SYLLABI FOR MASTER OF EDUCATION (M.ED.) OF PANJAB UNIVERSITY, CHANDIGARH

APPLICABILITY OF REGULATIONS FOR THE TIME BEING
IN FORCE
Notwithstanding the integrated nature of a course spread over more than one academic
year, the regulations in force at the time a student joins a course shall hold good only for the
examinations held during or at the end of the academic year. Nothing in these regulations shall
be deemed to debar the University from amending the regulations subsequently and the
amended regulations, if any, shall apply to all students whether old or new.

PANJAB UNIVERSITY, CHANDIGARH
SCHEME, OUTLINES OF TESTS, SYLLABI AND COURSES OF READING FOR MASTER OF
EDUCATION (M. ED.) EXAMINATION, 2011
(General Full Time Course)
Note : Use of all brands of non- programmable calculators having signs of ‘+’, ‘-’, ‘x’, ‘÷’, ‘
’, only
is allowed in the examination centre, but these will not be provided by the University/College.
COURSES OF STUDY
S. No. Papers
No. T. Marks External Internal
A (i) Foundation Paper (Compulsory)
Paper I : Foundations of Education (Philosophical
and Sociological)
Paper II : Advanced Educational Psychology
Paper III : Methodology of Educational Research
and Educational Statistics
3
3 x100
= 300
225
75
A (ii) Optional Papers
Papers IV, V & VI (Specialization )
3 3 x 100
= 300
225 75
B Field based experiences related to supervision and
evaluation of practice-teaching and other aspects of
School experiences of B.Ed. Programmes
50 25 25
Total 650 475 175
Note : Out of the total marks 25% are to be internally evaluated in each paper ( as per UGC Model
Curriculum) and counted for the division . Total marks 475+175 = 650.
Special Papers
S.
No.
Papers Theory External Internal Practical External Internal
A. Guidance and Counselling 80 60 20 20 15 5
B. Adult & Continuing
Education
80 60 20 20 15 5
C. Value Education and
Human Right
100 75 25 -- -- --
D. Comparative Education 100 75 25 -- -- --
E. Teacher Education 100 75 25 -- -- --
F. Special Education 80 60 20 20 15 5
G. Educational Technology 80 60 20 20 15 5
H. Measurement and
Evaluation
100 75 25 -- -- --
I. Curriculum Development 80 60 20 20 15 5
J. Environmental Education 100 75 25 -- -- --
K. Yoga Education 80 60 20 20 15 5
L. Educational Admn. and
Supervision
100 75
25 -- --
--
M. Dissertation* -- -- -- 100 75 25
* The last date for (i) application regarding the topic of dissertation along with the synopsis and (ii) the dissertation to reach
the Registrar’s Office shall be :
(i) October 31st of the year preceding the examination for application regarding the topic of dissertation along with its
synopsis.
(ii) May 31st of the year of examination for the dissertation.
2 SYLLABUS FOR MASTER OF EDUCATION (M.ED.) EXAMINATION
A (i) FOUNDATION PAPERS (COMPULSORY)
PAPER-I : FOUNDATION OF EDUCATION (PHILOSOPHICAL AND SOCIOLOGICAL)
Marks : 100
External : 75
Internal : 25
Objectives : The syllabus has been designed in order to attain the following objectives:
1. To sensitise the students regarding the ultimate questions of life and the role of philosophy in this
regard.
2. To help the students in understanding the intimate relationship between education and philosophy on
the one hand and education and sociology on the other hand.
3. To expose the students to the methodology of philosophical analysis for solving the perennial
problems of education.
4. To help the students to understand the educational implications of some schools of philosophy in
western thought.
5. To enquire into the Ancient Indian Philosophical approach to the educational system in the country.
6. To consider the impact of Indian Constitutional provisions on the development of Indian social order
in view of its secularist and democratic values.
7. To get acquainted with the sociological problems of Indian society and the role of education in their
upliftment.
8. To understand the meaning of modernization and social change in the context of Indian social order.
Course Content
Unit-I
(a) Relationship of education and philosophy−educational philosophy and philosophy of education.
(b) National values as enshrined in the Indian Constitution and their educational implications.
(c) Epistemology and Education: Knowledge; methods of acquiring valid knowledge with special
reference to analytical philosophy, logical analysis, positive relativism and logical empiricism.
Unit-II
Schools of Philosophy, concept of knowledge, reality and values, their educational implications.
(a) Western:
1) Realism
2) Existentialism
SYLLABUS FOR MASTER OF EDUCATION (M.ED.) EXAMINATION 3
(b) Indian:
1) Sankhya-Yoga
2) Vedenta
Unit-III
(a) Concept and relationship of sociology and education, meaning of educational sociology and
sociology of education.
(b) Education in relation to social change and modernization.
(c) Constraints on social change in India (caste, ethnicity, class, language, religion, regionalism).
Unit-IV
(a) Education and politics with special reference to democracy.
(b) Education and secularism.
(c) Education as related to social stratification and social mobility.
Unit-V
(a) Education as related to social equity and equality of educational opportunities.
(b) Socialization of the child; education and the community with special reference to the Indian
society.
(c) Culture: Meaning and nature of culture, role of education in cultural context; education and
cultural change.
Note : Ten questions are to be set from all the five units, two questions from each unit with internal
choice. The students are to attempt five questions, taking one question from each unit. Each
question will carry 15 marks.
Books Recommended :
1. Dr. T.S. Sodhi & Dr. (Mrs.) Aruna Suri: Philosophical and Sociological Foundations of Education,
Bawa Publications, Patiala.
2. A.C. Banerjee & Sita Ram Sharma : Sociological and Philosophical Issues in Education, Book
Enclave, Jaipur.
3. A.P. Sharma: An Approach to Philosophy of Education, the Indian Publications.
4. M. Hiriyanna: The Essentials of Indian Philosophy, Motilal Banarasidas Publishers.
4 SYLLABUS FOR MASTER OF EDUCATION (M.ED.) EXAMINATION
PAPER-II : ADVANCED EDUCATIONAL PSYCHOLOGY
Marks : 100
Theory : 80
Practical : 20
Course Objectives :
1. To impart knowledge of basic concept of educational psychology.
2. To understand the learner in terms of types of individual differences.
3. To be able to trace adolescent’s growth and development.
4. To know and handle problems of adolescent period.
5. To understand and measure the learners’ cognitive abilities with special reference to intelligence and
creativity.
6. To analyze the learning process based on theoretical approaches of learning.
7. To enable the learner to apply learning conditions/strategies in making it effective.
8. To understand the psychology of children with special needs; identify them and make use of
educational provisions.
9. To inculcate the skills of performing experiments with learning materials.
10. To make use of transfer of training in learning and achievement.
11. To administer, score and interpret intelligence achievement and personality tests.
Part-I
Theory
Marks : 80
External : 60
Internal : 20
Unit-I
(a) Nature and scope of educational psychology.
Relevance of Educational Psychology for teaching
(b) Methods of educational Psychology—observation, experimental, Differential longitudinal and
cross-sectional, clinical.
(c) Recent trends in Educational Psychology.
SYLLABUS FOR MASTER OF EDUCATION (M.ED.) EXAMINATION 5
Unit-II
(a) Concept and principles of growth and development. Physical, cognitive, social and emotional
development during adolescence.
(b) Issues of adolescent’s stress and strain and their educational implications.
(c) Individual differences—determinants; role of heredity and environment. Implications of individual
differences for organizing educational programmes.
Unit-III
(a) Intelligence: Nature, theories of intelligence, Spearman, Thurstone, Guilford, Gardner’s,
Sternberg, Triarchic theory, Emotional and spiritual intelligence. Measurement of intelligence.
(b) Personality: Meaning, type and trait theories—Method of development of personality, assessment
of personality.
(c) Nature and process of adjustment, conflict and defence mechanisms.
Unit-IV
(a) Learning: Concepts and factors. Theories of learning−Thorndike’s conditioning, Pavlov’s classical
and Skinner’s operant conditioning, learning by insight, Hull’s reinforcement theory and Tolman’s
theory. Implications of theories for effective learning.
(b) Gagne’s hierarchy of learning types.
(c) Transfer of learning and its theories. Learning and motivation.
Unit-V
(a) Psychology and education of children with special needs: Physical handicapped, gifted, mentally
challenged, learning disabled and delinquents.
(b) Creativity: Nature and measurement. Nurturing of creative talent.
Note : Ten questions are to be set from all the five units, two questions from each unit with internal
choice. The students are to attempt five questions, taking one question from each unit. Each
question will carry 12 marks.
Part-II
Marks : 20
External : 15
Internal : 5
Practical
Administration and Interpretation of the following practicals:
1. Learning Curve.
2. Part and whole methods of learning poetry.
3. Massed Vs spaced learning.
6 SYLLABUS FOR MASTER OF EDUCATION (M.ED.) EXAMINATION
4. Transfer of Training with the Mirror Drawing
5. Intelligence Test.
6. Personality Test.
7. Test of Adjustment or well being.
8. Achievement Test.
Scheme of Evaluation
80 Marks Part-I
: Theory
20 Marks Part-II
: Practical – bifurcation as follows:-
(a) 10 marks for Viva-Voce.
(b) 5 marks for Actual Performance.
(c) 5 marks for Note Book.
Books Recommended:
1. Bigge Morris, L. & Hunt Maurce, P., Psychological Foundations of Education, 1968, 2nd Edition,
N.Y. Harper & Row.
2. Bienter Roher F. Mifflin, Psychology Applied to Teaching, 1978, Bosson, Houghton.
3. Chauhan, S.S., Advanced Educational Psychology, 1978, Vikas Publishing House.
4. Danion, W., Social and Personality Development Infancy Through Adolescence, 1983, New York,
Norton.
5. Dulip Singh, Emotional Intelligence at Work 2000, New Delhi: Sage.
6. Daniel Golman, Emotional Intelligence, 1995 London: Bloowsbusy.
7. Good, Thomas, L. & Brodhy, Jore E., Educational Psychology and Realistic Approach, 1977 N.Y.
Holt.
8. Mathur, S.S., Educational Psychology, Revised and Enlarged Text Edition, 1986, Vinod Pustak
Mandir, Agra.
9. Biggee Morris C., and Row, Learning Theories for Teachers, 2nd Edition, 1971, N.Y. Harper.
10. Dececco John, P., The Psychology of Learning and Instruction, 1968, Prentice Hall of India, New
Delhi.
SYLLABUS FOR MASTER OF EDUCATION (M.ED.) EXAMINATION 7
11. Gagne Peter, M., Conditions of Learning, 1965, N. Y. Hall.
12. Hilgard, E.R. and Bower, S.H., 1975, Theories of Learning, Cliffs, Prentice Hall.
13. Lazrus Richard S., Personality and Adjustment, 1963, Cliffs, Prentice Hall.
14. Vargas, J.S., Behaviour Psychology for Teachers, 1977, New York, Harper Row.
15. Wang, M.C., Walber, H.J. (Eds.), Adapting Instruction to Individual Differences, 1985, Berkley Cal
Mg. Cutchan.
16. Woolfolk, Anita, E., Educational Psychology, 3rd edition, 1987, Englewood Cliffs, Prentice Hall.
17. Woolfolk, Anita, E., Readings and Cases in Educational Psychology, 1993, Boston, Alyn and
Bacon.
18. Hall, C.S. and Lindsey, Theories of Personality, 1976, John Wiley & Sons.
19. Zeh, Danah, Zohar, Jan Marshall, Spiritual Intelligence, the Ultimate Intelligence.
PAPER-III : METHODOLOGY OF EDUCATIONAL RESEARCH AND EDUCATIONAL
STATISTICS
Marks : 100
External : 75
Internal : 25
Objectives :
• To enable the students to define a research problem.
• To formulate hypotheses.
• To select the tools for studying different variables.
• To select sample and forward reasons in support of your decision.
• To select/formulate the design of the study by controlling and classifying the variables demanded by
the design.
• To develop the synopsis for research work.
• To select and conduct the statistical analysis of the data by applying the statistics suitable for the
problem.
• To report the research work in accordance with the current trends and procedure of report writing.
8 SYLLABUS FOR MASTER OF EDUCATION (M.ED.) EXAMINATION
Course Content
Unit-I
(a) Educational Research: Definition, need and importance, classification, fundamental, applied and
action research, Scientific method in Educational Research.
(b) Selection of research problem, areas of research identification and statement of research problem,
Survey of research literature.
(c) Hypothesis - Definition, types and importance.
Sampling – Need of sampling, non-probability samples, probability sample. Sampling error.
Unit-II
(a) Tools: Psychological tests, observations, questionnaire Interviews, rating scales, attitude scales
(Thurstone scale and Likert’s scale).
(b) Methods of Research :
(i) Historical Research: Meaning, steps with emphasis on internal and external criticism.
(ii) Descriptive Research: Meaning, types with special reference to surveys, correlation,
longitudinal and crossectional studies.
(iii) Experimental Research: Meaning, steps and threats to internal and external validity,
experimental designs: Post test control group design, pre-test, cost-test control group
design, factorial designs, quasi-experimental designs.
Unit-III
(a) Qualitative Research: Meaning, case study and phenomenological research.
(b) Research proposal and research report.
(c) Measures of Central Tendency, variability and graphical representation of data.
(d) Measures of relationship, Rank order correlation, product moment method of correlation.
Unit-IV
(a) Normal probability curve and its applications.
(b) Significance of statistics and significance of difference between statistics.
Unit-V
(a) Analysis of variance (one way only)
(b) Chi-square test.
SYLLABUS FOR MASTER OF EDUCATION (M.ED.) EXAMINATION 9
Note : Ten questions are to be set from all the five units, two questions from each unit with internal
choice. The students are to attempt five questions, taking one question from each unit. Each
question will carry 15 marks.
Books Recommended :
1. Ary, Donald and Jacob (1976) - Introduction of Statistics, Purpose and Procedures, New York, Holt
Rinehart and Winston.
2. Best, J.W. (1995) & Kahan, J.V.- Research Education, Prentice Hall of India Pvt. Ltd., New Delhi.
3. Edwards, A.L. (1960) - Experimental Design in Psychological Resarch, New York, Holts (revised
ed.)
4. Ferguson, G.A. and Takane Yoshio (1989) – Statistical Analysis in Psychology and Education.
5. Garrett, H.E. (1986) - Statistics in Psychology and Education, Vikils Feffers and Simmons Pvt. Ltd.
6. Guilford and Fruchter (1978) - Fundamental Statistics in Psychology and Education.
7. Kaul Lokesh (1984) - Methodology of Educational Research, Vikas Publishing House Pvt. Ltd.,
New Delhi.
8. Lindquist, E.F. (1953) - Design and Analysis of Experiments in Education and Psychology,
Houghton Mifflin Co., Boston.
9. Siegel Sidney (1965) - Non Parametric Statistics, McGraw Hill Books Company, New York.
10. Tuckman, B.W. (1972) - Conducting Educational Research, Harcourt Brace, Javanovich.
11. Verman, M. (1965) - Introduction to Educational and Psychological Research, Lond., Asia.
12. Lindquist, E.F. (1960) - Elementary Statistical Methods in Psychology and Education, Oxford Book
Company, New Delhi.
A (ii) OPTIONAL PAPERS
PAPERS IV & V : (SPECIALISATION)
(OPTION A) : GUIDANCE AND COUNSELLING
Marks : 100
Theory : 80
Practical : 20
Objectives :
1. To acquaint the students with the concept and techniques of guidance and counselling.
2. To familiarize with skills of counselling.
3. To familiarize with non-testing techniques.
4. To evolve the skill of administration and interpretation of psychological tests.
10 SYLLABUS FOR MASTER OF EDUCATION (M.ED.) EXAMINATION
Part-I
Theory
Marks : 80
External : 60
Internal : 20
Course Content
Unit-I
(a) Concept, Purpose, assumptions and principles of guidance and counselling. Importance of
guidance and counselling.
(b) Approches to counselling−Psychoanalytic, behaviouristic and Gestalt.
Unit-II
(a) Educational guidance with special emphasis on under achievers and drop-outs.
(b) Vocational guidance−Occupational information, placement and follow up services.
(c) Personal guidance with special emphasis of adolescence problems related with family and school.
Unit-III
(a) Tests: Intelligence, Personality, Aptitude and Interest.
(b) Non-test tools: Interview observation, case study, anecdotal record and cumulative record.
Unit-IV
(a) Process of counselling, Directive, non-directive and eclectic counselling.
(b) Counsellor−Characteristics, functions and ethics.
(c) Skills of counselling−Building trust, listening, observation and empathy.
(d) Individual and group counselling (with special emphasis to dramatization).
Unit-V
(a) (i) Organization of guidance services at various levels of
(education/elementary/secondary/senior secondary).
(ii) Problems of organizing guidance services in India.
(iii) Evaluating guidance programme.
(b) Recent trends of guidance and counselling in India.
SYLLABUS FOR MASTER OF EDUCATION (M.ED.) EXAMINATION 11
Note : Ten questions are to be set from all the five units, two questions from each unit with internal
choice. The students are to attempt five questions, taking one question from each unit. Each
question will carry 12 marks.
Part-II
Practical
Marks : 20
External : 15
Internal : 5
1. Administration and interpretation of psychological tests: 10 marks
(a) Intelligence tests - verbal, non-verbal and performance.
(b) Personality tests.
(c) Interest inventory.
(d) D.A.T.
(e) Attitude/value scale.
2. Application of any one non-testing technique for counselling purpose 5 marks
3. Report of visit to two of the following places: 5 marks
(a) Employment exchange.
(b) Guidance and Counselling Centres.
Instructional Programme:
(a) Lecture, Assignment, Seminar and Discussion
(b) Practical Activities.
Books Recommended :
1. Arbucle, D.S. (1965), Counselling: Philosophy, Theory and Practice, Boston, Allyn and Bacon.
2. Bantole, M.D. (1984), Guidance and Counselling, Bombay, Sheth and Sheth Publications.
3. Blocher, D.H. (1987), The Professional Counsellor, N.Y., Macmillan.
4. Dryden, Windy and Filelthaman Collin (1994), Developing Counsellor Training, London, Sage.
5. D.G.E. and T. Pamphlets/Publications, Ministry of Labour, Govt. of India (from time to time).
12 SYLLABUS FOR MASTER OF EDUCATION (M.ED.) EXAMINATION
6. Gelso, C.J. and Fretz, B.R. (1995), Counselling Psychology Prisin Book, Bangalore.
7. George, R.L. and Critiani, T.S. (1990), Counselling Theory and Practice, New Jersey, Prentice Hall.
8. Jayanti Ghose (1995), Vocational Guidance, New Delhi, U.S.S. Publication.
9. Jones, A.J. (et al) (1970), Principles of Guidance, Mcgraw Hill Book Company.
10. Leuis, M.D., Mayer, R.L. and Louis, J.A. (1986), An Introduction to Counselling, Profession,
Illinas, F.E. Peacock Publishers.
11. Lister N. Downing Guidance and Counselling Service: An Introduction.
12. Myers, G.E., Principles and Techniques of Vocational Guidance, Mcgraw Hills Company, London,
1948.
13. Pietrofa, J.J. Hoffman, A. and Splete, H.H. (1984), Counselling: An Introduction, E. Houghton,
Mifflin Company.
14. Petterson, G.H. (1962), Counselling and Guidance in Schools, Mcgraw Hill Book Company,
London.
15. Shertzer, B. and Stone S.C. (1974), Fundamentals of Counselling, Boston, Houghton Mifflin
Company.
16. Shertzer, B., and Stone S.G. (1980), Fundamentals of Guidance, Boston, Houghton Mifflin Co.
17. Tolbert, E.L. (1978), An Introduction to Guidance, Little Brown and Company, Toronto.
(OPTION B) : ADULT AND CONTINUING EDUCATION
Marks : 100
Theory : 80
Sessional Work : 20
Objectives :
1. To acquaint the students and make them aware of :
-- Concept of Adult/continuing/life long learning in reference to India.
-- Aims and scope of adult/continuing/life long education.
-- Need of adult/continuing/life long education.
2. To make students aware of the development of:
(a) Policy, planning, administration and management of adult education in India.
(b) Problems and challenges of adult education/continuing education/life long learning.
(c) To make students aware about continuing education programmes in creating learning society.
SYLLABUS FOR MASTER OF EDUCATION (M.ED.) EXAMINATION 13
3. To train the students in methodology of adults teaching.
4. To train the students in implementation, supervision and procedures of evaluation in adult education.
5. To equip the students to take research in adult/continuing education.
Part-I
Theory
Marks : 80
External : 60
Internal : 20
Course Contents :
Unit-I
(a) Concept of adult education/continuing education/life long learning.
(b) Aims and scope of adult education/continuing education/life learning.
(c) Need of adult/continuing education.
Unit-II
(a) Various programmes of Adult Education in India with special reference to:
(i) NAEP, NPE, NLM, PLC, TLC, CEP in CE and LLE.
(b) Policy Planning Administration and Management of AE/CE/LLE.
(c) Problems and Challenges of AE/CE/LLE in India.
Unit-III
(a) Androgagy: Its implication for adult learning, principles of adult learning.
(b) Principles of curriculum development for adults and Components of curriculum.
(c) Teaching learning methods of adult education.
(d) Community Development Programme: Women Empowerment, Population Education,
Environment Education.
Unit-IV
(a) Monitoring and Evaluation of Adult Education.
(b) Research in Adult Education.
14 SYLLABUS FOR MASTER OF EDUCATION (M.ED.) EXAMINATION
Unit-V
Role of Continuing Education/Life long learning in creating a learning society.
(a) Adult Literacy Situation in India/Pb/UT.
(b) Continuing Education and Vocational Training.
(c) Development, upgradation of life skills.
Note : Ten questions are to be set from all the five units, two questions from each unit with internal
choice. The students are to attempt five questions, taking one question from each unit. Each
question will carry 12 marks.
Part-II
Sessional Work
Marks : 20
External : 15
Internal : 5
(a) Field based project proposal.
(b) Assignment for supervision and monitoring in the field.
Assessment of sessional work will be made by a board consisting of the subject teacher, one
subject expert (External) and the chairman/principal.
References :
1. Rao, V. Janardhana, Problem of Continuing Education, New Delhi: Discovery Pub., 2000.
2. Reddy, G. Lokanadha, Role Performance of Adult Education Teachers: Problems and Prospects -
New Delhi: Discovery Pub., 1997.
3. Roy, Nikhil Ranjan, Adult Education in India and Abroad – Delhi: Chand, 1967.
4. Sharma, Inder Prabha, Adult Education in India: Policy Perspective – New Delhi : NBO Pub., 1985.
5. Rahi, A.L., Adult Education Policies and Programmes, Ambala Cantt., Associated Pubs., 1996.
6. Yadav, Rajender Singh, Adult Education Training and Productivity, Ambala Cantt., Indian
Publications, 1991.
7. Jarvis, Peter, International Dictionary of Adult and Continuing Education, London, Routledge,
1990.
SYLLABUS FOR MASTER OF EDUCATION (M.ED.) EXAMINATION 15
8. Alford, Harold J., Continuing Education in Action: Residential Centres for Lifelong Learning, New
York: Wiley, 1968.
9. Sodhi, T.S., Adult Education : A Multidisciplinary Approach, Ludhiana: Katson Pub. House, 1987.
10. Seetharamu, A.S. & Devi, M.D. Usha, Adult Education, New Delhi: Ashish, 1994.
11. Pati, S.P., Problems of Adult Education Programme – Ambala Cantt., Associated Pubs., 1996.
12. Jethither, Bhart, Adult Education & Extension, New Delhi: APH Publishers, 1996.
13. Ward, Kevin & Taylor, Richard eds., Adult Education and the Working Class: Education for the
Missing Millions, London: Croom Helm, 1986.
14. Venkataiah, S. ed., Lifelong and Continuing Education, New Delhi, Anmol Pub., 2000.
15. Pareek, Vijay Kumar, Adult Education, Delhi, Himansher, 1992.
OPTION (C) : VALUE EDUCATION AND HUMAN RIGHTS
Marks : 100
External : 75
Internal : 25
Course Objectives :
1. To enable students to understand the need and importance of Value-Education and education for
Human Rights.
2. To ensure them to understand the nature of values, moral values, moral education and to
differentiate such values from religious, moral training or moral indoctrination.
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-à-vis their cognitive and
social development.
5. To orient the students with various intervention strategies for moral education and conversion of
moral learning education.
Course Contents:
Unit-I
The Socio-moral and cultural context.
(a) Need and importance of Value Education and Education of Human Rights in the existing social
scenario.
(b) Valuation of Culture: Indian Culture and Human Values.
16 SYLLABUS FOR MASTER OF EDUCATION (M.ED.) EXAMINATION
Unit-II
Nature and Concept of Morality and Moral Education.
(a) Moral Education vis-à-vis religious education, moral instructions, moral training and moral
information.
(b) Language of moral education – Its form and context, characteristics of morally educated person.
(c) Justice and Care - The two dimensional perspectives in morality : Dichotomy between reason and
passion.
(d) Moral judgment of Moral Action.
Unit-III
Moral Development of the Child.
(a) Concept of Development and Concept of Moral Development.
(b) Psycho-analytic approach.
(c) Learning theory approach, especially social learning theory approach.
(d) Cognitive development approach - Piaget and Kohlberg, Stages of moral development - their
characteristics and features.
Unit-IV
Moral Learning to Moral Education.
(a) Moral Learning outside the school - child rearing practices and moral learning. Moral Learning
via Imitation. Nature of society and moral learning. Media and moral learning.
(b) Moral Learning inside the school: providing “form” and “Content” to education.
(c) Moral Education and the curriculum; Can moral education be imparted taking it as subject of
curriculum.
Unit-V
Intervention Strategies for Moral Education and Assessment of Moral Maturity.
(a) Model of Moral Education: (a) Rationale Building Model, (b) The Consideration Model, (c) Value
Classification Model, (d) Social Action Model, (e) Just Community Intervention Model.
(b) Assessment of moral maturity via moral dilemma resolution.
(c) Examples of some select moral dilemmas.
Note : Ten questions are to be set from all the five units, two questions from each unit with internal
choice. The students are to attempt five questions, taking one question from each unit. Each
question will carry 15 marks.
SYLLABUS FOR MASTER OF EDUCATION (M.ED.) EXAMINATION 17
Books Recommended :
1. Borgohain, Bani, Human Rights: Social Justice and Political Challenge, New Delhi: Kanishka
Publishers, 1999.
2. Chandra, Ashish, Human Rights and Conflict Resolution, New Delhi: Rajat, 2000.
3. Dev, Arjun and Indra Arjun Dev and Others, ed., Human Rights: A Source Book, New Delhi:
NCERT, 1996.
4. Dhand, Harry, Teaching Human Rights: A Hand Book, Bhopal: Ashian Institute of Human Rights,
2000.
5. Jois, M. Rana, Human Rights and Indian Values, New Delhi, NCTE, 1998.
6. Khanna, S. K., Children and Human Rights, New Delhi: Commonwealth, 1998.
7. Mohanty, Jagannath ed., Human Rights Education, New Delhi : Deep and Deep Pub., 2000.
8. Pachami, S.K., Children and Human Rights, New Delhi, APH Publishing, 1999.
9. Palai, Arun Kumar, National Human Rights Commission of India : Formation, Functioning and
Future Prospects, New Delhi : Atlantic Pub., 1999.
10. Paul, R.C., Protection of Human Rights, New Delhi : Commonwealth, 2000.
11. Reddy, D. Narasimha, Crime, Corruption and Development, New Delhi, Deep and Deep, 2001.
12. Sanajaoba, Naorem ed., Human Rights: Principles, Practices and Abuses, New Delhi, Om Sons.
13. Sen, Sankar, Human Rights in a Developing Society, New Delhi : APH Publishing, 1998.
14. Talesta, Hemlata and Pancholy, Nalini and Nagda, Mangi Lal, ed. Human Rights Education : A
Global Perspective, New Delhi : Regency, 2000.
15. Bhatt, S. R., Knowledge, Value and Education : An Axionoetic Analysis, Delhi: Gian Pub., 1986.
16. Josta, Hari Ram, Spiritual Values and Education, Associated Press, Ambala, 1991.
17. Kar, N. N., Value Education : A Philosophical Study, Ambala Cantt : Associated Pub., 1996.
18. Karan, Reddy V. Narayan, Men Education and Values, New Delhi : B. R. Pub. Corporation, 1979.
19. Kulshrestha, S.P., Emerging Value Pattern of Teachers and Value Pattern of Teachers and New
Trends of Education in India, New Delhi : Light & Life Pub., 1979.
20. Mascarenhas, M. and Justa, H. R. ed., Value Education in Schools and Other Essays, Delhi: Konark,
1989.
21. Ronald, King, Values and Involvement in Grammar School, London : Routledge, 1969.
22. Samporan Singh, Human Values, Jodhpur: Faith Pub., 1979.
23. Sharma, S. R. ed., Teaching of Moral Education, New Delhi : Cosmo Pub., 1999.
18 SYLLABUS FOR MASTER OF EDUCATION (M.ED.) EXAMINATION
(OPTION D) : COMPARATIVE EDUCATION
Marks : 100
External : 75
Internal : 25
Objectives :
After completing the course, the students should be able to :-
- Explain the meaning, purpose, methods and limitations of comparative education.
- Compare and contrast U.S.A., U.K., China, Egypt and India with reference to :
- Foundations of education.
- Social, cultural, geographical factors.
- History of education.
- Explain the role of political controls and their function at different levels of education.
- Familiarize themselves with the organizational structure of education from pre-school stage to
university level.
- Describe the process of administration and role of different agencies in the administration of
education at school level, university level of all the five countries.
- Critically appraise the national objectives, contents, teaching learning process and techniques of
evaluation each stage from pre school stage of higher education level.
- Describe system of admissions in all the five countries.
- Discuss and explain system of examination at pre-school level to higher education level.
- Discuss problems, new trends, important innovations and experiments at each stage.
Course Content
Unit-I
(a) Meaning, history, purpose, method and limitations of comparative education.
(b) Comparisons of five countries, including India two advanced, U.K. & U. S. A., one from the
continent of Asia having huge Population i.e. China and one underdeveloped country i.e. Egypt.
Comparisons will be made with special reference to the following issues. Foundations of
education−social, cultural, geographical and brief history of education.
Unit-II
(a) Political theory and its relationship with education, various controls and functions at different
levels, educational planning, legal basis.
SYLLABUS FOR MASTER OF EDUCATION (M.ED.) EXAMINATION 19
(b) Educational structure :
Organizational ladder to be followed from nursery stage upto university level with special
reference to :
1. Structural patterns.
2. Objectives at the level.
3. General salient features.
4. Curriculum.
5. Evaluation.
6. Current trends.
Unit-III
(a) Administration of education at school level and university level of all five countries.
(b) Curriculum development: National objectives at each stage from pre-school to higher education
level, contents, teaching learning process and techniques of evaluation.
Unit-IV
(a) System of admission at different stages of education – particularly at the level of higher education
in all the five countries.
(b) System of examinations at pre-school to higher education level with special emphasis on national
examinations at different stages.
Unit-V
(a) Problems of education at each stage.
(b) New trends, innovation and experts in education.
Note : Ten questions are to be set from all the five units, two questions from each unit with internal
choice. The students are to attempt five questions, taking one question from each unit. Each
question will carry 15 marks.
Books Recommended :
1. Beredy, G.Z.F. (1964), Comparative Methods in Education, Oxford & East Publishing Co., New
Delhi.
2. Blavic, Emile (1987), Primary Education : Development and Reform, Perspectives in Education,
Vol.3, No. 3, 153-60.
20 SYLLABUS FOR MASTER OF EDUCATION (M.ED.) EXAMINATION
3. Carlton, R., Colley and Machinnon (1977), Educational Change and Society, Toronto, Gage
Educational Publishing.
4. Carnoy, M.H. Levin (1985), Schooling and Work in the Democratic State, Standford University
Press, Standford, California.
5. Cantor, Leonard (989), The Re-visioning of Vocational Education in American High School, Journal
of Comparative Education, Vol. 25, Number 2.
6. Dearden, R. F. (1970), The Philosophy of Primary Education, The English Language Book Society
& Routledge and Kegan Paul Ltd., Broadway House, London.
7. Dent, H. C. (1961), The Educational System of England and Wales, University of London Press
Ltd., Warwick Square London & C.V.
8. Epstein, Erwin, H., (1987), Against the Currents: A Critique of Idiology in Comparative Education,
Compare, 17, No. 1.
9. Green, J. L. (1981), Comparative Education and Global Village, Anu Book, Shivaji Road, Meerut.
10. Georgie, D.M. (1978), Education in Modern Egypt : Ideals and Realities, Routledge and Kegan Paul:
London, Hexley and Boston.
11. Hans, Nicholas (1965), Comparative Education, Routledge and Kegan Paul Ltd., London.
12. James, H. R. & Mathew, A. (1988), Development of Education System in India, D.K. Publisher
Distributors (P.) Ltd., Ansari Road, Daryaganj, New Delhi.
13. Jangira, N. K. (1986), Special Education Scenario in Britain and India: Issues, Practice, Perspective
Indian Documentation, Service Book Seller and Publishers, Patel Nagar, P.B. No. 13, Gurgaon.
(OPTION E) : TEACHER EDUCATION
Marks : 100
External : 75
Internal : 25
Objectives :
After completing the course, the students would be able to:
1. Describe the need, concept and scope of teacher education, historical development with special
emphasis on different documents.
2. Highlight the aims and objectives of teacher education at elementary, secondary and college level.
3. Explain structure, administration, curriculum methodology and evaluation procedure of preservice
teacher training.
SYLLABUS FOR MASTER OF EDUCATION (M.ED.) EXAMINATION 21
4. Discuss the structure, agencies and methods of in-service teacher training programme.
5. Acquaint the students with Professional organizations of various levels of teachers.
6. Familiarize with programmes of faculty improvement, performance appraisal and of their methods
of recruitment and selection.
7. Describe the organizational process of teacher edcuation for non-ternal channel and distance
education.
8. Explain innovations in teachers education programme.
9. Highlights the areas of research in teacher-education programme and understand the problems
faced in the areas of teacher-education.
10. To compare the teacher-education programme of USA, UK and India.
Course Content
Unit-I
(a) Need, concept and scope of teacher education.
(b) Historical development of teacher education with special emphasis on Kothari Education
Commission Report (1964-66), National Policy of Education (1986), C.A.B.E. Committee Report.
(c) Aims and objectives of teacher education at elementary, secondary and Sr. Sec. level.
Unit-II
1. Pre-Service Trainning
(a) Structures
(b) Administration
(c) Curriculum recommendations of N.C.T.E. and N.C.E.R.T.
(d) Methodology
(e) Evaluation
(f) Teaching Practice, Practising School and Internship Model.
2. Inservice Trainning
(a) Structure
(b) Methods (Workshops, Seminars, Extension lectures, Summer Institutes and Symposia).
(c) Agencies (N.C.E.R.T., N.C.T.E., S.C.E.R.T., S.I.E., D.I.E.T., Academic Staff College,
Extension Department).
22 SYLLABUS FOR MASTER OF EDUCATION (M.ED.) EXAMINATION
Unit-III
Teachings as Profession
(a) Professional organization for various level of teachers and their roles.
(b) Performance appraisal of teachers.
(c) Faculty improvement of teacher education.
(d) Competency and commitment based teacher education. Review of N.C. T. E. documents.
(e) Recruitment and selection of teachers.
Unit-IV
(a) Teacher education through distance education.
(i) Committee of UGC on B.Ed. Correspondence, 1994.
(ii) Committee of NCTE on different modes of education used for teacher preparation in
India.
(iii) Distance Education Programme.
(b) Current issues in teacher education.
(i) Competencies needed for emerging roles of teachers in the 21st Century.
(ii) Value-oriented teacher education.
(iii) Human rights education for teachers.
UNIT-V
Research in Teacher Education
(i) Areas of research
(a) Teaching effectiveness.
(b) Criteria of admission.
(c) Approaches to teaching.
(ii) Problem in teacher education
(a) Quality control in teacher education.
(b) Teacher education and practicing school.
(c) Isolation to teacher education institutions.
(iii) Teacher education in U.S.A., U.K. and India.
SYLLABUS FOR MASTER OF EDUCATION (M.ED.) EXAMINATION 23
Note : Ten questions are to be set from all the five units, two questions from each unit with internal
choice. The students are to attempt five questions, taking one question from each unit. Each
question will carry 15 marks.
Books Recommended :
1. Aggarwal, J.C. (1984), Landmark in the History of Modern India Education, Vikas Publishing
House, Ansari Road, N. Delhi- 110002.
2. Chaurasia, G. (1967), New Era in Teacher Education, N. Delhi.
3. Devedi, Prabhakar (1990), Teacher Education - A Resource Book, N.C.E.R.T., New Delhi.
4. Govt. of India (1966), Education and National Development, Report of Education Commission,
N. Delhi.
5. Jangria, N.K. (1979), Teacher Training and Teacher Effectiveness of Teacher Educators, National
Publishing House, N. Delhi.
6. Khan, Mohd. Sharif (1983), Teacher Education in India and Abroad, Sheetal Printing Press, Karol
Bagh, New Delhi-110005.
7. Kohli, V.K. (1992), Teacher Education in India, Vivek Publishers, Ram Nagar, Ambala.
8. Govt. of India, Department of Education, Ministry of Human Resource and Development (1986),
N.P.E. (1986).
9. Ministry of Human Resource and Development (1992), Report of C.A.B.E. Committee on Policy,
Govt. of India, Department of Education, N. Delhi.
10. Misra, K.S. (1993), Teachers and their Education, Associated Publication, N. Delhi.
11. Mohanty, J.N. (1993), Adult and National Education, Deep and Deep Publication, N. Delhi.
12. Mohanty, J.N. (1988), Modern Trends in India Education, Deep and Deep Publication, N. Delhi.
13. Mukherjee, S.N., Education of Teachers in India, Volume I & II, S. Chand & Co., N. Delhi.
14. Moty, S.K. (1983), Teacher Education in Indian Society, Prakash Brothers, U.P.
15. National Council of Educational Research & Training, Teacher Education Curriculum, A Framework,
N. Delhi.
16. N.I.E.P.A. (1984), Report on status of Teachers, N. Delhi.
24 SYLLABUS FOR MASTER OF EDUCATION (M.ED.) EXAMINATION
17. Pire, E.A., Better Teacher Education.
18. Selection Frame of Teacher Education in India, University News, A.E. House of Kotla, Near
N. Delhi.
19. Shukla, P.D. Towards New Pattern of Education in India, Sterling Publication, N. Delhi.
20. Singh, L.C. (1983), Third National Survey of Scholastic Education in India, N.C.E.R.T., N. Delhi.
21. Srivastava, R.C. & Bose, K. (1973), Theory and Practice of Teaching Education in India, Chugh
Publication 2 Strachey Road, Allahabad.
22. Stones & Morris (1973), Teaching Practice Problems and Prospectives, Mathuen & Co., London.
23. Stratemeyer, B. Florence & Lindsey, Margrett-working with student teachers, Eurais Pub. House
(Pvt.) Ltd., Ram Nagar, N. Delhi-55.
24. UNESCO, School Based in Service Training Bangkok.
25. Verma, K.K. (1969), A First Course in Teaching Education, Indian Press Pub. Ltd., Nicholson Road,
Ambala Cantt.
26. Digumarti Bhaskara Rao (1998), Teacher Education in India Discovery Publishing House, N. Delhi.
(OPTION F) : SPECIAL EDUCATION
Marks : 100
Theory : 80
Practical : 20
OBJECTIVES :
1. To acquaint the students with the concepts of exceptionality and special education.
2. To develop skills of preparing case study and counselling interview in any two areas of
exceptionality.
3. To develop awareness and skills about educational provisions for children with special needs.
4. To familiarize students with the techniques of identifying children with special needs.
5. To acquaint the students with the recent trends in the field of education for children with special
needs.
6. To acquaint students with the role of parents and professionals in the education of children with
special needs.
SYLLABUS FOR MASTER OF EDUCATION (M.ED.) EXAMINATION 25
Part-I
Theory
Marks : 80
External : 60
Internal : 20
Course Content
Unit-I
1. Concept and nature of special education: Objectives, classification of exceptional children, historical
perspective, recent trends in the education of children with special needs.
2. Current trends in special education in general and in Indian Context in particular-inclusion,
integration, litigation, advocacy, marriage, sexuality, community based rehabilitation (CBR) and least
restrictive environment (LRE).
Unit-II
3. Visual Impairment: Definition, characteristics, causes, intervention, needs, problems and educational
programmes for children with visual impairment.
4. Hearing Impairment : Definition, characteristics, causes, prevention, classification, educational
programs for children with hearing impairment.
Unit-III
5. Mental Retardation: Definition, characteristics, needs, problems, classification, causes, intervention
measures, teaching strategies, educational and training programmes for children with mental
retardation.
6. Locomotor Disabilities: Classification, characteristics, needs, problems and educational implications
for children with locomotor disabilities.
Unit-IV
7. Learning Disabilities: Definition, characteristics, classification, identification, causes and intervention
strategies for remediation of learning disabilities.
8. Emotional and Behavioural Disorders: Definition, identification, characteristics, problems, causes,
guidance programmes for behavioural problems.
Unit-V
9. Giftedness and Creativity: Definition, characteristics, differences, needs and problems of gifted and
creative children. Educational and vocational provisions, gifted under achievers.
10. Role of parent and professionals in Special Education.
26 SYLLABUS FOR MASTER OF EDUCATION (M.ED.) EXAMINATION
Note : Ten questions are to be set from all the five units, two questions from each unit with internal
choice. The students are to attempt five questions, taking one question from each unit. Each
question will carry 12 marks.
Part-II
Practical Work
Marks : 20
External : 15
Internal : 5
1. Case study.
2. Working with community for the identification of disabled and planning for intervention and
rehabilitation.
Testing: Selection administration and interpretation of psychological tests−special aptitudes,
personality Int., Social Adaptation, DTLD, DTRD, Creativity Tests, DSM-IV for emotional behavior
etc.
Assessment of sessional work will be made by a board consisting of the subject teacher; one subject
expert (External) and the Chairman/Principal.
References :
1. Bender, W.N. (1995), Learning Disability, AC, Bacon Simpot and Schusten Boston, London.
2. Mallaher, D.P. & Kauffman, J.M. (1991), Exceptional Children – Introduction to Special Education,
Allyn & Bacon, Massachusetts.
3. Frank, M.H. & Steven, R.F. (1984), Education of Exceptional Learners, Allyn & Bacon, Inc.,
Massachusetts.
4. Kirk, S.A. & Gallagher, J.J. (1989), Education of Exceptional Children, Houghton Mifflin Co.,
Boston, 1989.
5. Berdine, W.H., Blackhurst, A.E. (eds.) (1980), An Introduction to Special Education, Little Brown
and Company, Boston.
6. Ysseldyka, J.E. and Algozzine, B. (1998), Special Education, New Delhi, Kanishka Publishers,
Distributor.
7. Hans, I.J. (2000), Children in Need of Special Care, Human Horizones Series, Souvenir Press (E &
A Ltd.).
SYLLABUS FOR MASTER OF EDUCATION (M.ED.) EXAMINATION 27
(OPTION G) : EDUCATIONAL TECHNOLOGY
Marks : 100
External : 80
Practical : 20
OBJECTIVES :
After the course is over, the students will be able to:
1. Define Educational Technology.
2. Formulate instructional objectives for different domains.
3. Design instructions for different types of learning.
4. Explain the concept of Teaching.
5. Describe different models and develop example for each one for a topic of their selection.
6. Explain Programme Instruction, and its principles and styles.
7. Explain Microteaching and interaction analysis along with their principles and processes.
8. Explain different types of evaluation, design and validation process of Criterion Reference Test.
Part-I
Theory
Marks : 80
External : 60
Internal : 20
Unit-I
(a) Concept of educational technology in historical perspective from media technology to unified
concept consisting of psycho-technology, planning, management, information and system
technology: Nature and scope of Educational Technology.
(b) Objective: From aims to goals; to general objectives; to specific instructional objectives; Taxonomic
categories of objectives in Cognitive, Affective and Psychomotor domains.
Unit-II
(a) Classroom Instructions: Teaching a conceptual framework; variables; phases and levels of teaching.
(b) Models of Teaching : Bruner’s concept attainment model, Ausubel’s advance Organizer Model,
Taba’s Inductive Thinking Model, Mastery Learning Models (Bloom’s and Keller’s).
28 SYLLABUS FOR MASTER OF EDUCATION (M.ED.) EXAMINATION
UNIT-III
Microteaching: Concept, phases, sources of feedback; concept of skills, classification and components of
five skills.
Interaction Analysis Category Systems: Flanders interaction analysis systems; Reciprocal category system;
Equivalent talk category system.
UNIT-IV
Programmed Instructions: Concept, historical development, theoretical rationale of programming,
Principles and styles of programmed instructions, Development of a linear programme.
Instructional Media: Concept and characteristics of Media, selection of medium or an instructional aid,
application of multimedia and mass media in formal and non-formal systems, use of computers as
instructional medium.
UNIT-V
Evaluation: Formative and summative evaluation, Norms-referenced and criterion referenced testing,
construction of criterion referenced tests, characteristics of good test; construction and standardization of a
Test on a topic of their choice, validation of norm referenced and criterion referenced tests (Item analysis),
concept and types of validity, reliability.
Part-II
Practical
Marks : 20
External : 15
Internal : 05
(a) Every student shall submit Programmed Unit (Linear) of at least 50 frames on the topic of their
choice.
(b) Plan and Demonstrate at least two teaching skills (Micro lessons).
(c) Observing and interpreting classroom interaction (at least five) through FIAS.
(d) Demonstrate the skill of handling overhead projector (at least three transparencies).
Books Suggested :
1. Bhushan & Ahuja, Educational Technology, Vikas Publication, B-57, Meenakshi Puram, Meerut,
1992.
2. Bigge, M.L. & Hunt, M., Psychological Foundations of Education, Harper and Row Publishers,
London, 1968.
SYLLABUS FOR MASTER OF EDUCATION (M.ED.) EXAMINATION 29
3. Block, B.S., Taxonomy of Educational Objectives, A Hand Book I (Cognitive Domain), David
Mokay Compo, New York, 1972.
4. Chauhan, S.S., A Textbook of Programmed Instruction, New Delhi, Sterling Publishers, 1978.
5. Das, R.C., Educational Technology: A Basic Text, New Delhi, Sterling Publishers, 1993.
6. Dececco, J.P. & Cramford, W.R., Psychology of Learning and Instructions, Prentice Hall of India
Pvt. Ltd., 1977.
7. Flanders, Ned A., Analysing Teaching Behaviour, Addison Wesley Publishing Co., London, 1970.
8. Gage, N.L., The Scientific Basis of the Art of Teaching, London, Teacher’s College Press, 1978.
9. Groenlund, N.L., Stating Behavioural Objectives for Classroom Instruction.
10. Joyce, B. Weil, M. & Showers, B., Models of Teaching, Prentice Hall of India Pvt. Ltd., New Delhi,
1992.
11. Joyce, Bruce & Weil, Models of Teaching, Prentice Hall of India, Pvt. Ltd., 1985.
12. Mehra, V., Educational Technology, New Delhi: S.S. Publishers, 2004.
(OPTION H) : MEASUREMENT AND EVALUATION
Total Marks : 100
External : 75
Internal : 25
OBJECTIVES :
1. To acquaint the students with concepts and techniques of measurement and evaluation.
2. To develop skills in the construction and standardization of tests.
3. To enable students in learning the applications of advanced statistical techniques in education.
Course Content :
UNIT-I
(a) Measurement and Evaluation
(i) Concept of measurement and evaluation.
(ii) Importance of measurement.
(iii) Levels of measurement.
30 SYLLABUS FOR MASTER OF EDUCATION (M.ED.) EXAMINATION
(b) Standardization of tests
(i) Standardized tests and teacher made tests−essay and objective type tests.
(ii) Norm referenced and criterion referenced tests.
(iii) Steps in the standardization of achievement tests.
(iv) Item analysis - Difficulty value, discrimination index, effectiveness of distracters.
UNIT-II
(a) Characteristics of measuring tools
(i) Reliability - Meaning, methods and factors affecting reliability.
(ii) Validity - Meaning, types and factors affecting validity.
(iii) Norms - Age, grade percentage, standard scores (T Scores, C Scores).
(b) Measurement of
(i) Intelligence.
(ii) Achievement.
(iii) Interest.
(iv) Aptitude.
(v) Attitude.
UNIT-III
(a) New trends in examination reform
(i) Grading system
(ii) Semester system
(iii) Continuous internal assessment
(iv) Question banks
(v) Uses of computers in evaluation
(b) Analysis of variance (one way and two way) - assumptions and computation.
(c) Analysis of covariance (one way only) - assumptions and computation.
SYLLABUS FOR MASTER OF EDUCATION (M.ED.) EXAMINATION 31
UNIT-IV
(a) Correlations - assumptions and computation of:
(i) Biserial
(ii) Pointbiserial
(iii) Tetrachoric
(iv) Phicoefficient
(v) Contingency coefficient
(b) Partial and multiple correlations - Meaning and computation.
UNIT-V
(a) Regulation and prediction - Meaning and computation of linear regression equation (one and two
predictors only).
(b) Elementary factor analysis - Meaning, theory, extraction of factor (centroid method) upto two factors
only. Interpretation of factors.
Note : Ten questions are to be set from all the five units, two questions from each unit with internal
choice. The students are to attempt five questions, taking one question from each unit. Each
question will carry 15 marks.
Books Recommended :
1. Anastasi, A.: Psychological Testing, The Macmillan Co., New York, 6th Ed., 1988.
2. Ebel, L.R. and Fristrie, D.A. (1991): Essentials of Educational Measurement, Prentice Hall of India
Pvt. Ltd., New Delhi.
3. Freeman, F.S.: Theory & Practice of Psychological Testing, New York: Rinehart & Winstone,1965.
4. Edwards, A.L. (1957): Techniques of Attitudes Scale Construction, New York.
5. Garrett, H.E.: Statistics in Education and Psychology, Bombay, Vakils Febber and Simons, 1973.
6. Guilford, S.P. and Fruchtor, B. (1973): Fundamental Statistics in Psychology and Education, 5th Ed.,
McGraw Hill and Co., New York.
7. Fruhtor, B. (1954): Introduction to Factor Analysis, D. Van Noshavanad Co.
32 SYLLABUS FOR MASTER OF EDUCATION (M.ED.) EXAMINATION
8. Popham, W. J. (1988): Educational Evaluation, Prentice Hall, New Delhi.
9. Thorndike, R.L. and Hagen, E. (1977): Measurement and Evaluation on Psychology and Education.
John Wiley and Sons, Inc. New York.
10. Aiken, L.R.: Psychology Testing and Assessment, Boston: Allyn and Bacon, 1985.
11. Ebel, R.L. & Frisbel, D.A.: Essentials of Educational Measurement, New Delhi: Prentice Hall, 1986.
12. Grownlund, N.E.: Measurement and Evaluation in Teaching, New York: Macmillan, 1981.
13. Karmel, L.C. & Karmel, M.C. : Measurement and Evaluation in Schools, New York: Macmillan,
1978.
14. Mehrens, W.A. & Lehmann, I.J.: Measurement and Evaluation in Education and Psychology, New
York: Holt, Rinehart, Winston, 1984.
15. Aggarwal, Y.P.: Statistical Methods, Concepts Application & Computation, New Delhi :
Sterling,1989.
16. Guilford, J.P.: Fundamental Statistics in Psychology and Education, New York: McGraw Hills, 6th
Ed.
17. Cronbach, L.G.: Essentials of Psychological Testing, New York: Harper, 1964.
18. Adams, G.S.: Measurement & Evaluation in Psychology, Education and Guidance, New York: Holt,
Rinehart and Winston.
19. Aggarwal, R.N. & Vipin Asthana: Educational Measurement & Evaluation, Agra: Vinod Pustak
Mandir, 1983.
(OPTION I) : CURRICULUM DEVELOPMENT
Marks : 100
Theory : 80
Sessional Work : 20
OBJECTIVES :
• The student will describe the concept of curriculum and curriculum development in its historical
perspective.
• Differentiate among curriculum design, curriculum change, curriculum construction.
• Describe the purpose and scope of curriculum.
• Explain the various foundations of curriculum.
• Discuss how objectives and content can be derived from the philosophical foundations, social and
cultural foundations, individual potential and ability and the learning theories.
SYLLABUS FOR MASTER OF EDUCATION (M.ED.) EXAMINATION 33
• Describe characteristic features of different designs of curriculum development.
• Discuss various models of curriculum: Administrative, Grass root, System Analysis and Action
Research.
• Critically appraise new trends in curriculum development in Indian Schools.
• Discuss recent research trends in curriculum development.
Part-I
Course Content
External Marks : 60
Internal : 20
UNIT-I
(A) Conceptions of curriculum and curriculum field, curriculum development, curriculum design,
curriculum implementation, scope and purpose of curriculum studies.
(B) Foundations of Curriculum
(a) Philosophical foundations specifying nature of knowledge and deriving aims, goals &
objectives.
(b) Need, aspirations and nature of society and role of culture and political ideology of its people.
(c) Learning ability, interest and potentials of learners.
(d) Learning theories and bases of curriculum foundations.
UNIT-II
(A) Principles and Criteria of Curriculum Construction:
(a) Formulating objectives of education at primary and secondary level and their relationship with
their respective curriculum.
(b) Principles of content selection, organization and sequencing.
(c) Criteria of selection and organization of learning experiences.
(d) Comprehensive curriculum evaluation: Formative and Summative Evaluation of Curriculum
and Interpretation of Evaluation Results.
(B) Factors Affecting Curriculum Change:
(a) Social factors.
(b) Pressure groups.
(c) Writers and publishers.
(d) Educational leaders with special reference to teachers.
34 SYLLABUS FOR MASTER OF EDUCATION (M.ED.) EXAMINATION
UNIT-III
Curriculum Designs: Distinctive Characteristics of following designs of curriculum:
(a) Subject-centred curriculum.
(b) Experience and activity centred curriculum.
(c) Core and differential curriculum.
UNIT-IV
Models of Curriculum Engineering
• The Administrative Model.
• The Grass-roots Model.
• Systems Analysis Model.
UNIT-V
(a) Critical appraisal of present curriculum in elementary and secondary schools in India.
(b) Research trends in curriculum studies.
Note : Ten questions are to be set from all the five units, two questions from each unit with internal
choice. The students are to attempt five questions, taking one question from each unit. Each
question will carry 12 marks.
Part-II
Sessional Work
Marks : 20
External : 15
Internal : 05
Paper reading.
Curriculum appraisal.
Assessment of sessional work will be made by a board of one subject teacher, one subject expert
(External) and the chairman/principal.
References :
1. Anning, Angela (1995), “A National Curriculum for the Early Year”, Open University Press,
Buckingham, Philadelphia.
SYLLABUS FOR MASTER OF EDUCATION (M.ED.) EXAMINATION 35
2. Audrey & Howard Nocholls (1978), “Developing Curriculum”, A Practical Guide-George Allen &
Unwin, Boston, Sydney, London.
3. Denis Lawton (1986), “School Curriculum Planning”, Hodder & Stonghton, London, Sydney.
4. Edward, A. Krug (1960), “The Secondary School Curriculum”, Harper and Row Publishers, New
York & Evauston.
5. Erickson, H. Lynn (1988), “Concept-based Curriculum and Instruction, Corwin Press, Inc.
6. Goodson, Iror. F. (1994), “Studying Curriculum”, Open University Press, Buckingham.
7. Hugh Sockett (1976), “Designing the Curriculum”, Open Books London, 1976.
8. Iron, K. Davies (1976), “Objectives in Curriculum Design”, McGraw Hill Book Company Limited,
England.
9. Leece, Joseph & Others (1961), “The Teacher in Curriculum”.
10. Lewy, Arieh (1991), “Studying Curriculum”, Open University Press, Buckingham.
11. Omsterin, Allen C.A., “Curriculum Foundations, Principles and Issues”, Prentice Hall International
Ltd., London.
12. Pratt, David (1980), “Curriculum Design and Develoment”, Harcount Brace and World Inc., New
York.
13. Romiszoeski, A.J. (1986), “Designing Instructional System - Decision Making in Course Planning &
Design”.
14. Saybr & Alexander, “Curriculum Planning”, Holt Linchart & Winston, New York (1960).
15. Smith, Stawey & Shores (1957), “Curriculum Development,” World Book Co.
16. Solomen, Pearl G., (1998), “The Curriculum Bridgo,” Corwin Press Inc.
17. Tyler, R.W. (1974), “Basic Principles of Curriculum and Instruction,” Open University Pub.,
London.
18. Vernon, E. Anderson (1962), “Principles and Procedures of Curriculum Improvement”.
19. Zais, R.S. (1976), “Curriculum Principles and Foundations”, Harper & Row Pub., London.
36 SYLLABUS FOR MASTER OF EDUCATION (M.ED.) EXAMINATION
(OPTION J) : ENVIRONMENTAL EDUCATION
Marks : 100
External : 75
Internal : 25
OBJECTIVES :
1. To make student teachers understand about the concept, importance, scope and aims of
environmental education.
2. To acquaint the student teachers with possible environmental hazards enabling them to combat with
the negative effects of the programmes of environmental erosion and pollution at various stages of
education.
3. To orient student teachers with various components of environment for preparing a curriculum for
environmental education.
4. To enable the student teachers to develop various methods and strategies for realizing the objectives
of environmental education.
5. To enable the student teachers to understand about various projects in the area of environmental
studies in different countries.
UNIT-I
– Introduction.
– Concept, importance and scope.
– Aims and Objectives.
– Guiding Principles and Foundations.
– Relationship between Man and Environment.
– Ecological and Psychological Perspective.
UNIT-II
– Environmental Hazards.
– Environmental pollution; physical air, water, noise, chemical.
– Extinction of flora and fauna, deforestation, soil erosion.
– Need for conservation, preservation and protection of rich environmental heritage.
– Programme of environmental education for primary, secondary and higher education institutions.
SYLLABUS FOR MASTER OF EDUCATION (M.ED.) EXAMINATION 37
UNIT-III
– Features of curriculum for environmental education.
– Special nature of curriculum on environmental education.
– Concept of environment and ecosystem.
– Natural system earth and biosphere, abiotic and biotic components.
– Natural resources, abiotic resources.
– Human Systems - Human beings as part of environment, human adaptations to environment,
population and its effect on environmental resources.
– Technological system - Industrial growth, scientific and technological inventions and their impact on
the environmental system.
UNIT-IV
– Methods and approaches of environmental education.
– Strategies and approaches, treating environment education as a separate subject, topical units,
integration and interdisciplinary approaches.
– Methods - Discussion, Seminar, Workshop, Dialogue, Problem Solving, Field Surveys, Projects and
Exhibition.
– Role of Media, Print, films and T.V.
UNIT-V
– Comparative Study of Environmental Projects from various countries.
Note : 10 questions are to be set from all the five units, two questions from each unit with internal
choice. The students are to attempt five questions, one question from each unit. Each question
will carry 15 marks.
Books Recommended :
1. Bakshi, T.S. & Naveh (1980) - Environmental Education: Principles, Methods & Applications,
Plenum Press, New York & London.
2. Bandhu, Aulakh (1981) - Environmental Education, Indian Environmental Society, New Delhi.
3. Bhatia, K.N. (1998) - A Creatise on Plant Ecology; Pradeep Publications, Jalandhar.
4. Dani, H.M. (1986) - Environmental Education, Publication Bureau, Panjab University, Chandigarh.
5. Garg, K.K. & Jain, S.C. – Environment Lessons for Commonman (IIIrd ed.); Environment Society
of India.
38 SYLLABUS FOR MASTER OF EDUCATION (M.ED.) EXAMINATION
6. Ghanta, R. & Rao, D.B. - Environmental Education, Problems & Prospects, Discovery Publishing
House, New Delhi.
7. Grabe, S. (1987) - Environmental Education in Technical and Vocational Education, Division of
Science, Technical & Environmental Education, Unesco, Paris.
8. Jones, C., S.J. Gadlar, P.H. Engstrom (1972) – Pollution, The air we breathe, J.M. Dent and Sons
Limited, London.
9. Koromondy, E.J. (1989) – Concepts of Ecology, Prentice Hall of India, New Delhi.
10. Milard Reed (1977) – Clean air, clean water for Tomorrow’s World, Messenea, London.
11. Premi, K.K., S.C. Nuna, P. Menon (1994) – Source Book on Environmental Education, National
Institute of Educational Planning and Administration, New Delhi.
12. Saxena, A.B. (1986) - Environmental Education, National Psychological Corporation, Agra.
13. Sharma, R.C. (1981) - Environmental Education, Metropolitan Book Co., New Delhi.
14. Vikas Kohli & V.K. Kohli (1995) - Environmental Pollution and Management, Vivek Publishers,
Ambala.
15. Zirm, K.L. & J. Mayer (1985) - The Management of Hazardous substances in the Environment,
International Society for Environment Protection, London.
(OPTION K) : YOGA EDUCATION
Marks : 100
Theory : 80
Practical : 20
OBJECTIVES :
1. To enable the pupil, teachers to understand ancient Indian culture and the nature of the discipline
“Yoga Education”.
2. To enable them to appreciate the role of Yoga in life.
3. To enable them to appreciate the role of Yoga in the development of moral values and social values.
4. To enable them to understand some “Traditional and Philosophical” aspects of yoga.
5. To enable them to understand some “technical” and health aspects of oga.
6. To enable the students to practice the prescribed Asana, Pranayamas and Shudhi Kriyas.
7. To enable the students to teach yoga (theory and practicals) in schools for yoga competitions and
syllabus of 10+2 classes.
8. To enlighten the students for importance of yoga in school curriculum as moral, social, healthful
education and for bringing efficiency in games and sports.
SYLLABUS FOR MASTER OF EDUCATION (M.ED.) EXAMINATION 39
Part I
Theory
Marks : 80
External : 60
Internal : 20
Course Content
UNIT-I
1. Classics of Yoga :
(a) (i) Meaning & Concept of Yoga, Types of Yoga with their special features, aims and
objectives.
(ii) Introduction Patanjali Yoga darshan with special features of its four chapters.
(iii) Astand Yoga - Its components with their meaning, aims and objectives and special
features.
(b) Srimad Bhagwad Gita: Gyan, Karma and Bhakti Yoga - their meaning and concept with
their special features in respect of attainment of Moksha.
(c) Hathyoga Pradipika: Hath Yoga - Its meaning, aims and objectives, various components of
Hath Yoga with their brief special features and benefits.
2. Yama (abstinences) and Niyama (observances) with emphasis on their significance in modern life,
school curriculum as moral education, stress management and thereby prevention of Psychomatic
diseases like Hypertension, asthma, arthritis, gastric disorders etc.
3. Asnas : Meaning and definitions, aims and objectives, classification in respect of aims and objectives,
and bodily position, principles of performance, preparatory requirements, physiological consideration
of meditative, relaxative and cultural poses.
4. Paranayama: Its meaning and concept, aims and objectives, three phases of pranayama, classification
of pranayama in respect of Hath Yoga Pradipika and Patanjali Yoga darshan, preparatory
requirements of pranayama. Meaning, technique and benefits of Ujjai, Surya-bhedan, Sitali,
Bhastrika and Nadi shodan pranayama.
UNIT-II
5. Shudhi Kriyas: Its meaning, aims, and objectives; meaning, technique and benefits of Dhauti (Vasta
& Vaman), Neti, Tratak, Kapalbhati.
6. Meditation: Meaning and its concept as given in Yoga darshan alongwith the concept of concentration
and Samadhi; elementary knowledge of various techniques of meditation, viz. Yoga nidra, Ajapa Jap,
Antah Tratak, Mantra Jap meditation. Benefits of meditation in daily life with brief physiological
aspects.
40 SYLLABUS FOR MASTER OF EDUCATION (M.ED.) EXAMINATION
UNIT-III
7. Research in Yoga: Present status, Biomedical, Psychological and educational research, potential
areas of research.
8. Promotion of Yoga: Role of yoga in the school curriculum, principles of effective implementation of
yoga in school curriculum, planning a lesson in yoga for High school classes; principles of
organizing a yoga training centre and yoga therapy centre, principles of arranging an exhibition,
seminar and a conference on yoga; Syllabus for a routine yoga training class of one hour duration for
adults with its principles. Knowledge of yoga competitions (contents and rules) at Inter college,
Inter-University and National School games of yoga, knowledge of yoga syllabus in 10+2 CBSE
classes in the subject of Physical Education, and Health and beauty culture, role of yogic practices in
the efficiency of games and sports.
9. Yoga library: Names of 8-10 important libraries on yoga in India, list of 25-30 important latest
books on yoga, list of 5-10 important journals on yoga.
UNIT-IV
10. Yoga Therapy: Its meaning and scope, concept of health and disease in yoga, principles of yoga
therapy.
11. Causes, sign and symptoms and yogic treatment for Diabetes, Hypertension, Constipation, Cervical
Spondylosis, Common Cold, Backache, obesity.
12. Concept of mitahara in yogic diet, various norms of yogic dietetics, indications and contraindications
of dietary articles given in hath pradipika.
Note : 10 questions will be set from all the five units, two questions from each unit with internal choice.
The students are to attempt five questions taking one question from each unit. Each question will
carry 12 marks.
Part-II
Practical
Marks : 20
External : 15
Internal : 05
1. ASNAS
(a) Meditative - Padma, Vajra, Sidha.
(b) Relaxative - Shav, Makar, Matesyakrida asnas.
(c) Cultural-Surya Namaskar, Sarvang, Hal, Pawanumukut, Matesya, Bhujang, Dhanush, Vakra,
Ardh-matseyandra, Janushirish, Ustra,Supt-Vajra, Tad, Trihak-chakra, Katichakra, Kati-
Bhujang, Udra-Akrashan, paschimottan, Trikona.
Note : Surya namaskar (compulsory). Any other four asanas of examiner’s choice.
SYLLABUS FOR MASTER OF EDUCATION (M.ED.) EXAMINATION 41
2. Pranayam - Correct deep breathing in respect of 1:2 ratio for purka and rechka phases, 15-30 minutes
practice for surabhedan, Ujjai, sitali/shitkari, Bhastrika, Nadishodhan pranayama (any one).
3. Meditation –Prana Dharna is shav asna, Ajapa Jap, Yog Nidra, Mantra Hapa meditation (any one).
4. Shudhi Kriya- Jal Neti, Rubber Neti, Tratak, Kapal Bhati, Vamen Dhuti (any one).
5. Viva-voce & Note-book.
Note : The students have to prepare practical notebook in respect of introduction of Asnas, Pranayama,
Meditation, Kriyas and meaning, technique and benefit of 10 Asnas, three Pranayama, two
Kriyas and one meditative practice. 5 Marks
Books Recommended :
1. B.K.S. lyenger - Light of Yoga, Unwin paper Back, Sydney, English/Hindi (1984).
2. Chandradhar Sharma, A Critical Survey of Indian Philosophy; Moti Lal Banarsi Dass, Delhi (1976).
3. Dr. H.R. Nagendra, Yoga in Education, Vivekanande Kendra, Bangalore (1993).
4. I.R. Taimini, Glimpses into Psychology of Yoga, The Theosophical Publishing House, Adyar,
Madras (1973).
5. P.T. Raju; The Philosophical Traditions of India, Moti Lal Banarsi Dass, Delhi (1982).
6. S.N. Das Gupta: Yoga Philosophy in Relation to Other System of Indian Thought, Moti Lal Banarsi
Dass, Delhi (1987).
7. Dictionary of Indian Philosophy and Yoga Edu., Dr. Arun Publications, Chandigarh (1995).
8. Brahmrishi Vishvatma Bawara, Yoga for Life Divine, Radiance Publications, Chandigarh (1997).
9. Swami Kuvalyananda Pranayama, Popular Prakashan Bombay, English/Hindi (1992).
10. Swami Kuvalyananda Pranayama, Popular Prakashan Bombay (1983).
11. Shri Yogendra Yoga; Personal Hygiene; The Yoga Institute, Bombay (1958).
12. Yogeshwar, Text Book of Yoga, Free Indian Press, Madras (1981).
13. I.K. Taimini; The Science of Yoga, the Theosophical Publishing House Adyar, Madras, India
(1979).
42 SYLLABUS FOR MASTER OF EDUCATION (M.ED.) EXAMINATION
14. N.L. Dosanjh, Psychotherapy including Yoga Therapy, (Science of Mental Healing) Sanjeev
Publications, Chandigarh (1979).
15. Ragunath Safaya; Indian Psychology, Munshiram Manohar Lal Publishers Pvt. Ltd., 54, Rani Jhansi
Road, New Delhi (1976).
16. B.K.S. Iyengar, Light on Pranayama, Indus Publications, New Delhi (1994).
17. H.K. Kaul, Pranayamas for Health, Surjeet Publications, Delhi (1991).
18. Dr. Swami Karmananda Saraswati, Yogic Management of Common Disease; A Publication of Bihar
School of Yoga, Munger (1992).
19. Swami Satyanand Saraswati, Asana Pranayama Mudra Bandh, Bihar School of Yoga, Munger
(1995).
20. Swami Satyanand Saraswati, Rog Aur Yog, Bihar School of Yoga, Munger (1998).
21. Dr. Lajpat Rai, Dr. R.C. Sawhney, Dr. W. Selvamurthy (1998), Meditation Techniques, their
Scientific Evaluation, Anubhav Rai Publication, Gurgaon, Haryana.
22. Swami Satyanand Saraswati, “Meditations from the Tantras”, Bihar School of Yoga (1993).
23. Swami Kavalya Nandji, Yoga Therapy and its Principles (1971), Kaivalyadham Publications (1991).
24. Jack Forem, Transcendental Meditation (1974), George Allen & Unwin Ltd., London.
25. Dr. M.L. Ghrote & S.K. Ganguly, Teaching Methods for Yoga Practices Kaivalyadhan, Lonavala
(1998).
26. Om Prakash Tiwari, Asana Why and How? Kaivalyadham, Lonavala (1984).
27. Swami Muktibadhananda Saraswati, Hath Yoga Pradipike, Light of Hath Yoga, Bihar School of
Yoga Publications, Mungher (1993).
28. Dr. Makrand Mudhukar Gore, Sharir Vijyan Aur Yogabhiyas, Kanchan Prakashan, Kaivalyadham,
Pune (1999).
29. Swami Shantidharmananda Saraswati, Poorna Yoga, Srikung Sadbhavna Manch, New Delhi (2000).
30. S. Kuvalaya Nanda, Pranayam (Lonavala Bombay; Kaivalya Dham (1982).
31. S. Kuvalaya Nanda, & Dr. S.L. Vinekar Yog Therphy (Lonavala Bombay; Kaivalya Dham (1971).
32. Swami Digmber Ji; Hath Yoga Pradipika (Lonawala Kaivalya Dham) 1980.
33. K.S. Joshi: Yoga and Personality (Allahabad; Udayan Publication) (1967).
34. Pandit Shambhu Nath, Stress Management through Yoga and Meditation, Sterling Publishers Pvt.
Ltd. Publication (1994).
SYLLABUS FOR MASTER OF EDUCATION (M.ED.) EXAMINATION 43
(OPTION L) : EDUCATIONAL ADMINISTRATION AND SUPERVISION
Marks : 100
External : 75
Internal : 25
OBJECTIVES :
1. To make the students aware of:
(a) Applications of concepts of administration and management in the field of education.
(b) The administrative aspects.
(c) Leadership and its various concepts.
(d) Organizational Behaviour.
(e) Various concepts like planning, financing, supervision in Indian settings.
(f) Structure of educational administration at various government levels.
2. To make the students aware of concepts related to human resource management.
Course Content
UNIT-I
1. Educational Administration and Management: Meaning & Scope, Basic Principles, Emerging
Concepts.
2. Administrative Processes with special reference to Educational Organizations.
– Communication
– Decision Making
– Organizational Development and Compliance
– Management by Objectives (MBO)
– Organization Change
UNIT-II
3. Leadership in Educational Organizations
– Meaning and Nature
– Theories of leadership & their relevance in education
– Styles of leadership
– Leadership traits & skills
44 SYLLABUS FOR MASTER OF EDUCATION (M.ED.) EXAMINATION
UNIT-III
4. Organizational Behaviour :
Motivation, Job satisfaction, Relationships in organizational set up, Conflict resolution.
UNIT-IV
Educational Administration in Indian contest.
5. Educational Authorities in India:
– Role of centre, state and local bodies in educational administration.
– Constitutional provisions, Centre-state relations on education.
– Role of private enterprises, their limitations and the remedial measures.
6. Financing of education :
– Meaning & importance
– Financing policy at centre, state and local levels.
– Budgeting and preparation of budget estimates.
– Problems &issues in financing education.
UNIT-V
7. Educational Planning :
– Meaning and nature.
– Approaches to planning.
– Institutional planning.
– Priority in planning
8. Performance appraisal in the educational organizational at different levels (including selfappraisal).
Note : Ten questions are to be set from all the five units, two questions from each unit with internal
choice. The students are to attempt five questions, taking one question from each unit. Each
question will carry 15 marks.
SYLLABUS FOR MASTER OF EDUCATION (M.ED.) EXAMINATION 45
Books Recommended :
1. Agarwal, V. Bhatnagar, R.P., Supervision, Planning and Financing, Meerut, India : Surya
Publication, 1997.
2. Chandrasekaran, P., Educational Planning and Management, New Delhi : Sterling Publishers, 1994.
3. Greene, J.F., School Personnel Administration, Chilton Book Company : Pennysylvania, 1975.
4. Khan, N. Sharif & Khan, M. Saleem, Educational Administration, New Delhi : Ashish Publishing
House, 1980.
5. Kuldip Kaur, Education in India (1981-1985), Policies, Planning and Implementation, Chandigarh :
Arun and Rajive Pvt. Ltd., 1985.
6. Lulla, B.P. & Murthy, S.K., Essential of Educational Administation, Chandigarh :Mohindra Capital
Publishing, 1976.
7. Manju, Bala, Leadership Behaviour and Educational Administration, New Delhi : Deep & Deep
Publications, 1990.
8. Mathur, S.S., Educational Administration and Management, Ambala Cantt. : Indian Publications.
9. Mukherji, S.N., Administration and Educational Planning and Finance, Baroda : Acharya Book
Depot, 1970.
10. Philip H. Coomba, The World Crisis in Education, Oxford University Press, 1985.
11. Tara Chand and Ravi Prakash, Advanced Educational Administration, New Delhi : Kanishka
Publishers, 1997.
12. Thakur, D. & Thakur, D.N., Educational Planning and Administration, New Delhi : Deep and Deep
Publications, 1996.
13. Thomas I Sergiovanni, Educational Governance and Administration, America : Prentice Hall, 1980.
14. Trivedi, P.R. & Sudershan, K.N., Management Education, New Delhi : Discovery Publishing House,
1996.
46 SYLLABUS FOR MASTER OF EDUCATION (M.ED.) EXAMINATION
(OPTION M) : Dissertation
Total Marks : 100
External : 75
Internal : 25
B. Field based experiences related to supervision and evaluation of practice-teaching and other aspects
of School experiences of B.Ed. Programmes.
Total Marks : 50
External : 25
Internal : 25
Sr.
No.
School Appraisal Report Internal External
1. (a) Physical Structure.
(b) Human Resources.
(c) Environment of School.
(d) Attendance.
(e) Time Table.
5 5
2. Co-Curricular Activities :
(a) One practicing School.
(b) One at College Campus.
5 5
3. One Model Lesson 5 5
4. Two Micro Lessons :
(a) Delivered.
(b) Observed.
(c) Critical evaluation of one Lesson Plan
5 5
5. Teaching Practice :
(a) Observation of Minimum 10 lessons
spread over at least 10 days.
(b) Overall assessment of students during
Teaching Practice by Teacher-Incharge
in the Practicing School.
5 5
Record of field based experience to be maintained by the students, checked by the teacher–Incharge
and to be counter-signed by the Principal and it should be recorded there properly.