UNIVERSITY, NANDED
JULY -2009
Contents:
1. The General Objectives Of M.A. ( Education) Course Are :
2. Duration of the Course
3. Eligibility For Admission
4. Structure of the M.A. ( Education)
5. Attendance
6. Scheme of Examination
7. The Examination For The Degree Of M.A. (Education) Course
Shall Be By Papers, Practicals, Seminar, Project, Field Based
Experience, Dissertation And Viva-Voce
8. Standard of Passing
9. Conversion of Marks Into Grade -Point, Letter- Grade And Class
10. The Marks Certificate
11. (Improvement Of Class)
12. Repeater Rules
13. Detail Syllabus
a. Semester I
b. Semester II
c. Semester III
d. Semester IV
Introduction:
2
different
from
the
medium
of
the
Examination.
c. Medium of Examination:-The medium of the Examination shall be
Marathi or English.
Attendance
a. A candidate desiring to appear for the M.A. (Education)
examination must attend the College recognized for this
purpose.
b. In each semester in each paper/practical/ activities/seminar a
student should put-in at least a minimum 75% attendance,
subject to the general provisions existing in the University
for condonation of attendance, provided a student who falls
short of the required minimum of attendance in the first or
second semester shall make good the same in the next year I
semester and II semester term as the case may be.
c. Student shall attend the lectures and undertake activities
(Components under each Head) of the course in each
semester as prescribed by the University.
d. In case a student remains absent for a particular component
he/she will have to make good the same in subsequent year.
Course Structure:
The course is structured by following heads:
Semester wise details of course are asSemester I:
Theory
Papers
MAE-01
MAE-02
MAE-03
MAE-04
Title
Marks
Internal External
Sociological
20
80
Philosophical
&
Foundations of Education
Psychological Foundation of Education
Methodology in Educational Research
Teacher Education
20
20
20
80
80
80
Semester II
Theory
Papers
MAE-05
MAE-06
MAE-07
MAE-08
Title
Marks
Internal External
Sociological
20
80
Philosophical
&
Foundations of Education
Psychological Foundation of Education
Methodology in Educational Research
Teacher Education
20
20
20
80
80
80
Semester III
Theory
Papers
MAE-09
MAE-10
MAE-11
MAE-12
Title
Marks
Internal External
&
20
80
Educational
Administration
Management
Education Technology
Elective related to School subject
Pedagogy
Practicum & Field study
Total
20
20
80
80
100
400
Note: From three elective related to school subject pedagogy papers one should
be selected related to paper no. MAE-11 for semester third.
Head
MAE-12 Practical & Field Study
Marks
5
2
3
4
5
20
15
30
15
20
100
Semester IV
Theory
Papers
MAE-13
MAE-14
MAE-15
Title
Marks
Internal External
Educational Measurement & Evaluation
20
80
Special Education
20
80
Elective Group A (Candidate has to opt
20
80
any one )
MAE-16
Elective Group B (Candidate has to opt
20
80
any one )
Dissertation and viva-voce
100
Total
500
Note:
1. From elective group A one paper should be selected for paper no. MAE15 and elective group B one paper should be selected for paper no MAE16 for semester fourth.
2. Dissertation topic will be decided through discussion with teachers of
concerned colleges and they have to take care of avoiding repetition of
topic or plagiarism.
Scheme of Examination
The examination for the degree of M.A. (Education) course shall be both
Grand Total:
Semester I (400) + Semester II (400) + Semester III (400) + Semester IV (500) = 1700
Objectives of Paper:
1. To enable the student to understand the philosophical and
sociological origins of education.
2. Logical analysis, interpretation and synthesis of various concepts,
proposition and Philosophical assumptions about educational
phenomena.
4.
5.
SEMESTER II
10
11
12
SEMESTER I
PSYCHOLOGICAL FOUNDATIONS OF EDUCATION
Objectives of Paper:
1. To enable the student to understand concepts and principles of
Educational Psychology as an applied science.
2. To enable the leaner to understand implications of psychological
theories for education.
3. To acquaint the learner with the process of development and
assessment of various abilities and traits
Content:
UNIT I : EDUCATIONAL PSYCHOLOGY AN INTRODUCTION
Educational Psychology : Concept, concerns and scope of educational
psychology,
contribution of psychology to education
UNIT II : HUMAN DEVELOPMENT
Human Development : Concept, principles, sequential stages of
development; factors influencing d
evelopment and their relative role; general characteristics and problems of
each stage.
Theories of Piaget and Bruner major concepts and stages and
implications for
education. Indian theory of Psychological Development.
UNIT III : THEORIES OF LEARNING
Learning : Concept, kinds, levels of learning various view points on
learning, Gagnes conditions of learning; cognitive view point and
information processing; issues related to learning. Educational
implications of the view points on learning.
UNIT IV : GROUP DYNAMICS
Group Dynamics: Group process, interpersonal relations, sociometry
grouping, Social-Emotional climate of the classroom and influence of
teacher characteristics.
13
SEMESTER II
UNIT I: THEORIES OF PERSONALITY
Personality: Concept, development, structure and dynamics of
personality
Theories of Personality Allport, Eysenck; Psychoanalytic approach of
Freud, Erickson;
Behavioural approach Miller, Dollard and Bandura, Humanistic
approach Rogers, Maslow
UNIT II: INDIAN PERSPECTIVES OF PERSONALITY
: Vedic, Buddhist, Rabindernath Tagore Mahatma Gandhi,
J.Krishnamurti and Sri Aurobindo
UNIT III: MEASUREMENT OF PERSONALITY
Assessment of Personality Techniques
a) Personality inventories rating scales
b) Projective techniques : Rorchach, TAT
UNIT IV : ADJUSTMENT AND MENTAL HEALTH
Adjustment and Mental Health
a) Concept, mechanism of adjustment defence; escape, withdrawal,
compensatory.
b) Introduction to common forms of neuroses, psychosis and somatic
disorders
14
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SEMESTER I
METHODOLOGY OF EDUCATIONAL RESEARCH
Objectives of Paper:
To enable the students to understand :
1. The meaning of scientific method, scientific inquiry, Paradigm, theory
and this implications for educational research.
2. The characteristics of philosophical, psychological and sociological
researches in education.
3. The different strategies of educational research.
4. The techniques of developing a research proposal.
5. The meaning and techniques of sampling
6. The various types of tools of data collection.
Content:
UNIT I : EDUCATIONAL RESEARCH: AN INTRODUCTION
Nature of Research, knowledge and Inquiry.
Scientific inquiry, scientific method, nature and sources of
knowledge.
Paradigm, theory, model and approach; positivist and nonpositivist (humanities)
paradigms and their implications for educational research.
UNIT II : FOUNDATIONS OF RESEARCH
Philosophical, psychological and sociological orientation in
educational research.
Interdisciplinarity in educational research and its implications.
16
Objectives of Paper:
To enable the student to:
1. Understand the philosophical foundation of teacher education.
2. Acquaint with aims, objectives, structure and curriculum of teacher
education.
3. Trace the development of teacher education in India & West.
6. Understand the thinking process of a teacher.
7. Become acquainted with managerial aspects of various Practicals in
teacher education.
Content:
UNIT-
PHILOSOPHICAL
FOUNDATION
OF
TEACHER
EDUCATION
a. Concept, Aims and General objectives of Teacher Education
b. Objectives of Teacher Education at various Levels
c. Schools of Philosophy, Psychology and their Implications for Teacher
Education
i) Behaviouristic ii) Humanistic iii) Constructivistic iv) System Approach
e. Ethics of shaping another Persons Behaviour
UNIT- II DEVELOPMENT OF TEACHER EDUCATION
19
of
Education,
Academic
Staff
Colleges,
Open
Universities.
UNIT-
III
STRUCTURE
AND
CONTENT
OF
TEACHER
EDUCATION
a. Pre-service and In-service Teacher Education: Meaning, rationale,
need.
b. Structure and content of Pre-service and In-service Teacher
Education at various levels.
c. General Components: Theory, Practical activities, Laboratory
experiences, Practice Teaching, Field Experiences and Internal
assessment: Nature, need, interrelations , constraints and quality
management
SEMESTER II
TEACHER EDUCATION
Objectives of Paper:
To enable the student to:
1. Understand the philosophical foundation of teacher education.
2. Acquaint with aims, objectives, structure and curriculum of teacher
education.
3. Trace the development of teacher education in India & West.
6. Understand the thinking process of a teacher.
7. Become acquainted with managerial aspects of various Practicals in
teacher education.
21
22
SEMISTER III
EDUCATIONAL MANAGEMENT AND ADMINISTRATION
23
Objectives of Paper:
1.
2.
To acquaint the students with some management skills required in the educational
environment.
3.
4.
To orient the students with the procedures of supervision and inspection and bring
about improvement in the field of education.
Content:
Unit 1: Concept and Meaning of Educational Management
1. Educational Management: Concept, Nature, importance
2. Trends in management ( concept, Nature and importance)
Performance Appraisal
Time Management
24
Planning
B.
C.
Organization
Theories of Leadership
Styles of Leadership
measurements of Leadership
Leadership
References:
Alfonso. R.J, Firth, G.R., Neville, R.E (1977) Instructional Supervision, - A
Behavioural System: Boston Allyn and Bacan, Inc.
Anthony, N.F. (1981) Management competencies and Incompetences Canada:
Addison Wesley Publishing Company, Inc.
Arnole, H.J and Feldman, D.C. (1988) Organizational Behaviour, New York:
McGraw Hill Book Company
25
Burton, W.H. and Brueckner, L.J (1955) Supervision A Social Process, U.S.A
Appleton
Century Crofts, Inc.
Desai, D and Other (1970) School Management and Change, Baroda: M.S University.
Drunker, F.B (1985) Management Tasks, Responsibilities and Practices, New Delhi:
Allied Publishers Pvt. Ltd.
Eric, H. and McMohan, A. (eds) (1986) The Management of Schools, London: Kogan
Page.
Etziono, A. (1972) Modern Organisation, New Jersey: Prentice Hall Inc. Eye, G.G
and Netser,
L.A (1965) Supervision of Instruction a Phase of Administration, New York: Harper
and Row, Publisher.
Flippo, E.B (1884) Personnel Management. New York: McGraw Hill, Inc.
Hersey, P. and Blanchard, K.E (1978) Management of Organizational Behavior, New
Delhi: Prentice Hall of India.
Kast and Rosenweig (174) Organizational and Management Systems Approach,
Tokyo : McGraw Hill.
Khanna, S.S (2000) Organizational Behavior, New Delhi: Chand and Company
Knezevich, S.J (1975) Administration of Public Education New York, : Mc Graw Hill
Book co.
McNaklkly, E. (1959) Elementary School Administration and Supervision, New York:
American Book company.
SEMISTER III
EDUCATIONAL TECHNOLOGY
Objectives
1. To enable the students teacher to understand about the meaning,
nature and scope and significance of E.T. and its important
components in terms of Hardware and Software.
2. To help the students teachers to distinguish between
communication and instruction so that they can develop and design
a sound instructional system.
26
27
References
Alexis, Leon & others (1999). Fundamentals of Information Technology.
New Delhi: Vikas Publishing House Pvt. Ltd.
Babola, Danial T. (1998). Microsoft World. New Delhi : Prentice Hall of
India Pvt. Ltd.
Basandra, Suresh K. (2001). Computers Today. New Delhi : Galgotia
Publishers Pvt. Ltd.
28
Objectives:
1. To enhance the learners understanding of new perspectives in Social
Sciences education by developing a world view of the practices in the
area.
2. To acquaint the learner with the latest educational thinking about
Social Sciences education.
4. To develop the skills needed for the devising Social Sciences
curriculum for schools and for developing support materials and literature
for curriculum transaction.
5. To develop the ability and skills for evaluating the range of outcomes
in Social Sciences education.
6. To use of research findings in Social Sciences education for improving
practices related to Social Sciences education.
Content:
UNIT I : NATURE OF SOCIAL SCIENCES AND SOCIAL SCIENCES
EDUCATION
29
30
Fundamental Research,
31
32
33
Fundamental Research,
34
Content:
UNIT I: NATURE, CHARACTERISTICS AND SOCIAL CONTEXT OF
LANGUAGE
35
36
REFERENCES:
Corder S.P. Introducing Applied Linguistics, Penguin 1973 .
Halliday Mclntosh and Strevens The Linguistic Sciences and Languages Teaching
ELBS 1970
Mackey W.F Language Teaching Analysis, Longmans 1966
Lado R,Language Testing : The Construction and use of foreign language tests,
London. Longmans 1961
Gurry P.The Teaching of written English London Longmans 1954
Narayanswami K.R. Reading comprehension at the College level CIEFL Monograph
Bansal .R.K. and Harrison J.B. Spoken English for India Orient Longman Ltd. 1972.
Turner J.D. Introduction to the Language Laboratory : University of London Press
London.1965
SEMISTER IV
EDUCATIONAL MEASUREMENT AND EVALUATION
37
Semester System
Question Bank
Online Examination
PRACTICALS
1. Prepare a question bank of 25 questions at different levels and types for any
one paper of B.Ed. or M.Ed. Course.
2. Study of online examination system through visit to computer Institute.
3. Measure attitude /interest /personality of five students at any level
(School/B.Ed./M.Ed.)with the readymade test or inventory and interpret the
results.
4. Prepare administer and assess an achievement test for one Unit at B.Ed or
M.Ed level and equivalence the results ( within the group and against a
standard)
References:
Blood, Don and Budd, William, (1972). Educational Measurement and
Evaluation. New York : Harper and Row Publishers.
Chavan, C.P.S., (1993). Emerging Trends in Educational Evaluation. New Delhi :
Common wealth Publishers.
Choppin, Bruce and PasHethwaite, T. (1981). Evaluation in Education An
International Review Series. New Delhi : Pergamon Press.
Dandekar, W.N., and Rajguru, M.S., (1988). An Introduction to Psychological Testing
and Statistics. Bombay : Sheth Publishers.
Ebel, Robert and Frisible, David (2003). Essentials of Educational
Measurements. New Delhi : Prentice Hall of India.
Gramund, N.E., (1985). Measurement and Evaluation Teaching 5th Edition. New
York : Machmillan Publishing Company.
Harper, Edwin and Harper, Erika (2003). Preparing Objective Examinations : A
Handbook for Teachers, Students, and Examiners, New Delhi : Prentice Hall of India.
Martuza, Victor (1977). Applying Norm - Referenced and criterion - Referenced
Measurement in Education. Boston : Ptllyn and Bacon Tnc.
Mehrens, William and Lehmann,Irvin (1972). Measurement and Evaluation in
Education and Psychology. New York : Holt, Rinehart.
SEMESTER-IV
SPECIAL EDUCATION
\
Objectives :
39
References :
Anlscow, M, (1994). Special Needs and the Classroom : UNESCO
Publishing.
Heward, W. L., (1998) . Exceptional Children. Chicago: Merril
Publishing Co.
Learner, J. (1985). Learning Disability. Haughton, Mifflin Co. Boston.
Panda, K. C., (2002) . Education of Exceptional Children. New Delhi :
Vikas Publishing House Pvt. Ltd.
Reddy, L. G., Ramar R, & Kusuma A. (2000). Education of Children
with Special Needs. New Delhi : Discovery Publishing House.
SEMESTER IV
Electives Group A
A-1: ANTI -TERRORISM AND PEACE EDUCATION
Objectives of Paper
1. to develop critical understanding of relates of terrorism
2. To enhance civic responsibilities among the students
3. To develop social confidence and build own value order
4. Visioning peaceful futures
Content of paper
UNIT 1 : UNDERSTANDING TERRORISM & ANTITERRORISM
41
Practicum:
Field Visit
Organization of public awareness impartment programs
Preparation of posters
Group discussion
News paper cutting collection
SEMISTER IV
A-2: ECONOMICS OF EDUCATION
Objectives:
To make the students aware about:
1. The meaning, importance and scope of economics of education.
2. Educational expenditure as productive consumption and returning
investment through the function of human capital and planned manpower
development;
3. The concept and relationship between input and output of education.
4. The source and resources of finances for education.
5. The financial resource management.
42
COURSE CONTENTS
UNIT I: ECONOMICS OF EDUCATION: AN INTRODUCTION
Economics: Meaning , concepts, nature,
significance and scope
Interrelations between Economics, Education and
development
Economics of Education: Concept, Scope and
Significance. Recent trends in Economics of
education.
UNIT II : APPROCHES OF ECONOMICS OF EDUCATION:
Education as productive Consumption
Education as returning Investment
Taxonomy of Costs of Education
Taxonomy of Benefits of Education
Age-Education-Earning Profiles
Rates of Return of Investment in Education
Earning Differentials
-Concepts, Significance and Strategies.
UNIT III: DEVELOPMENT AND EDUCATION
Education and Economic development: Human
capital formation and Manpower planning.
Human development: meaning, concept and
importance
Role of Education in human development
Resources for Education: Role of the Centre,
Slates and Institutions for financing education.
Five year plans and Education
Impact of Liberalization, Privatization and
Globalization
UNIT IV: EDUCATIONAL FINANCE
Importance of Financing of Education
Principles of Financing of Education
Sources of Educational Finance
Factors influencing Financing of Education
Role of Government in Financing of Education
The System of Grants-in-Aid Scheme
(Sharing
and
distribution
of
financial
responsibility)
43
45
Practicum:
References:
Alexis, Leon & others (1999). Fundamentals of Information Technology.
New Delhi: Vikas Publishing House Pvt. Ltd.
Babola, Danial T. (1998). Microsoft World. New Delhi : Prentice Hall of
India Pvt. Ltd.
Basandra, Suresh K. (2001). Computers Today. New Delhi : Galgotia
Publishers
Pvt. Ltd.
Bharihoke, Deepak (2000). Fundamental of Information Technology.
New Delhi :
47
Pentagon Press.
Bloom, R. S., (1974). Taxonomy of Educational Objectives : New Delhi.
Mckay co., Inc.
Chauhan, S. S., (1983). Innovations in Teaching Leaving Process: New
Delhi .Vikas
Publishing House Pvt. Ltd..
Das, B. C., (2000). Educational Technology: Cuttack. Kalyani
Publications.
Honcok, A, (1977). Planning for Educational Mass Media : New York.
Lougman
Group Ltd.
Jain, Madhulika & others (2000). Information Technology Concepts.
New Delhi :
BPB Publications.
Kovalchick, Anna and Dawson, Kara (2005). Encyclopedia of Education
and
Technology: New Delhi. Vol 1 and 2 Pantagon Press..
Kumar, Keval. J.(2006). Mass Communication in India. Mumbai.
Kumar,K. L.,(1996). Educational Technology : New Delhi. New Age
International (P) Ltd.
Mohanti, J. (1992). Educational Technology. New Delhi Deep and Deep
Publication Co.
B-2. ENVIRONMENTAL EDUCATION
COURSE OBJECTIVES
To make the students to
1. Understand the meaning, nature and importance of environmental
education or develop sensitivity towards environmental issues.
2. Know the relationship between man and environment and understand
the need for a sustainable development.
3. Develop competencies of environmental education.
4. Understand environmental hazards or their procreative measures.
5. Know about the progress of various environmental projects that are
going on the Globe.
48
COURSE CONTENTS
Nature, Meaning and importance of environmental education.
Relationship between man and environment: Ecological and
psychological perspectives.
Programmes of environmental education for Primary, Secondary and
Higher institutions.
Education for environmental awareness and attitude change.
Environmental stressors Natural and man made disasters; education
for coping with the environmental stressors.
Comparative study of environmental projects from various countries.
B-3. POPULATION EDUCATION
COURSE OBJECTIVES
To enable the students
1. To understand the nature scope and need of population education;
2. To know about the factors affecting population growth and understand
the need for balancing the composition through distribution.
3. To gain knowledge about the various techniques of maintenance of
status of population.
4. To understand the concept of prosperous family.
5. To learn about the latest policies of population education and agencies
working towards their achievement.
COURSE CONTENTS
49
50
d) Distance Education
UNIT III
Learning at a distance
a) Student-support-services in Distance Education and their management.
b) Technical and vocational programmes through Distance Education.
c) Programmes for women through Distance Education.
d) Distance Education and Rural Development.
UNIT IV
Quality Enhancement and Programme Evaluation
a) Quality assurance of Distance Education.
b) Mechanisms for maintenance of standards in Distance Education.
c) Programme evaluation
d) Cost analysis in D.E. concept, need and process
e) New Dimensions in Distance Education promises for the future.
B-5 VALUE EDUCATION AND HUMAN RIGHTS
COURSE OBJECTIVES
1. To enable students to understand the need and importance of ValueEducation and education for Human Rights.
2. To enable them to understand the nature of values, moral values, moral
education and to differentiate such values form religious education, moral
training or moral indoctrination.
52
3. To orient the students with the basis of morality and with the place of
reason and emotions in moral development of the child.
4. To enable them to understand the process of moral development vis-vis their cognitive and social development.
5. To orient the students with various intervention strategies for moral
education and conversion of moral learning into moral education.
COURSE CONTENTS
UNIT I
The Socio-moral and cultural context
a) Need and Importance of Value Education and Education for Human
Rights in the existing social scenario.
b) Valuation of culture : Indian Culture and Human Values.
UNIT II
Nature and Concept of Morality and Moral Education
a) Moral Education vis--vis religious education; moral instructions,
moral training and moral indoctrintion.
b) Language of moral education its form and context characteristics of a
morally educated persons.
c) Justice and Care the two dimensions perspectives in Morality :
Dichotomy between reason and passion.
d) Moral Judgement and Moral Action.
UNIT III
53
UNIT I
Metaphysical basis of yoga
Concept of Purusha (pure consciousness) and Prakriti as basic
components of cosmic reality.
Concept of Budhi (Mahat) and Ahamkar (The Ego) as basic components
of prakriti of the individual.
Further sub-divisions of Ahamkar - Mana (the mind), karmendris,
Jnanendris and Tanmatras (the Suksham Sharir)
Nature of knowledge and knowledge getting process the Pramanas.
UNIT II
The Philosophy of yoga and its relationship to individual and social
upliftment.
The meaning and definitions of Yoga.
Yoga as a way to healthy and integrated living.
Yoga as a way to socio-moral upliftment of man.
Yoga as a way to spiritual enlightenment Atmanubhuti
Pratykshanubhuti.
UNIT III
Different types of yoga systems and characteristics of yoga practitioner
Ashtanga yoga of Patanjali Jnana yoga, Bhakti yoga and karma yoga of the Bhagwadgita.
Integral yoga of Aurobindo and modern off shoots of yoga
57
58