interactive media- Knowledge networking – Herbert Approach levels of teaching – Memory level of teaching – Reflective level of Teaching Managing teaching Learning (IK Deviss approach) Unit 7: Educational Technology in Techno ethics and Education- Digital divide – Access to technology based on educational, Social, Cultural and economic and gender consequences. Cyber space monitoring, coding of ethics for technology delivered education. Practicals

1. Collecting Review of Related Literature Using Internet

2. Statistical data analysis using Excel, SPSS. References: 1.Mujibul Hasan Siddiqui. Challenges of Educational Technology, APH publishing

corporation, New Delhi

2. R.K.Ramanna. Education in Digital age

3.S.M.Zaidi, Modern Teaching of Educational Technology

4.Romesh Verma, Suresh K.Sharma, Modern trends in teaching technology.

5. V.Rajaraman, Introduction to information technology

6.Antani .H ( 1997) Internet for Beginners, New Delhi. Tata Mc Graw Hill Publishing

Company Ltd.

7.Ritendra goel, Fundementals of information Technology, Paragon International

Publishers.

8. J.C Aggarwal Essentias of Educational Technology Teaching Learning Vikas

Publishing House Pvt Ltd.

EDUCATION IN THE 21ST CENTURY – (TM 204) Unit I - Education for change Pace of change: factors propelling the pace of Change: population growth and the

changing structure: liberalization, privatization, globalization ecoeological disturbances,

the impact of triple O’s bio, nano, info and their influence- modernism to post

modernism- competitive world

Unit II – Education for national development

Abdul Kalam’s India 2020- vision for the new millennium national policy on education

(NPE) –elementary education- Sarva Shiksha Abhiyan (SSA) Adult Education – why

education- why do India’s children chop out of school- how do we go about improv8ing

the quality of education throughout the nation .

Unit III Global issues- Terrorism

Dilemma regarding modernism – Scientific materialism – Education for peace and social

justice; diversity for integral development – quality of life education – Sensitizing

teachers towards global issues and environmental issues.

Unit IV Technology based education

The changing base of educational institutions – The change in the role of the teacher –

learning society – Resource based learning and computer aided learning –computer based

assessment – Changes in teaching learning strategies.

Unit V Quality Assurance in Education

Principles and practices in quality assurance – Quality assurance mechanisms in

educational perspective – Organizations that ensure quality education in India – UGC,

NAAC, NCTE, RCE, CASE and their role.

References

1. Educational Technology, Management and Evaluation (2004) J.C Aggarwal,

Vinod Pustak Mandir, Agra.

2. Introduction to computer Assisted Learning, Philip and Bark N and Harmyeatrs

Printice Hall International.

3. Computers for Everyone– V.P.Jaggi – Sushna fain – Acadmic(India)Publishers,

New Delhi

4. Computers Systems and Program – Soni & Aggarval – sultan chard & Sons

Publishers.

5. Development as freedom – Paper Presentation by Amartya Sen.

6. Issues on Education – Paper Presentation by Amrtya Sen.

7. To build a Country build a School house – NY Times 27 May 2002.

PHILOSOPHICAL AND SOCIOLOGICAL BASES OF EDUCATION

TM-205 COURSE OBJECTIVES: To Enable the Student to Develop:

• Understanding the nature and functions of philosophy of education. • Logical analysis, interpretation and synthesis of various concepts, proposition

and philosophical assumption about educational phenomenon. • Understanding and use of philosophical methods in studding educational data. • Critical appreciation of issue relating to social change, determinants of social

change, equity and equality of educational opportunity, constitutional provisions, national integration and international understanding with the help of philosophical and sosciological insights paradigms appropriately.

COURSE CONTENTS UNIT-1

• Meaning and Function of educational Philosphy. Relationship of Education and Philosophy.

• Indian School of philosophy: Vendant, Sankhya, Budhism, Jainism, Islamic traditions (with Reference to Concept, knowledge, Reality and values and their educational implication.).

UNIT-11

• Contribution of Indian thinkers: Tagore, Gandhi, Aurobindo, Vivekananda to Educational thinking.

• Western school of philosophy: Idealism, Naturalism, Pragmatism, realism, Existentialism and Marxism (With reference to Knowledge, Reality and values and their educational implication).

UNIT-111

• Concept and nature of educational sociology and sociology of education. • Relationship between sociology and education. • Education as a social sub system • Education and home • Education and community • Education and modernization • Education and Politics

• Education and Democracy UNIT-1V

• Social change: Meaning, Nature and factors determing social changes. • Constraints of social change in India (Caste, ethnicity, class, language,

religion, regionalism). UNIT-V

• Education social mobility, social stratification. • Education is related to social Equity and Equality of Educational Opportunity. • Education of the Socially and Economically disadvantages sections of the

society with special reference to schedule caste and schedule tribes women and rural population.

REFERENCES:

1. Pandey, R.S. On Education: Adrayayan Publician : New Delhi. 2. Dr. Saligram Tripathi: Principals of Education: Kanishk Publication, New Delhi. 3. Broudy, Harry et.al: Philosophy of Education, University of IIionois Press.

URABANA, 111.1967 4. Gruber, Fredrick C. : Foundations for a Philosophy of Education Thomas Y.

Crowell Co., Ny. 1961 5. Johnson, Herbert: A Philosophy of Education: MeGraw Hill Book Co. NY.1963 6. Radhakrishnan, S. : Indian Philosophy. 7. International Commission on Development of Education: Learning To Be

UNESCO, 1972. 8. ------Do----, Learning the Tresure With In: UNESCO Report of Delor, 1996. 9. Butler: Four Philosophies.

Paper-V Comparative Education and Curriculum

Development (TM 206) Course Objectives To Enable the student to Develop

• To acquaint the student with educational system in terms of factors and approaches of comparative education

• To orient the students with skills to assess the efficiency of educational systems of various countries in terms of prevailing trends in those countries.

• To create a perspective in the students about implication of education for solving the prevailing problems of the education Indian.

• To enable the students to develop an understanding about important principles of curriculum construction.

• To acquaint students with curricular content, curriculum implementation and process of curriculum evaluation.

Course Contents Unit-I

• Concepts , aim and scope of comparative education • Approaches of comparative concept and nature of educational sociology and

sociology of education. Unit-II

• Elementary education: Concept of Universalization, its implication for Indian Education, Primary Education in U.S.A, U.K, and India.

• Secondary education in U.K, U.S.A and India. • Vocationalization of secondary education in U.S.A, U.K and India.

Unit – III

• Higher Education in U.S.A,U.K and India • Distance education: It’s needs and various concepts with reference to U.K,

Australia and India • Educational administration in U.K, U.S.A and India.

Unit- IV Curriculum evaluation in terms of learning outcome Concept of formative and summative evaluation and summative interpretation evaluation result. References: Dr.R.A Sharma: Curriculum Development and Instruction, Surya publication, Meerut.

1. Denis Lawten: School curriculum Planning Hodder and Stoughton New York. 2. Andrey & Howard Nisholls: Developing curriculum- A Guide George Allen and

unwin, London. 3. Hans, Nicholas: Compatrative Education, Rouledge and Kegan, Paul, London. 4. Joseph, Leese: The Teacher in curriculum making, Harper and Brothers

publishers, New york 5. Hugh Soskelt: Designing the curriculum, Open Books, London.

Optional Paper - GUIDANCE AND COUNSELLING (TM 207) Course contents

1. Nature and Scope of Guidance Nature, Scope, purpose, Need, Relationship- Education, Vocation, profession, Occupation, Counselling and Guidance. School and Guidance Programme. Community and Guidance Programme. Essential Features of Guidance.

2. The Services in Guidance Programme Exposition, Orientation, Information, Counselling, Appraisal, Follow up, Placement, Research and Evaluation.

3. Areas of Guidance Programme Educational, Vocational, A-Vocational, Individual, Societal, Occupational, Aprofessional, Health, Environmental, Cultural, Values and developmental-

4. Functions of a Guidance Centre Collecting Data about Learners-Preliminary Data, Interpreting and classifying Data, Disseminating Data.

5. Types of Information, Methods and Techniques of Collecting Data Types of Information – Physical, Social, Mental, Educational. Emotional, Vocational and Relational. Methods and Techniques of collecting Data – Inventories, Scales, Records, Observations, Interviews, Questionnaires, Casetting, Sociometry – with reference to Intelligence, Special Aptitudes , Interests, Attitudes, Personality, skill Concept, Problem-solving, Dynamics.

6. Functions of a Guidance Centre

Collecting Data or Information – Educational, Vocational, Professional and Occupational. Sources, Methods and Techniques of Collecting Data. Procession Data. Interpreting and Classifying Data Disseminating Data – various Techniques.

7. Management and Organisation of Guidance at Various Levels

Requisites policy marking, Administration, Guidance Centre – set up and co ordination, Supervision, Evaluation, Guidance Personnel. Stage – Primary, Secondary, Higher Secondary.

8. Counselling Nature and Scope, Relationship with Guidance. Principles – Directive, Non- directive and Eclectic. Personnel Procedure. Need at Secondary Stage

9. Roles and Perspectives Roles – Principal, Headmaster, In-charge, Counsellor, Class Teacher, Teachers In-charge, the consultant, the Counselled. Perspective- Guidance Movement in the world, Guidance Movement in India and Guidance Movement in Tripura.

References 1. Adams, James Counselling and Guidance, The McMillan Company, New York , 1965 2. Bech, Hetal. Philosophical Foundation of Guidance, Prentice Hall, Engelwood Cliff, New Jercy, 1964. 3. Crow, Lester D. An Introduction to Guidance Principle and Practice, Urasia

Publishing House, New Delhi, 1962 4. Govt.of India Secondary Education Commission Report, New Delhi,

1954 5. Govt.of India Education Commission Report 64-65, Ministry of

Education, New Delhi, 1964 6. Herr, El and Cramer, SH Development in School: Towards A System Approach, Houghton Miffin & Co., Bostan, 1972 7. Jones, Arthur T Principles of Guidance, McGraw-Hill Books\ Company

Inc., NewYork, 1965 8. Kocher, S K Educational and Vocational Guidance in Schools, Sterling

Publishers Private Limited, New Delhi, 1996 9. Me.Deniel, H B Guidance in Modern School, Holt, Rinehart and Winston, New York, 1956 10. Munson, H L Foundations of Developmental Guidance, Allyan and

Bacon, Boston, 1971 11.Myers, George E Principles and Techniques of Vocational Guidance,

Mc Graw- Hill Book Company Inc., New York, 1941

12. Pino, D V Counselling: Theory, Research and Practice, Rand Mcnally College Publishing Company Chicago, 1978

13. Traxler, A E and Techniques of Guidance, Harper and Row, New Yrok, North R D 1957

Paper-VI (Opt.) EDUCATIONAL MEASUREMENT AND EVALUATION (TM 208)

COURSE CONTENT

UNIT-I

• Concept need and scope of educational measurement and evaluation. • Levels of measurement. • Evaluation: Functions and Principles of evaluation. • Relationship between measurement and evaluations.

UNIT-II • Tools of measurement and evaluation • Essay type test • Objective type test • Questionnaire • Rating Scale • Schedule • Inventory • Performance test

UNIT-III • Characteristics of good measuring instrument • Item Analysis • Reliability • Validity • Norms

• Usability UNIT-IV Tests Standardization • Norms referenced and Criteria reference test. • Standard score, t-score and C-score • Construction of Standardization of an achievement test. • Interpretation of test scores and methods of feedback to students. UNIT-V New trends in measurement and evaluation • Grading • Semester system • Continuous internal assessment • Question bank • Blue Print • Use of computer in evaluation UNIT-VI Concept and Measurement of the following test • Achievement • Aptitude • Intelligence • Attitude UNIT-VII NPC (Characteristics and Applications), Concept, computation and significance: Biserial correlation, Point Biserial correlation, tetracoric, phi-coefficient correlation, multiple correlations. REFERENCES:

Rath.R.K (2004).Fundamental of Educational Statistics and Measurement.Taratarini, Pustakalya, Berhampur.

Anastasi, A. (1988) Psychology testing: Macmillan, New York. Gronland, N.F & Lion R.L.(1990). Measurement and evaluation

in Teaching, Macmillan, Newyork. Thorndike, E.M. (1990). A Century of Ability Testing Riverside

Publishing. Sharma.R.A. (1993). Measurement and evaluation, Layal Book

Depo.Meerut.

Patel.R.N. (2004). Educational Evaluation (Theory and Practice) Himalaya Publication.

Singh Arun Kumar: (1997). Tests, Measurement and Research Methods in Behavioral Sciences, Bharati, Bhawan Publications, Patna.

Mohanty and Das,(1996) .Educational Guidance, Measurement and statistics, Takshyashilla publication, Cuttack.

Asthan, B. (2000) Measurement and Evaluation in Psychology and Education, Vinod pustak mandir, Agra.

Satpathy, M.C. and Sarangi. (1987) .Evaluation Measurement and Statistics, Books and Books, Cuttack.

Stanley, J.C. and K.D. Aopkins (1978). Educational and Psychological Measurement and Evaluation, Prentice Hall of India Ltd, New Delhi.

Paper-VI Teacher Education (TM 209) Course Objectives: To enable the students to understand about:

1. Concept and Scope of Teacher Education in India with Historical Perspectives 2. Aims and Objectives of Teacher Education at Elementary, Secondary and College

Level 3. Recommendations of Various Commissions on Teacher Education and Role of

NCTE 4. Types of Different Teacher Education Programmes and their utility. 5. Professional Organization of Teacher Education and their role 6. Types of Teacher Education and Current problems COURSE CONTENT Unit-1 Teacher Education: Concept and Scope Brief review of Historical perspectives. Unit-II Critical appraisal of present system of teacher education Recommendations of various commission on Teacher Education in Post- independence era. Unit-III Elementary level Secondary level College level Unit-IV Profession of Teaching and professional Organizations Performance appraisal Faculty improvement programmes

Unit-V Types of Teacher Education In-Service Pre-service Distance Education Orientation, Refresher courses Unit-VI: Problems of Teacher Education in Dina Teacher Education and practicing school Criterion of Admission Implementation of curricula of Teacher Education Teaching practice. References: NCERT (1997) Code of Professional Ethics for Teachers New Delhi. NCTE(1998) Curriculum Fame work for Quality Teacher Education, New Delhi Rastogi Savita(2001) Teacher Development in Higher Education. Classical publication Company, New Delhi. Walia.K (1999) Profile of Teacher Educators, NCTE, New Delhi Hall G.E, Jones H.L (1976) Competency based Education: A Process for the improvement of Education.Prentice-Hall, Engle wood cliffs, New Jersey. Mohanty,J (1983) Indian Education in Emerging Society, Sterling publishers pvt.Ltd New Delhi Singh.V.K.Sudershan (1996) Teacher Education. Discovery publication R.A Sharma Teacher Education Int.Publication

ELEMENTARY EDUCATION (TM 210)

COURSE OBJECTIVES

1. To develop in the student teacher an understanding of the role and development of Elementary Education in India.

2. To develop in the student teacher proper understanding of various components of

the NPE 1986 and review of NPE 1992 relating to elementary education.

3. To acquaint the student teacher with the recent changes in curriculum structuring

and the modes of curriculum transactions. 4. To help to develop an appropriate teacher competencies on the part of the student

teacher.

5. To acquaint in student teacher with emerging trends and practices in Elementary

Education. COURSE CONTENTS

UNIT I

• Introduction to elementary education: the genesis of elementary education.

• A brief history of elementary education (EE) with special reference to the area of

its operation, Constitutional provisions, Elementary education act, of the area.

• Related concepts and target groups of elementary education (EE).

• The learning needs of pupils.

UNIT II

• National Policy on education 1986 and the revised policy of 1992 with

reference to elementary education.

• Role of Panchayats and local bodies in EE.

• Role of the State government, in EE.

• Role of non-government organizations, in EE

• Trend of commercialization of EE, remedies.

UNIT III

• Curriculum: structure of the curriculum at EE level

• Curriculum transaction : Activity based, experience centred, learner

centred, play-way, joyful learning.

• Learning adjustment and adaptation to special needs of :

a.) Visually, auditory and adaptation to special needs of :

b.) first generation learners and culturally deprived learners and remote rural

areas and slum areas; and

c.) girls

• “Education for all” and required variation in the curriculum.

UNIT IV

• Acquisition of basic skills required for teaching at elementary stage.

• Special qualities of an elementary school teacher (EST)

• Need for orientation and refresher courses for EST;

• Developing competencies related to working with parents and

community;

• Role of basic training centres, normal schools, and DIET’s in providing

training to EST

• Preparation of teachers for implementing ‘Education for all’

UNIT V

• Minimum level of learning (MLL)

• School Readiness.

• Early Childhood Care and Education (ECCE).

• Continuous Comprehensive Evaluation at Elementary level.

• District Primary Education Programme (DPEP).

• Multi-grade teaching in elementary schools.

• Teacher’s commitment

Use of modern technologies and media