UNIVERSITY OF RAJASTHAN, JAIPUR

M.Ed.

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	Ordinances for admission to M.Ed.
	Scheme of Examination
M.Ed. Part-I
Compulsory
	Paper-I Philosophical and Sociological Foundations of Education
	Paper-II Methodology of Educational Research
	Paper-III Psychological Foundations of Teaching Learning
Optional Paper IV and V
	Group-I: Advanced Psychology
	Group-II:Educational Management Planning and Finance
	Group-III:Comparative Education
	Group-IV:Curriculum Development,Implementation,Evaluation Change and Text Books
	Group-V: Foundations of Teacher Education
	Group-VI:Guidance and Counselling
	Group-VII:Educational Technology
	Group-VIII:Educational Measurement and Evaluation

ORDINANCES FOR ADMISSION OF STUDENT TO THE EXAMINATION OF MASTER OF EDUCATION Q.327 The examination for the degree of Master of Education shall be open to candidates who have after graduation passed the B.Ed. (SC/Commerce/Agriculture Home Science) or One year B.Ed Languages (English/Hindi) or Two year B.Ed. (Craft) Course examination or four Year B.Tech. Ed. examination or four year B.Sc. B.Ed. examination or any other examination recognised as equivalent theret pursued a regular course of study as hereinafter prescribed for not less than one academic year.
N.B.: Candidate pa
ssing Shiksha Shastri Examination and Seeking admission to M.Ed. Course shall be considered eligible for admission to M.Ed., If the candidates have passed in Shiksha Sastri examination with courses of study as are identical to B.Ed. This shall be operative from the session 1980-81.
Q. 328. The examination shall be held in two - parts- Part I comprising of Written Papers and Part II comprising a dissertation embodying the results of an investigation carried out by the candidate. A candidate may take both parts simultaneously or Part I at the end of second or third year. A Candidate who chooses to take the two parts of the examinations seprately shall not be eligible to submit a Dissertation under part II unless he or she has been previously admitted to and passed in the paper under Part I of the examination.

Q.328 A.The objectives of the M.Ed, Course are:
1. To Prepare professional required for staff colleges of education at the pre-primary and secondary levels
2. To Prepare professional administrators and supervisor for positions of responsiblity in educational institutions,Department of education and Educational Planning and in Supervisory educational Services.
3. To train persons for various psychological services such as psychological testing, personal educational and vocational guidence, statistical services with an educational orientation
4. To train persons for participation in programmes of examination reforms and educational evaluation
5. To train persons for organising curriculum development and preparation of instructional materials
6. To prepare personnel through systematic study and research which will contribute to the development of educational literature and lead to the growth of education as a discipline

The objectives are expected to be achieved through (a)a closer study of fundamental basic subjects (b)specialisation in subjects allied to the selected field and (c) some research or investigation.
The courses as a whole is fixable enough to provide for (i) S[pecialisation in a field or (ii) broad study or education according to the needs and intrests of the students.
Q. 329. The examination for the Degree of M.Ed. shall consist of the following:

PART - I

A. Compulsory
Paper - I - Philosophical & Sociological Foundations of Education.
Paper - II - Methodology of Educational Research
Paper - III - Psychological Foundations of Teaching Learning
B. Optional Paper IV & V: Group - I - Advanced Psychology
Group - II - Educational Management Planning and Finance
Group - III - Comparative Education
Group - IV - Curriculum Development, Implementation, Evaluation Change Text Books.
Group - V - Foundations of Teaher Education
Group - VI - Guidance and Counselling
Group - VII - Educational Technoogy
Group - VIII - Educational Measurement and Evaluation

PART - II

Dissertation
Q. 329 A. The Dissertation under Part-II shall be closely related to the optional papers offered by the candidate. In special cases the Principal may permit a student to select any other field for his dissertation.
Every Candidate for the M.Ed. examination under Part-II shall at the time of submitting his dissertation produce a certificate from the Head of the Institution where he has studied to the effect that the Dissertation is genuinely the work of the candidate and its fit to be examined.
The dissertation together with two copies of the summary shall be submitted to the principal of the college, who will forward the same to the Registrar of the University by the 7th March every year.
In case of candidates having offered dissertation involving interdisciplinary approach to more than one person be permitted and such a supervision be termed as Joint supervision.
Q 329 B. Failure to appear at or pass the examination shall not disqualifya candidate fron presenting himself at any subsequent examination on a fresh application being forwarded and a further fee paid. Such a candidate shall not be required to pursue a further course of study at any affiliated college.
Q 329 C. If in the examination both parts of which are taken simultaneously, a candidate's Dissertation is adquate he has not reached the required standard in the written Part of the examination, the candidate shall be exempted from re-entry on the presentation of a Dissertation; similarly if the candidate has reached the required standard in the written papers, but his Dissertation is not adequate, he shall be exempted from re-entry in the written part of the examination.
Q 329 D. A candidate who has passed the M.Ed. Examination of this University or any other University recognised by syndiate may be permitted to appear for the examination in the remaining paper/papers in the area of specialisation already offered by him (Without attending an affiliated colleges), or the papers in any other area of specialisation under Part I (B) provided he studies at the post Graduate Teachers Training college affiliated to the university for atleast three months and completes the required amount of Theoritical Practical, Sessional work if he area of specialisation which he wishes to offer os different from the one in which he submitted the dissertation during the M.Ed. Examination.

R-43: SCHEME OF EXAMINATION

PART - I Five Theory Papers: Each Theory Paper (Compulsory 3 and optional 2) shall be of These marks further divided as
Theory Paper Sessional Work These Sessional work shall be examined by both the external examiner and the internal examiner and an average of the marks awarded by them shall be considered.
In case there is difference of more than 20% Marks than the same shall be examined by the third examiner and the nearest average shall be considered.- PART - II DISSERTATION The dissertation shall be examined on the following lines:
(i) External Examiner (ii) Internal Examiner The name of sucessful candidates shall be analysed into two classes:-
Class -I Those obtaining 60% of the aggregate marks or more
Class -II Those obtaining 48% of the aggregate. The minimum pass marks in each paper expect Dissertation shall be 30%. In dissertation the minimum pas marks shall be 48%.

Note:
1. The Combination of Law with M.Ed. course shall not be permitted.
2. In assessing the Dissertation, marks shall be assigned independently by both the external examiner and the Internal Examiner out of a maximum of 50 Marks, the total of the two awards being taken as the final awards.
3. The Sessional work in each paper, both Compulsory and Optional, shall be evaluated by the external examiner and an internal examiner who shall be the professor concerned out of a maximum of 25 marks, each the average of the two assessments being taken as final award.

Candidates appearing at the M.Ed. Examination are allows option of answering their question papers, (including writing Dissertation) through the medium of Hindi.

M.Ed. Syllabus

Compulsory Papers:

Paper I: Philosophical & Sociological Foundations of Education

Objectives:

1. To develop a deeper understanding of the relationship between philosophy and education
2. To acquaint the students with the major Indian Philosophy and the implications for education
3. To acquaint them with the major western philosphies which serves as foundations for educational though and practice
4. To develop a deeper understanding of the major modern movement in educational philosophies in the West and in India
5. To develop the abilities to make comparisions between different philosophies and their educational implcations
6. To Develop the capacity to do independent thinking and adeeper insight into the philosophical roots & educational problems
7. To Stimulate the students to have their own independent and consistent view-point of a philosophy of education which enable them to make effective decisions on educational problems or issues
8. To enable the students to make preparing analysis of the social structure or to realize the role of education as an instrument of social political, Economic and Industrial change.

Syllabus:
Section-A: Philosophical Foundations of Education:

1. The Meaning & nature of Philosophy: Use of Philosophy, Branches of Philosophy; metaphysics, epistemalogy, and axiology and their implications for education; philosophical redirection of educational research in recent times.
2. Indian Philosophical Foundations of Education-Characteristics of Indian Philosophy; Education as conceived in vadic times; Nature of the learner goals of life, theory of knowledge and teh ethical values as advocated in the following philosophies:
   Buddhism
   Jainism
   Nyaya
   Vedanta (Upanishad, Geeta and Advaita Vedanta only) Samkhya. Teacher student relationship as mainfest in Bhagwatgeeta and Upnishads.
   Quranic monism and monotheism and its influence in education
3. Western Philosphical Foundations of Education-A short introduction to major Western Philosophical Naturalism: Its metaphysics and epistomogy: aims of education, educative process, freedom and discipline in education according to Naturalism
Indealism : Its Metaphysics and theories of knowledge: the nature of the learner, aims of education, teacher pupil relationship, of educaation, freedom and discipline values in education and theories of Knowledge, Realism : Its Metaphysics and the learner, freedom and discipline. Realism: Its Metaphysics and theories of Knowledge: aims of education, nature of the learner and educative process according to Realism.
Pragmatism: Its methaphysics anf theories of knowledge; the nature of the learner, aims of education, teacher pupil relationship, method of education and curriculum according Exictenalism to Pragmatism.
4. Contemporary philosophical thought and education Humanism Existentalism

Section B: Sociological Foundation of Education:

1. Concept, meaning, scope and Functions of Socilogy of Edu. Education as a Social Sub-system.
1. Concept of Social system
2. Specific characteristics of education as a special sub-system
3. Education and its relationship with other special sub-system i.e. Family, Caste and State.
2. Education as a social process:
1. Theories of socialization.
2. Process of acculturaration and socialisation.
3. Role of family, Cste, and state in preservation transmission and enrichment of culture.
4. The concept of culture. Cultural lag, conflict,
5. Unity and diversity in India, making compsite culture. Role of education.
6. Concept of Social stratification & Factors & affecting
3. (a) Change and Education:
1. Concepts of change and planned change.
2. Process of Planned change.
3. Functions and qualities of change agent.
4. Social Mobility, Modernization and Education.
5. Impact of science and technology on society & education.
(b) Social structure & Edcation-Conflict and Crisis within Indian Social Structure.
4. Social dimension of Education

1. Approaches to religious and moral education Humanistic and spiritual approaches.
2. Socialistic democratic state of Indian society and education.
3. Existing educational disparities, nature and causes equalisation of education opportunities.
4. Radical thought attenations in education, Deschooling, Concep and consepnces. Futurelogy of Education.

Sessional Work:

1. Two term papers
2. Three abstract of recent articless related to the subject published in journals

Books Recommended:

1. Altekar, A.S.: Education in Ancient India, Book Shop Varanasi 1934.
2. Bhaum, Archia-I : Philosophy, An Introduction, Bombay, Asia Publishing House,1962.
3. Brameld Theodore: Cultural Foundation of Education An Interdisciplinary Experation New York, Harper and Bros., 1957.
4. Browm Francis. J.: Educational Sociology.
5. Anu Baal Govid Trivari: shisha ke sashkutik Aadhar traj. Hindi gratha Akadmi.
6. Brubacher, J.S,L An eclectic Philogophy of Ecucation (2nd Ed.)
7. Butler, J.D. : Four Philosophies, (3rd.Ed.) New York, Harper and Bross., 1969.
8. Chatterji S.C. & Datta D.A. : An Introduction to Indian Philosophy Calcutta, Calcutta University Press, 1955.
9. Cook L.A. and Cook E.F. :A Sociological Approach to Education McGraw Hill Book Co.,
10. Dewey John: Democracy & Education, New York. Mac Millan & Co., 1940.
11. Durant, Will: The story of Philosophy, London Eastern Boon,1955.
12. Havighurst, Robert J. Newgarten: Society and Education, Bosten Allen of Bacon Inc. 1957.
13. Hodgkuison L. Hanold : Education in Social and cultural Perspectives, Engle wood cliff, Prentice Hall Inc., 1962.
14. H. Aralambos,M. with R.M. Herld : Sociology: Themes & Perspective, Oxford University, Press Delhi. 1981.
15. Hocking W.B.: Types of Philosophy, New York, Scribners Sons,1957.
16. Illceh Iven: Schooling Society Pengven
17. Joad, C.E.M. : Modern Philosophy, London, Clarendon Press,1953.
18. Jones H.R. Arther Maylew.: Development of Education system in India Deep & Deep Publications, New DElhi,1988
19. Johnston, Herbert: A Philosophy of Education, New York, Mc.Graw Hill Book Co. Inch., 1963.
20. K. Ellis John J. Cogan, Kenneth Honey : Introduction to Foundation of Education Prentice Hall New Jersey 1981.
21. Kabir, Humayun: Indian Philosophy of Education Bombay, Asia Publishing House,1962.
22. Lodge R.C.: Philosphy of Edu.New York, Harper and Bros. 1947.
23. Manning Charpo: The story of Indian Philosophy, Calcutta Sushi Gupta.1965.
24. Max Muller F.: The six systems of Indian Philosophy, Calcutta Sushil Gupta,1956.
25. Max. Muller F.: The Vendanta Philosophy, Calcutta, Sushil Gupta.1956.
26. Mohanty J.: Democracy and Education in India Deep & Deep Publications, New Delhi 1989.
27. Monis. V.C. Modern Movements in Educational Philosophy, Honghaton Miffine Co. Bosten 1969.
28. Mukherjee, H.B. : Education for Fullness, Asia Publishing House, New Delhi.
29. Mukherji, R.K. : Ancient Indian Education., London Macmillan Co., 1947.
30. Aod L.K.: Shisha ki Dashanik Pusbhumi raj. Hindi Gartha Aakadmi. Jaipur.
31. Paliwal, M.N.R. : Social change and Education, Uppal Publishing House, New Delhi.1984.
32. Part Joe (Ed): Selected readings in the Philosophy of Edu. New York, the Mac Millan & Co., 1963.
33. Dhiman O.P.: Foundation of Education.
34. F. Edgar: Learning to be., Atma Ram and Sons, 1987.

Paper II : Methodology of Educational Research

Objectoves:

1. To develop an understanding about the concept of Research in Education and its significance.
2. To develop skill in preparing a good research plan.
3. To develop insight into defferent types of esearches in education.
4. To develop scientific and research attitude.
5. To develop understnding about the use of different types of research tools & techniques.
6. To learn planning for different types of research designs.
7. To develop skill in analysing quantitative and qualitative data.
8. To develop skill in writing a good research report.
9. To apprise any recent researh study.

Syllabus:
Unit I : Concept of Research in Education:

1. Meaning & Singificance of Research
2. Rresearch in Education-its need & signifiance
3. Scientific Method and Research in Education.
4. Need for Developing Scientific Attitudes.

Unit-II : Building Scientific Eucational Research Theory:
Meaning of the following terms:

1. Philosophical & Scientific Theory
2. Concepts and Constructs.
3. Hypothesis, Facts,Theory, Lawa & axioms
4. Research & Educational Theory, Steps in developing a Scientific Theory.
5. Relationship between Theory & Research

Unit III : Developing a Research Plan:

1. The Research Problem - Its selection,formulation and delimitation. Qualities of a good research problem.
2. Formulation of hypothesis, chacteristics of good hypothesis, testing of hypothesis & Null hypothesis.
3. Sampling, Methods of sampling, characteritics of a good sample.
4. Formet in preparing a research plan.

Unit IV : Types of Educational Research:

1. Historical Research, Primary & Secondary Sources, docuements and relies.
2. Status Surveys-Descriptie and Normative
3. Experimental Reseatch, Research deigns-simple and various group designs.
4. Basic and Action Research.
5. Correctational & Prediction Studies
6. Interdisciplinary approach to Educational Research.

Unit V : Collection of Data

1. Problems involved in the collection of Data, Precautions ot be taken
2. Techinques & Tools of Data Collection.
3. Charateristics of a good research tool or technique reliability & validity of norms.
4. Questionnaire, Interview, observation attitude scales, Rating cales, check lists, standardixed educational & psychological tets.
5. Case study technique and case work.

Unit VI : Analysis and Interpretation of Data :

1. Qualitative Analysis-Content analysis,
2. External and Internal criticism.
3. Quantitative Analysis

1. Testing the significance of reliability of measures of centerl tendency, variability, perentages & orrelation.
2. Testing the significance of sttistics by the use of t-test F-Ratio test, Mann-Whitney U test sign chi-square test & Median test.
3. Use of Computers in research.

Unit VII : Writing the Research Report:

1. Use of library, importance of taking notes, reference material.
2. Characteristics of a good research report.
3. Evaluation of research report, criterria for evaluation.

Unti VIII : Review of Educational Research in India & Abroad:

1. History of Research in Education in India & Abroad.
2. Present status of Research in India & abroad.
3. Recent trends and gaps in different aeas.
4. Future of Educational Research in India. Research needs with special Reference to Rajasthan.

Sessional Work:

1. A Critical appraisal of a recent research wtudy.
2. Developent of any one of the following tools:

1. Questionnaire
2. Observation Schedule
3. Interview schedule
4. An attituds asale
5. Rating scale
6. Check list.

Bibliography:

1. Corey, stephen M: Action Research to Improve School Practices, New York, Bureau of Publication, Columbia University 1953.
2. Guilfore J.P. Fundamental Statistics in Psychology and Education. London Mc. Graw Hill Book Co., 1956.
3. Shiltz & Jahoda: Research Methods in Social Relations London, Methuen & Co., 1959.
4. Traners, R.M.W. : An introducation to Educational Research London, Mc, Millan Co., 1958.
5. Verma,. : An Introducation to Educational & Pshychological Research, Bombay, Asia Publishing House.
6. Sukhia, S.P. Malhotra,P.V.: Elements of Educatonal Research, New Delhi, Alied Publishers.
7. Best, J. W. : Research in Education. Engtewood Cliffs, J.N. Prentice Hall. 1969.
8. Good W. Hatt. P.K.: Methods in Social Research ,London McGraw Hill Book Co., 1962.
9. Whitney, F.L. : The Elements of Research Bombay,Asia Publishing House,1950.
10. Good Methods of Research, New York, Application Country Crofits 1954.
11. Olurir Research in Education Georga Allen and Linwon,1960.
12. Encyclopaedias of Education Research, New York, Mac Millan& Co., 1960,1979,1980,1990.
13. Buch (Ed) : surveys of Education Nos. 1,2,3,& $, NCERT, New Delhi.
14. Dr.B.N. Ray: Anusadhan Parichay, Vinod Pusatak Madir.
15. Sushiya S.P.: Sekshik Anusadhan ke Mul Tatv, Vinod Pusatak Madir Agra.
16. R.S.Sharma : Sodha Prdadha Lekhan, Kamal Book Dipo, Murret
17. R.S.Sharma : Sekha Anusadhan Lekhan, Kamal Book Dipo, Murret
18. Dr. Kapil: Sekshik Anusadhan , Bhagav, Agra.

Paper III : Psychological Foundations of Teaching-Learning

Objectives

1. to promote a scientific study of educational psychology its objectives methods and concepts.
2. To prepare personnel for work in the fields of educational and pychological research.
3. To study the educatoonal and behavioural Problems of students and teachers in the light of the scientific knowledge available in the field of educational psychology.

Syllabus:
Unit I: General conception of teahing:

1. Teaching : Its fundamental dimension such as the teacher, the student, the learning material and learning objectives, the methods, the encironments as they interact with eah other and determine student' learning a discussion of how they affect teaching learning.
2. Theories of Teaching: The concept relation to theories of learning, the concept of a model for Theaching, a few illustrations such as Robert Glasser's Basic Model of teaching,Flander's interaction Model of Teaching.

Unit II : School of Pschology and Learning Theorie:

1. An introduction to behhaviourism, Functionalism gestali Psycho-analysis. Learning theories with class room implication (a) Connectionism (b) Classical Conditioning (c) Operant conditionig cognitive field theory contributions of Piagat, Bruner and Ansbel to learning.

Unit III :Psychological Determinants of Teaching Learning:

1. The Students:

1. Cognitie abilites : Intelligence creativity, attitute, Nature, measurements and implication for teaching learning...
2. Motivation :Nature,classification and theories, Maslow's self actualization and Meclleland's achievement, Motivation with referect to research done in Inida.
3. Personality characterstics, interests needs adjustment, anniety self concept, their nature and measurement and implications for teaching learning.
4. Creativity-concept measurement and creative teaching.

Unit IV : Adjustment:
Psychology of Adjustment, Adjustment process and different adjustment mechanism. maladjustment and orrective measures.
Unit V: Group Dynamics :
Concept , structure and process, Class room climate and its educational implications.
Unit VI : Innovations in Teaching Learning :

1. Edu. Technology : meaning, brief history, its three types (Edu. Tehnology I, Edu. Technology II, Edu. Technology III)
2. Programmed Instruction: definition, Origin, types, principles of linear and tranching programming, steps in the construction of a programme.
3. Computer assisted learning and Teaching.

Sessional Work:

1. Administration, scoring and interpretation of any one of the projective tests of Personality.
2. Administration, Scoring and interpretation of any one attitude scale or interest inventory or aptitude test.
3. Construction of a program on any topic of one's own choice.

Text Book:

1. The Psychology of Learning and Instruction. John P. Dececonn Precntice Hall,India 1968.
2. Teaching : A Psychological Analysis, C.M. Flaming Methuen and Co., Ltd, London, 1968 (3rd edition)
3. Teacher and Pupil: Some Socio- Psychological Aspects. Philip Gammage, Routledge and Kegan Paul,
4. Psychological Foundation of Education. Morris L. Bigge and Maurice P. Hunt, 1962.
5. Advaned Educational Psychology : B. Kuppuswamy, Sterling Publishers (p) Ltd., 1972.
6. Model o Teaching : Bruce Joyce and Morsha Well, Prentice Hall International, Inc. London, 1972 (Chapter 20 Particularly).
7. Advanced Edu. Psychology : S.S. Chauhan Vikas Publications.
8. Bigge and Hunt: Foundation of Educational Psychology.
9. Lay Cook: Educational Psychology.

Books for Further Reading:

1. The teachers and the Learning Process : Robert D. Strom, (ed) Prentice Hall Inc. Englewood Cliffs, New Jersey, (1970).
2. Studying Teaching : An Analysis of Class room R. Pancella James S. Van Ness. Prentice Hall Inc, Englewood Cliffs, New Jersey, (1971).
3. Improving Teaching : An Analysis of Class room verbal Interaction Edmund Amidon and Alizabeth, Hunter Holt and Rinehart, Chicago, 1971
4. The Management of Learning : Ivor K. Davies, McGraw Hill London, 1971.
5. Psychological Concepts in education : (Eds) B. Paul Komisar and C.J.M. Macmillan, Reand Mc Nally and Co., Chicago, 1968.
6. Interaction Analysis: Wesley, London,1967.

Group-I Paper-I Psychology of Teaching, Learning and Development
Objectives

1. To promote a scientific study of teaching-liarning process.
2. To develop and understanding of research in the field of teaching and learning.
3. To understan relationship between teaching-learning process and Development.

Syllabus:
Unit I : The Nature of Teaching, Learning and Development:
- Fundamental concepts: The nature of Teaching Learning Process, Growth and Development, Maturation and Learning.
- Developmental Process: Innate and Learned Behaviour
-Management of Development : The Scientific and the Practical, Early childhood. Later Childhoo, Adolscence, Adulthood,
Unit II : Research on Development :
- Piagets Ausmble Researches on Child Development
- Bruners Research on Early Learning and Kolhberg readiness.
-Researches on Moral & Character Development.
Unit III:The Process of Teaching:
-Instructions, Teaching and Education
-Strategies of Teaching-Information Processing Models of Teaching.
-Inductive and Deductive Models.
-The Concept Attainment Model.
-The Taba Model : A process approcess approach to learning.
-The Ausuble Model: Advanced organizers and meaningul learning.
The suchman Inquiry Moderl : Develop thinking skills through Inquiry.
-The Gordon's Model to Develop creativity : Synectics.
Init IV:Developing New Behaviour:
-Differences in individual rate of learning and pace of development.
-Role of diferent Teaching and Learning Strategies in the development of behaviour.
-Learning Simple & complex behaviour : Behaviour role of modification techniques.
-Practice, Reinforcement, Motivation and conditioning in learning a new behaviour.
Unit V :The Dynamics of Behaviour Developmer :
- Needs; Maslows hierarchy of needs.
- Values and attitudes.
-Motivation :Theories of Motivation
-Communication -Transactional skills
-Developing personnel Communication skills
-The group dynamics.
Unit VI :Taxonaoy of Learning Objectives:
-Blooms Taxonomy of Learning objectives.
-Magers Taxonomy of Behavioural objectives.
Sessional Work:

1. Teaching two lessions using different models of instructional strategies
2. Modifying child behaviour by the use of any one behaviour modification techiniques

Group-I Paper II : Psycholocy of Child Development
Objectives:

1. To enable the student to undertake a systematic study of the growing child.
2. To held him to understend the role of the house and the school in the child's development.

Syllabus :
Unit I : Scientific Methods and Child Psychology :
-Research Methods in Child Psychology-Case studies, Longitudnal & Cross Section studies, observation techniques and Experimentation.
- Review of research in the field of Child Psychology in India abroad.
Unit II :Child Growth and Development :
-General Principles of Growth & Development Basic Factors in Development, Heredity & Environment, Growth and maturation, Learning & Motivation, Language and Intelligence.
Unit III :Development during chidhood Period :
-Physical & Motor Development
-Emotional & Social Development
Language & Mental Development
Moral & Character Development.
Unit IV :Theories of Development :
-Jean Piaget's theory of cognitive Development
-Lewin's Field Theory
-Behaviouristic Theory
-Psycho-Analytic Theory
Unit V :Factors affecting Child Development :
-Home-Influence of Early life experiences, Physical and psycho-social atmosphere. Structure of family, Position of the child in the family.
-Society-Influence of Experiences with the pears, neighbours classmates and Schoolmates School climate, Mass Media, T.V. & Cinema
-Culture-Influence of Child reasing practices, Socio-cultural & religious practices.
Unit VI :Personality Deveploment of a Child :
-The concept of personality
-Theories of Personality
-Self-Perception the self concept.
-Problems of personality Adjustment among children
Unit VII : Managing Child Development :
- Need for Diagnosing and early detection of Development disturbancas in Children and their treatment.
-Common Child age disturbances-
Speech disorders, Thumb sucking, nail biting, nurosi Temper-tantrum, shyness, destrinctive behaviour, Irrational fears and anxieties, Learning disabilities Feeblemindendness.
-Therapies for treatment-
Behaviour modification techniques, Psycho Therapy, Play
Therapy, Role Playing, Socio-drama, Directed & Nondirected Couselling-
-Role of Child Guidance clinics-Their organization.
Sessional Work:

1. Application of Behaviour Modification Teachniqus in an experiment on any one disturbed child

or
Use of Development Modeld of teaching to improve logicreasoning in children or for Social & Moral Development.
2. Any three experiments out of the following:

1. C.A.T.
2. Conservation
3. Reaction to Frustration
4. Span of Attention
5. Span of Memory.

Bibliography:

1. To enable the student to undertake a systematic study of the adolescent.
2. To help him understand the needs and Problems of adolescent and adopt measures to bring his adjumtment.

Group-I Paper III :Psychology of Adolescene :
Objectives:

1. To enable the student to undertake a systematic study of the adlescent.
2. To help him understand the needs and Problems of adolescent and adopt measures to bring his adjustment.

Syllabus:
Unit I :Adolescence
Its meaning & significance Modern views on adolescence, concern of contemporary adolescents in Western societies and India. Authority V/s Adolescents. Parents Vs Adolescents & Teachers Vs Adolescents.
Juventaries studies of prolonged Adolescence. Margret Meads studies of Adloescents in primitive sociecties & their implications.
Unit II :Growth & Development Daring Adolescence:
Physical changes & Development-Body types, Athletic skills role of glands. Healty during Adolescence. Psychological significance of Physical changes.
Cognitive Development-intelligence, memory, reasoning etc.
Social Development-Social Acceptance & Rejection, prejudice, leadership, recreation. Ways of promoting social adjustment. Emotional Development.
Unit III :The Adollscent & his Family :
Growing up to Adolescents in Western and Indian families-a comparative study of family interaction patterns. Characteristics of Adolescents from broken & unbroken families.
Problem of Emancipation of adolescents from family in India and abroad.
Unit IV : The Adolescent & School:
The Adolescent peer and school influences, self-concepts of Adolescents and rolle of the school unrealized potentials of Adolescents Adolescent Interest and the School Role of the School in the development of creativity among adolescents.
Unit V :Adolescent Delinquency:
Meaning and Significance, Characteristico of a delinquent personality causes of deliquency Role of hereditary & environment : Glueck and Glueks study of Adolescent Delinquency; studies done in India.
Psycho analytic Interpretations of delinquent behaviour. Delinquency among adolescents from low, middle & high socio-economic status family backgrounds.
Prevention of Delinquency, Treatment of Delinquents-Environmental & Social Types of institution for reforming juvenile delinquents in India.
Unit VI : Problems of Adolescents:
Use & Abuse of drug addiction among adolescents. Problem of activism & Terrorism among adolescent. Adolescent employment-their occupational asporations, parental influence in their career choice of occupational values.
Sexual knowledge and sex education. Adolescent values in Transition-religious moral values, problem of generation gap. Adjustment of Adolescent in the present changing system of values.
Sessional Work:
Use of Synecties model for developing creative writing ability among adolescent.
or
Case study of an adolescent and its follow up work report.
or
Study of a group of adolescent with the help of an opinionnaire on any important topic.
Bibliography :

1. Cole, L.:Psychology of adolescence, London and Unwin,19.
2. Garrison, K.C. :Psychology of adolescence, New York, Prentice Hall, 1956.
3. Hurlock, E.B.:Adolescent Development, London McGraw Hill, 1955.
4. Malm M. and Jamissonf : Adolescence, New York McGraw Hill Co. 1952.
5. Crow and Crow :Adolescent Development and Adjustment, New York McGraw Hill Co., 1956.
6. Horrocks,J.E.:Psychology of Adolescence, Harrap,1954.
7. Grinder R.E.:Studies in Adolescence, London, Macmillan Co., 1980.
8. Fleming C.W.:Adolescence,its Social Psychology, London Rotiedge and Kegan,1955.
9. Shaker, Udei:Problem chilren,Delhi,Atma Ram,1958.
10. Pandey,R.S.:Our Adolescents,Agra R.N. Agarwal,1963.
11. Mead,M.: Corning of an Age in Samao, London Pelican,19.
12. W.H.O. : Health Problems of Adolescents (Tech.Report)196.
13. Moore, B.M. : Juvenile Delinquency, Washington NEA,195.
14. Bovet,L. : Psychiatric Aspect of J. Delinquency, Genve W.H.O. 1951.

Group-II Paper I : Principles of Educational Management
Objectives:

1. To introduce the basic concepts of educational Management.
2. to introduce recent trends in educational management (administration)
3. To develop understanding and appreciation of the systems of educational and management and their implications for educational management.
4. To acquaint the students with major problems of educational management (Administration).
5. To develop an understanding of modern concepts of educational supervision, its approaches and role of supervisor for bringing efficiency in managing affairs of institution.

Syllabus:

1. (a) Emergence of educational administration as a specialized area.

The Scientific management movement (1910-1935)
he Human relation Movement (1935-1950)
The Social Science Movement(1950-1970)
The integrated approach (1970 on wards)
(b) Modern concept of educational administration
2. Some important theories of administration and their implications for educational administration:
1. Griffith's theory of decision making
2. Conflict theory of Getzel.
3. Blou's and Maxwabers theory of bureaucracy
4. Theory of organization equilibrium
3. Educational Administrative systems of U.S.A., U.K., France, China and India. Influence of Geographical. Historical, Political and Economic factors on the systems of administration with reference to the above countries.
4. Administrative set up of school education in India at the central. state and local levels with reference to
1. Constitutional provision;
2. Control;
3. Supervision; and
4. Finance.
5. The meaning and nature of organization and organisational structure, traditional and emerging concepts, criteria of good organizational structure. Moderls of organization. Bureaucratice Representative Autonomous.
6. Decision making, concept, Types of decision making, scientific process of decision making and some models of decision making.
7. Educational leaderships-changing concepts; modern concep; modern conept of leaderships- (authoriterian democratic, and laissezfaire), their nature and implications for educational administration, merits and demerits of each type of leaderships, Important theoriesm, merits and demerits of each type of leaderships,Important theories of leadership : bothtask oriented and people oriented; criteria to cvaluate leadership Stypels of leadership : namotha; Ideographic and Transactional.
8. Modern concepts, and scope of supervision,objectives of modern supervision, areas of supervision, supervisory process and techniques of modern supervision, evaluation of effective supervision.
9. Research in educational administration in India (with refernce of Researches in the areas of leadership and supervision), recent researches conducted in the field of educational administartion, gaps and suggestions for future research.

Sessional Work:Any of the following:

1. Review of any one research paper or a thesis in the field of educational Administration.
2. A study of supervisory practices in schools.
3. Comparative study of administrative styles in any two schools.
4. Study of grant-in-aid system in Rajasthan.

Bibliography :

1. Cambolell, R.F. and Gregg,R.T. (ed.) :Administrative Behaviour in Education, Harpar 1957.
2. Coladrei, A.P. and Getzels,J.w. :The use of Theory in Educational Administation (monograph) Stanford University,1950.
3. Henerray,H.B. :Changing concepts in Educational Adminitration, University of Chicago Press,1955.
4. Sears, J.B. :The Nature of Administrative Process, Mc Graw Hill, 1950,
5. A.A.S.A. Staff Relations in Educational Administration 33rd year book of the Association 1955.
6. Mort Paul, ROSS :Principles of School Administration Mc.Graw Hill 1956.
7. Johns, R.L. and Masphe, E.L. (ed.):Problems and Issues in Public Finance T.O.1952.
8. Adolph and Turner Harold, E.:Supervision for change and Innovation, Houghton Miffin Company 1970.
9. Shukla,P.D. :Administration of Education in India, Vikas Publishing House Pvt, New Delhi 1983.
10. Casteller William: The Personnel Funcation in Educational Administration, The Macmilian Company, New York 1971.
11. Kimbrough, S. Ralph, Michall & Nunnery:Educational Administration Macmillan Company, New York 1971.
12. Gupta,L.D.:Educational Administration at Callege Level, Oxford and IBH Publishing Co., New Delhi 1983.
13. Momahan, G. and Harbert, H.R. Contemporary Educational Administration Macmillan Publishing Co. Inc. New York 1982.
14. Harling Paul (ed.) : New Directions in Educational Leadership, The Falmer Press, London 1984.
15. Nwankwo Johm I, Educational Administration (Theory and Practice) Vikas Publishing House Pvt.Ltd., New Delhi (1982.)
16. Saxena,S., Owens: Organizational Behaviour in Schools, Prentice Hall, Inc. Englewood Cliffs N.J., 1970.
17. Robert G. Owens : Organizational Behaviour in Schools, Practice Hall, Inc. Englewood Cliffs N.J., 1970.
18. Owens, R.G. & Carl R. Stemholla : Administering change in schools Prentice Hall, Inc., Englewood Cliff Newzercy 1976.
19. Hinger Asha :Leadership styles and job Satisfication Jaipur Printsell Publishers,1986.
20. Alioto, Robert, F. Jungherr, J.A.: Operational PPBS for Education, Harper & Row, Publishers, New York 1971.
21. Hartley Harry J.:Educational Planning-Programming Budgeting Prentice Hall Inc., New Jersey 1968.
22. Knight,Edger W., :Readings in Educational Administration. Henry Holt and Co., New York 1953.
23. Mukerji, S.N. :Administration of Education Planning and Finane., (Theory and Practice) Acharya Book Depot., Baroda. 1970.
24. Naik Chitra :Leadership and Edcational Administration. Ministry of Education, Delhi 1957.
25. Harris, Ben M.,:Supervisory Behaviour in Education Prentice Hall, Inc. Englewood Cliffs N 1964.
26. Culbertson, Jack A. Paul : Administrative Relationship : A can book, Englewood cliffs. N. J. 1960.
27. Simon, Herbert A :Administative Behaviour Macmillan New York 1951.
28. Crosby Muriel :Supervision as Cooperative Action Application Century. Crofts. New York 1957.
29. Hicks, H.J.:Administrative Leadership in Elementary School. The Ronald Press Co., New York 1956.
30. Mukerji, S.N. : Seconodary School Administration Acharya Book Depot, Baroda 1959.
31. Jacobson & Others : The Effective School Principal. Prentice Hall Inc. Englewood Cliff. N.J. 1965.
32. Hodge, B. J. & Wiliam P. Anthony., Organisation Theory Allyn and Bacon Inc. Boston 1988.
33. Old L. K. (Sampadak): Shiksha Prashaasan. Hindi Granth Academi, Jaipur.
34. Maleya.K.C.: Shiksha Prashaasan & Paryaveshana, Madya Padesh Granth Academi Bopal.
35. Mohanty, B.: School Administration and Supervision Deep & Deep Publications New Delhi,1990
36. Mohiyudin, M.Sultan :School Organization and Management Jammu Tavi: Joykay Book House,1989.
37. Tyler, William :School Organization A Sociological Perspective London : Croom Helm 1988.
38. Hogart, Robin,M.:Evaluation of Management Education, Toronto : John Wiley and Sons. 1979.
39. Du Burin, Andrew J.: The Practice of Supervision Second Edition New Delhi : Universal Book Stall 1989.

Group-II Paper II : Educational Management Practices in India
Objectives

To acquaint the students with the aims and objectives of school management practices.
1. To acquaint them with important roles of school administrator.
2. To enable them to plan and organise school programme effectively.
3. To help them examina the external and internal conctrols under which a school functions.
4. To help them understand the importance of professional preparation of educational administration.
5. To acquaint them with the system Mainternance and Renewal Approach for improving school system.
6. To develop in them an understanding and appreciation of the new approaches of class-room observation and supervision.
7. To acquant them with the researches done in the fields of school climate and supervision.

Syllabus

1. (a) Aims and objectives of school managment practices.
(b) The important roles of school administrator:
1. Setting educational objectives;
2. Planning and decision making;
3. Organising:
1. Instructional Improvement Programme;
2. Co-curricular Programmes:
3. Staff personnel management and their professional growth;
4. Health and guidance services.
5. Application of state service rules diffculties in applying them.
4. Managing finance including budget, grant-in-aid Types of grants available in the state and abroad;
5. Evaluating alround progress of the school.
2. (a) Expected roles of administrators. Power,Authorith and conflict in Educational Administration concept of Power, Authorith,Conflict, basis of conflict,stage of conflict, models of conflicts, conflict resolution approaches, Research reagrding role precption and performance of school administrators.
3. External and internal cpntrols and pressure groups, dealing with the pressure groups for the growth of school.
4. Succesful leadership role of the school administrator.
5. The role of school administrator in developing a better type of institution-Planning successful institutional planning, researches in the area of institutional planning.
6. Planning school programme, institutional planning, procedure of institution-Planning sucsessful instituonal planning, researches in the area of institutional planning
7. Professional preparation of educational administration the need of new outlook, need of Indian Education service as envisaged in the New Policy (1986), Prservice Preparation and inservice preparation, factors facilitation growth. Systematic Evaluation, of professional growth suggestions to improve the present position.
8. Educational adminitration and organizational change-concept, crucial factors of organizational change, taxonomy of change, starategies of change administering planned change schools.
9. School as a system, characteristics of a good school system, system maintenane and renawal approach for improving school system.
10. Supervision of school-aspects of school supervision, characteristics of a good superivision new approaches of class room observation and supervision, researches in the field of school supervision.

Sessional Work : Any two of the following

1. A study of the roles of the school administrator in a school.

or
2. A study of the roles of the administrator in school staff management and professional growth in a school

or
3. Report of the research in the field of school staff climate school supervision or administrator's role expection and performance.

Bibliography:

1. Barry; : Firsy Indian edition Bombay, The Macmillan Company of India Ltd. 1973.
2. Bhatnagar, R.P. & Agrawal, Vidya : Educational Administation school Edition. Meerut, International Publishing House; 1986.
3. Bhatnagar, R.P. & Verma; I.B.:Educational Supervision Meerut, Arya Book Depot, 1978.
4. Blumberg, Suresh : Indian Education-Today and Tomorrow, First edition, Meerut: International Publishing House, 1985-86.
5. Blumberg, Arthur & Greenfield,William : The Effective Principal-Perspectives on School Leadership. London : Allyn and Bacon, Inc. 1980.
6. Castetter, William B.: The Personal Function in Educational Administration. New York: The Macmillan Company,1971.
7. Elasbree, Willard, S. & Mcnally, Harod J,: Elementary School Administration and Supervision. Second Edition. New Delhi :Eurasia Publishing House (Pvt) Ltd., 1964.
8. Eye, Glen G. & Netzer, Lonore A : Spervision of Instruction : A Phase of Administration. New York : Harper & Row, Publishers,1965.
9. Gorton, Richard A.: School Administration and Supervision-Leadership Challenges and Company Publishers, 1983.
10. Harling, Paul (edu) :New Directions in Educational Leadership London : The Falmer Press, 1984.
11. Harrison, Raymond, H.:Supervisory Leadership in Education, New York : Van Nostraud Reinhold Company, 1968.
12. Khan, Mohd. Sharif & Khan, Mohd. Saleem : Educational Administration. New Delhi :Ashish Publishing House,1980.
13. Lapawsky, Albert: Administration : The Art and Science of Organization Albert :Administration : The Art and Science of Organization and Management, Second Indian Reprint Calcutta : Oxford & IBH Publishing Co., 1970.
14. Lulla, B.P. & other :Essentials of Educational Administration Chandigarh & Mohindra Capital Publishers,1976.
15. Monday, R. Wayne & Other :Management : Concepts and Practices Second Edition. London :Allyn and Bacon, Inc., 1983.
16. Mukerji, S.N. : The Administration of Education Planning and Finance. Baroda : Acharya Book Deport, 1970.
17. Neegely, Ross L. & Evans, N. Deean : Handbook for Effective Supervision of Instruction. London :Prentice Hall International Inc., 1964.
18. Nwankwo, John L.:Educational Administration, Theory and Practice New Delhi : Vikas Publishing House Pvt.Ltd. 1982.
19. Osens, Robert G.& Steinhoff, Care R.: Administering Change in Schools Englewood Cliffs, New Jersey :Prentice Hall Inc., 1976.
20. Sharma. Motilal (Ed.) :Systems Approach : Its application in education. First Edition. Bombay : Himalaya Publishing House, 1985.
21. Sidhy, K.S. :School organisation and Administration. Second Revised and Enlarged Edition New Delhi :Sterling Publishers Private Limited, 1982.
22. Williams, Stanley W.:Educational Administration in Secondary Schools : Task and Challenge, New Tonk :Holt, Rinehart and Winston, 1965.
23. Old.L K (sampadak) :Shiksha Prashasan Rajsthan Granth Academi, Jaipur.

Reports:

1. Ministry of Education, Government of India.
2. Report of University Education Commission 1948-49.
3. Ministry of Education, Government of India Report of the Secondary Education Commission 1952-53.
4. Ministry of Education, Government of India :Report of Education Commission 1964-66.

Group-II Paper III :Educational Planning and Finance
Objectives:

1. To acquaint the students with concept, nature, Principles, Prodecure, approaches a administrartion and organization of Educational Planning.
2. To enable the students understand the education Planning at the centre and state levels.
3. To acquaint the students with the concept importance Principles and procedure of institutional planning for the all round development an institution.
4. To acquaint them with the Principles of Edu. finance.
5. To acquaint them with the financing of Edu. at centre and state and institutional levels.
6. To acquaint them with the problems of educational development in relation to the financial resources.

Syllabus:

1. The concept and nature of educational planning, the need and importance of educational planing and goals of educational planning with special reference of India.
2. (a) The planning process and procedure
(b) Factors influencing in determining of priorities. (c) Approaches & educational Planning : (i) Social demand approach (ii) rate of returm approach (iii) Men-power approach and intergrated approach.
3. (a) Administration and organisation of Planning : administrative machinery and different levels:
1. National
2. State
3. District
4. Block and
5. Institution
(b) Critical appraisal of planning in the light of role played and various levels after independence in the country and the state of Rajsthan.
4. Attempts of educational planning:
1. Early attempts before independence & regarding planning.
2. Post independence Attempts
3. Detailed study of current five year plan.
4. role of National development council of planning planning commission & state planning board.
5. Educational Finance:
1. Need of financing education.
2. Principles of financing equity, equality and concanience
3. Role of financing agencies, council,state,local bodies and voluntary agencies.
4. Edu. Expenditure in relation to Education Development and relation to financial resources. Economy.
6. (i) Cost of Education and expenditure on Education.
(ii) The deteminats of expenditure on Education (iii) Unit Cost, auxiliants cost, institutional cost calculation's. (iv) Concept of cost effectiveness veriable's related to lessar cost and higher. Output on relation to institutional financing.
7. Financing of Education in India.
1. Theory and practice of Financing Education.
2. Expenditure on Public education in India.
3. Sources of finance.
4. Planning, Budgeting and control of funds.
5. Grant-in-aid policies in neighbouring States of Rajasthan.
6. Institutional Budget Procedure of preparation of institutional budget, administration and safeguard of Indtitutional budget.
8. Educational Finance in Rajasthan.
1. (i) State
(ii) Voluntary Agencies. (iii) Local Bodies. (iv) Denominational Institutions.
2. Previous Grant-in-Aid a System in the state of Rajasthan.
3. Criticism of present Grant-in-Aid system steps to overcome the criticism as suggested on various commissions.
9. Problems and trends in the field of Education Development and Relantion to Financial resources.
10. Researches and trends in the field of Education planning and finance, gaps a suggestions for future research.

Sessional Work: Any two of the following:

1. Critical Account of Educational Planning in India.

or
2. Two term paper on Sources of financing Education with special reference to India.
3. Two term paper on Grant-in-aid policy in India.

Bibliography:

1. Va, Zey, John :The Economics of Education, Feber, 1962.
2. Vaizey John :Costs of Education, Allen and Imwin 1964.
3. Benson :Economics of Public Edu. Boston, Honghton Maffin,1961.
4. John R.L. and Morphat Ed. (Ed) : Problems and issues in Public finance.
5. Krishanmachari V.T.: Planning and India Longeuans 1961.
6. Rao V.K.R.V. : Education Planning in India Allied Publishers 1965.
7. Naik J.P.:Education in Fourth Five Year Plan Allied Publishers.
8. Naik J.P. J.P.:Education in India, Allied Publishers, 1965.
9. H.N. Pandit :Economics of Edu: In India-NCERT.
10. Singh Baljit:
11. Sharma G.D.
12. Tilak M.G.:

Group-III Paper I : Principles of Comparative Education
Objectives:

1. To help the potential leaders to appreciate how education in a country is shaped by a number of factors.
2. To help them perceive the wide variey of education tasks and arrangements in different countries.
3. To enable them to understand the merits and demerith of Indian education in comparison with other countries.

Syllabus:
The following topics should be dealt in relation to the education systems prevailing in the U.K., U.S.A. and India.

1. The meaining, Scope and purpose of Comparative Education.
2. Factors determining the theory and practice of education in a country; geographical economics cultural sociological linguistics religious and scientific.
3. Approaches to Comparative Education-Philosophical, Sociological Historical, Statistical.
4. Study of the following branches of education :

1. Primary Education-its subject-matter, content text books, the extent to which it is spread the extent to which it responds, to the needs of the local communities, how it is administered and financed, teachers and their training in U.S.A., U.K. Indonesia and India.
2. Secondary Education-Its extent manner and criteria of selection of pupils for it, curriculum examination, guidance programme in relation to vocational preparation and hegher education teachers and their training control and finance in U.S.A., U.K., Germany, Japan and India.
3. Higher Educationist extent, ingtellectual and social contents, length of studies, institutions, organizational structure, Universities in U.S.A., U.K. Philippines and Indian.

Sessional Works:
Two term papers and three abstracts of recent articles in resarch journals on topics connected with the papers.
Bidliography:

1. Hans, N.A.:Comparative Education, London Kegan Paul 1961.
2. Homes, B.:Comparative Education Methodology, London Kegan paul,1966.
3. Kandel,L.L.:The New Era in Education, London, Harrap 1955.
4. King, Edmund J.:World Perspectives in Education :Bobbs Merrill 1962.
5. Mukerji,L.: Comparative Educative, Allahabad,Kital Mahal,1959.
6. UNESCO : Handbook of World Surveys of Educational Organisation and Statistics,1965.
7. Britain's Information Service : Education in Britiain, London,1960.
8. Dent,H.C.: British Education, London, Longmans,1961.
9. Gremin L.A.:The transformation of the School Progressivism in American Education from 1876 to 1957, New York,A.A.Kndo, 1961.
10. De Young : Introduction to American Public Education New York McGraw Hill, 1960.
11. Richmond :Education on the United State.
12. Ministry of Education:Education in Japan, Govt. of Japan.1961.
13. Hall, Robert King: Education for a New Japan New Haven Yale University 1944.
14. Other Countries: Essentials of the Philippine Educational System Manila Abiva Publish House,1957.
15. Hirtasoit,M.: Compulosry Education in Indonesia Paris, UNESCO 1954.

Group-III Paper II:Education in U.K.,U.S.A. and France
Objectives:

1. To enable the political leaders to understand the vallue of comparative education.
2. To enable them to enrich their professional life by the study of comparative education.
3. To develop and appreciation of the relationship between formal and infromal education in a number of Countries.

Syllabus:
A comparative study of the systems of education in U.K.,U.S.A. and France visa vis. The following:

1. Purpose of Education
2. Organisation, Finance and control
3. The educational Ladder.
4. Principles underlying the organisation, curricula and syllabi, text books, examinations and guidance with reference to-
1. Pre-Primary Education
2. Primary Education
3. Secondary Education
4. Higher and Professional Education
5. Teacher Education
6. Social Education
7. Vocational & Technical Education.
5. Special Education-Education of the Handicapped, gifted minorities and social groups.
6. The medium of instruction.

N.B.: All the above points to be studied in relation to Indian Education.
Sessional Work:
Two tern papers and three abstracts of recent articles in research journals on topic connected with the paper.
Bibliography:

1. Hans, N.A.: Comparative Education, London Kegan Paul, 1961.
2. Kandel,I.L.: The New Era in Education, London, Harrap,1955.
3. King, Edmun J.: World Perspectives in Education, Bobbs Metlcill, 1962.
4. Mukerji,L.: Comparative Education Allahabad, Kitab Mahal,1959.
5. UNESCO : Hand book of World Surveys of Educeonal Organisation and Statistic,1962.
6. Britain's Information Services: Education in Britain 1962.
7. Dent,H.C.: British Education; London, Longmans Press,1961.

8. Cremin,L.A.: The Transformation of the School Progreeivism in American Education from 1876 to 1957 New York, A.A. Knodp 1961.
9. Bouston and Farrington : French Educational Ideals of Today New York, World Book Co., 1949.
10. Male, G.A.Education in France. Washington U.S. Government Printing Office,1963.

Group-III Paper III: History of Education in Modern India
Objectivs:

1. To acquaint the student with the trend of events in India in the field of education during the period immedieately proceeding the following introduction to Western Learning.
2. To keep the student conversant with the successive administrative policies adopted and the machinery introduced for the spread of education as well as with the reactions of the various sections of the India society to the change brought about by them.
3. To encourage the students to handled original educational documents which is essential for intensive research work.

Syllabus:

1. Early phase (from the time of Warren Hastings upto 1935.
1. The New Administration vis-a-vis Education in India.
2. Missinoary Enterprise.
3. Other non-official enterprises.
4. Charter of opinions regarding the systems to be followted for the spread of education.
5. Macaulays Minute
2. Social impact of the Introduction to Western Education;
1. Emergence of a New Elite.
2. Reform Moverments, Brahma Samaj,Prarthana Samaj and Arya Samaj.
3. Subsequent Progress of Education (under official and non-official enterprises) from 1825 upto 1947 :
1. From Macaulay's minutc of Wood's Despatch.
2. From Wood's Despatch to Hunter Commission.
3. From Hunter Commission to Lord Curzon.
4. From Lord Curzon to Sadler Commission.
5. From Sadler Commission to Indepndence.
4. Freedom Movement and Education :
1. Rise of Nationalism
2. Educationsts as Leaders of the struggle for Independence.
3. Educationsts Institutions started by the Freedom Fighters.
5. Post-Independence Education :

1. University Education Commission
2. Secondary Education Commission
3. Education Commission (1965-66)
4. New Education Policy 1986.

Sessional Work :
Two term papers and three abstracts of recent articles in research journals.
OR
Critical survey of recent educational development in any one of the educational field during and five years after independence.
Bibliography:

1. Barnan, Behram, B.K.: Education Controversis in India D.B. Taraporevala, Bombay,1943.
2. Basu A.N.: Book Company, Calcutta, 1947, India Education in Parliamentary Paper, Asia Publishing House, Bombay,1952.
3. Beasant, Annie : National Education in London,1839.
4. Chapman,P.: Hindu Female Education in London,1839.
5. Farguhar,J.M.: Modern Religious Movements, New York,1918.
6. Griffiths,R.: The British Impact on India,Oxford London,1959.
7. Gaey,F.E.:A History of Education in India, and Pakistan (Revised)Oxford London,1959.
8. Mukerji,H.U.: The Origin of National Education Movement Calutta,1957.
9. Mukerji,S.N.: History of Education of India Faber dan Gwyer London,1928.
10. Majumdar,R.C.(ed): British Parliament and Indian Renaissance (Part II),Vidya Bhawan, Bombay,1965.
11. Maybew,A.: The Education of India Faber dan Gwyer London 1928.
12. Naik,J.P.(ed.) : Selections from Educational Records of the Govt. of the India (2 Vols) National Archive 1960-63.
13. Narullah, Naik ;A History of Education in India, Macmillam Bombay, 1961.
14. O'Malley. L.S.S.:Modern India and the West Oxford Bombay 1941.
15. Paranjape, M.R.:A Source Book of Modern Indian Education Macmillan Bombay,1938.
16. Rai.Lajpat: Arya Samay London,1915.
17. Richey,J.A.:Sections from Educational Records (Part I, 1840-59). Govt Printing Calcutta,1922.
18. Richter J.: History of Missions of India (Tt. Moote Sh.) Oliphant London 1908.
19. Sharp H,: Selections from Educational Receords (part I 1781-1939) Govt,Printing Calcuatta,1920.
20. Shastri Shivnath : History of Brahma Samaj (2 Vol.) Calcutta 1911-12.
21. Sinha D.P.: The Education Policy of the East India Company Punthi Pustak Calcutta 1964.
22. Govt of India : New Education Policy,1986.

Group-III Paper IV :Problems of Education in India
Objectives:

1. To make the students conersant with important problems facing the educational set-up of Indian Present.
2. To familiarise the students with recent attempts and experments made in the educational field.
3. To encourage the students to analyse the extra-educational issues that have direct impact on our educational systems.

Syllabus

1. Specific problems (Regarding organisation finance adminitration text books quality of instructions cooperation from the students side) in case of the following :
1. Pre Primary and Primary Education
2. Secondary Education
3. University Education
4. Vocational and Technical Education
5. Training to Teachers
6. Women's Education
7. Social Education
8. Education of the Handicapped
9. Youth Movement
2. Activities of the following organisations:
1. Council of Scientific Organisations
2. National Council of Educational Research and Training
3. University Grants Commission.
3. Diverse Experiments in Education:
1. Viswa Bharti
2. SNDT University
3. Sainik Schools and other Defence Academics.
4. Navodaya Schools
5. Central Schools
6. Public Schools
7. Correspondence Courses.
8. Sports Schools
4. Problems vital to Indian Education :

1. Traditional Society and Modern Education
2. Language Controversy.
3. Denominational Institutions Vs. Secularism
4. Foreign participation in Indian Education

Sessional Work :
Two term papers and three abstracts of recent articles in research journals.
OR
Critical evaluation of a current problem of Indian education in any particular educationl field and its remedial measures.
Bibliography:

1. All Indian Association of Training Colleges : A Symposium on Teacher Education in India,India Publications,Ambla,1964.
2. Aptl,D.G.: Social Education at a glance, Faculty of Education and Psychology M.S. University of Baroda,1956.
3. Avinashlingam S.A.:Understandian Basic Education Manager of Publications Delhi,1954.
4. Basu,A.N.:Primary Education in India. India Association Publishing Co., Calcutta,1946.
5. Chandrakant,C.L.:Technical Education in India Today,Govt of India,1963
6. Das Gupta,J.H. :Girls Education in India in the Secondary and Collegiate levels University of Calcutta, 1938.
7. Desai,D.M.: A Critical Study of the Primary Education Acts in India MS University of Baroda.
8. Govt. of Education Govt, of India :Report of the Secondary Education Commission Publication, Delhi,1953.
9. Ministry of Education Govt of India :Report of the University Education Commission. Publication , Delhi,1949.
10. Kothari,D.S.: Some aspects of University Education, U.G.C., 1962.
11. Macaulay B.T. : English Education and origins of Indian Nationalism. Columbia University Press, New Delhi,1940.
12. Ministry of Education :Report on the National Committee on Womens Education Manager of Publications,1959.
13. Ministry of Education :Report of the Committee on Education and Education Integration.
14. Mukerji,S.N.:Education in India Today and Tomrrow, Acharya Book Depot, Baroda.1964
15. Mukerji,S.N. (ed.):Administration of Education in India,Achara Book Deport, Baroda,1962.
16. NCRET :Survey of Teacher Education in India,Delhi,1963.
17. Planning Commission : Social Welfare in India Delhi,1955.
18. Ross, Ailee :The Hindu Family in the Urban Setting, New York,1962.
19. Sant,M.A.: Problems of Handicapped Children in India (Indian Journal of Chid Helath, 1952.pp. 597-607).
20. Sen,J.M. : History of Educatary Education in India Calcutta Book Co., Calcutta,1913.
21. Singh,Sohan : Social Education in India : Ministry of Education, 1956.
22. Siqueira T.A. :National Integration Seminar.
23. Zinkin : Taya :India Changes. Oxford London,1938.

Group IV Paper I :Theory and Process of Curriculum Development
Objectives:

1. To develop and deeper understanding of the emerging curriculum theory
2. To acquaint the students with the existing approaches to curriculum design.
3. To acquaint them with the process of curriculum development.
4. To develop ability to prepare resource units and curriculum guides

Syllabus:

1. The modern concept of curriculum : Tangible and hidden curriculum : the concept of sanskar in dharmshatras.
2. Philosophical foundations of curriculum :Philosophy as a curriculum, and Reconstructions; curriculum as described in dharmashastras; relatonship; curriculum as described in dharmashastras; relationship between values and curriculum.
3. Social foundation of curriculum-culture throught curriculum,social change in India (with special reference to the impact of science and technology) and its curricular umplications; nationalism and development of a world outlook and curriculum.
4. Psychological foundations of Curriculum :Paychology as a curriculum Force; Implications of the principles of learning (Olny central Principles of associationistic and field theories); Piaget's theory of intellectual development and curriculum.
5. Approaches to curriculum design subject conterod curriculum, Broadfields curriculum,Core curriculum and Activity curriculum.
6. Process of Curriculum development.
1. Situational analysis : operational definition of objectives, specification of teaching-learning activies; analysis and organization of learning material; evaluation.
2. Procedures of determining curriculum, content : the acceptance of authority procedure, persistent life situations procedure learners needs and problems procedure, factors determining sequence and grade planement.
7. Curriculum Models : The decision making process in curriculum development; Maccia's model, Kerr's model; Gwynn and Chase's model.
8. Certain Trends and Problems in Curriculum :Balance of different components of Curriculum. Modular-fiexible Scheduling;Non-graded School, Bruner's approach.
9. Proposals for curriculum in India; Secondary Education Commission-(1952-53) Education Commission (1964-66) and Ishwarbhai committee report on curriculum.

Sessinal Work :

1. Preparation of a currculum guide or a rosource unit.
2. An essay based on independent study in which the candidate analysis in depth a problem or topic.

Books Recommended :

1. Alberty,H.B. and Alberty,E.J.:Reorganising the High School curriculum,New York Mc-Millan Co., 1969.
2. Anderson,V.E. :Principles and procedures of curriculum development New York: The Ronald Press,1965.
3. ASCD : What are the sources of the curriculum a synepsium Washington,1962.
4. ASCD : Balance in the Curriculum,(1961 Year book)
5. ASCD: New Insights in the Curriculum (1963 Year book).
6. Bobbitt,F.: How to make a curriculum Boston : Houghton Miffin Co. 1924.
7. Berman,M.L. :New Principles in the curriculum. Ohio: Charles,E. Merril Books.1968.
8. Bigge, M.L. and Hunt,M.P. :Pshychological Foundations of Educacher. New York: Harper and Row,1968.
9. Brubacher,J.S. : Modern Philosophies of Education ,New York: McGraw Hill Book Co. 1962.
10. Bryner,J.D.: Four Philosophies and their Practice in Education and Religion. New York Harper & Brod.1951.
11. Brent,Allen: Philosophical foundations for the curriculum. Boston: Allen and Unwin 1978.
12. Bent,R.K. & Unruh,A.: Secondary School Curriculum Lexington: D.C. Geath,1969.
13. Cert : Handbook on Curriculum Development Australia : Organisation for Economic Cooperation and Development 1975.
14. Dewey,J.:Democracy and Education,New York : Mc Millan Co., 1961.
15. Davis,I.:Objectives in Currivulum Design.London Mc.Graw Hill 1967.
16. Dougliess,H.R.: High School Curriculum. New York : Ronald Press,1974.
17. Faunce,R.C.& Bossing,N.L. Developing the Core Curriculum,New York,Prentice Hall,1953.
18. Gwynn,J.M.& Chase,J.B.: Curriculum Principles and Social Trends.New York: The Mc Millan Co., 1969.
19. Golby,M.(Ed.): Curriculum Design.London : Open University,1975.
20. Hoper,Rechard : The Curriculum: Context,Design and Development.Endinbury: The Open University Press,1973.
21. Howson,Geofferey (ed.): Developing a new curriculum.London: Heinemunn,1972.
22. Ingraw,B.J.:Curriculum Integration and Lifolong Education, Hamburg L Pergamon Press and the UNESCO Institute for Edu. 1979.
23. Kaushik,S.L. Shiksha Kren Vikas,Jaipur,Rajasthan Hindi Granth Academi.
24. Kaushik,S.L. Curriculum based on values in Developing country with Special reference to India Ambala Cantt : Indian Publishing 1976.
25. Kelley A.V.:Curriculum Theory and Practice, London: Harper and Raw,1977.
26. Kwelier,G.F.(ed.):Foundations of Education,New York: John Wiley and Sons.1968.
27. Mehdi,B. Aroar,G.L. and Goyal B.R.:Our Curriculum,Concerms New Delhi, NCERT-1981.
28. Michael, W.A.: Indeology and curriculum,London: Roultedge and Kagan Paul,1979.
29. Michaelis,J.U.Grossman,R.H. ans Scott,L.F.:New Design for Elementary School Curriculum and Instruction, Sec.Ed. Mc Graw Hill,1975.
30. NSSE: The activity Movement,33 year book Part II.
31. Nicholis,A.:Developing a curriculum.London:Allen and World.1966.
32. Radha Krishanan,S.: Hindu view of Life New York: George Allen and Unwin.1954.
33. Rouhela,A.P. & Vyas,R.S.:Sociological Foundations of Education in India,Delhi. Dhanpat Rai and Sons.
34. Saylor,J.G. and Alexander,W.M.: Curriculum Planning (for better teaching and learning),Rinehart and Co. Inc New York-1954.
35. Smith,B.O.at .al: Fundamentals of Curriculum, Development (Revised Edition), Yonkerson-Hundson,World Book,Co.1957.
36. Naba,H.: Curriculum Development Theory and Practice, New York: Haitchourt Brace and World.1962.
37. Tyber.R.W: Basic Principles of Curriculum and Instruction Illinois : The Univesity of Chicago,1968.
38. Tanner,D.: Secidary Curriculum : Theory and Development, the Macmillan Co., New York 1971.
39. Zais,Roberi's Curriculum Principles and Foundations NEw York: Thomac, Crowell Co.1976.

Group IV : Paper II : Curriculum Implementafion and Evaluation
Objectives:

1. Students will be acquainted with the steps and tools of implementation of the curriculum and would be able to shoulder responsibility to implement.
2. They will be able to understand teaching strategies and selet suitable One for the implementation of a curriculum.
3. They will be acquainted with the various procedures fo evaluating the curriculum and woukd develop capability to evaluation it properly,
4. They will develop desirable interst and attitude for implementation and Evaluation of Curriculum.

Syllabus :

1. Organization and Function of Personal in Curriculum Implementations.
1. Organizing a term including teacher, Principal subject epert, Curriculum specialists, Educational Authorities and Parents.
2. Team Work and cooperation-Sub grouping of the curriculum team, Differentiation of tasks for groups and Individuals.
3. Role and coordination of Agencies like department of Education, Teacher Education Board, S.I.R.T. Board of Secondary Edu. State of Text Books, National Book Trusts and Community.
2. Literature and Materials for Implementations:
1. Curriculum and Instructional Guides for Teacher and students.
2. Text books Concept, Criteria for writing good text books, production and Nationalization of Text Books.
3. Instructional Materials-Selections and use in implementation.
3. Phases of Implementations :
1. Producing Resource Units.
2. Experimenting the Resource Unit.
3. Modifying and consolidating
4. Developing a framework<
5. Installing and Disseminating new units.
4. Organizations of Instruction for Implementation:
1. Introducing New Teachers to the curriculum and Retraining the staff for newprogrammes.
2. Teaching strategies such as Discovery directed, discovery inductivodiscovery to teaching.
3. Systems approach to teaching.
4. Individualized and Group Instruction.
5. Teaching for creative thinking and teaching for understanding.
5. Concept and Criteria of Evaluation :
1. Concept of Evaluation, comprehensive and cooperative enterprise.
2. Making Evaluation and Integral part of the Curriculum
3. Criterial for evaluating, curriculum/
6. Tools for Evaluation:

Construction and standardization fo evaluative instruments. Measurement of attainment; measurement of attitude, interest and motivation; measurment of interest and motivation; measurement of values, tests of creativityu; assessment of out of class activies; Techinques for securing evidence concerning the proision of formulative feedback and the description of currivulum content and Process; Keeping functional records; interpretation of evaluative data, repoeting pupils progress, translation of evaluative data into curriculum.
Note :For above content methods may include Group discussion, self assignment, seminar reading etc.
Sessional Work

1. Construction of any evaluative instrument designed to ahieve one limited curriculum objective.
2. Planning and Practicing a teaching strategy.

Books Recommended:

1. Avinash Chandra : Curriculum Development and Evaluation in Education , New Delhi, Sterling Publishers, 1977.
2. NCRET : Curriculum in Transaction, New Delhi 1978.
3. Jenkins, David : Curriculum Evaluation. Belchoev : Open University Press,1976.
4. Lindall C.M., Cox,R.C. & Bolvin,J.D.: Evaluation as a tool in curriculum development. Rand Mac Nally, 1970.
5. Nagar P.S.: Curriculum Achievement and Automatic Teaching. Varansi; Bhartiya Vidya Prakashan, 1973.
6. Tankard,George G.J.: Curriculum Improvement and Administrator Guide. West Nyank: Parker Publishing Co., 1975.
7. Weeler,D.K. Curriculum Proces. London : University of London Press.1971.
8. Tawwey,David : Curriculum Evaluation Today-Trends and Implications. Hampshire: The Mc.Millan 1976.
9. Mychaelis, Grossman and Scott :Now Designs for curriculum and Instruction New York: McGraw Hill Book Co., 1975.
10. Lawton,D., Grodon,P.: Theory and Prentice of Curriculum Studies London : Routledge Education Books 1978.
11. Neagley,R.L. and Evans, N.D.: Hand book for Effective Curriculum Development. New Jersey : Prentice Hall, Inc.1967.
12. Saylor,J.G.& Alexander W.H.: Curriculum Planning (for better teaching and learning ) New York Rinehart Co., 1954.
13. Smith,B.O.et.at: Fundamentals of Curriculum Development Yonkorson Mudson; World book Co.,1957.
14. Lynch,J.: Life long Education and The Preparation of Educational Personnel. Hanburg: UNESCO Institute for Education.1977.
15. Mc.Clorky,M.: Teaching steategies and Classroom reality, New Jersey Prentice Hall 1972.
16. Wiseman,S.: Exploring Education Curriculum Evaluation England T. Wales: National Foundation of Educational Research 1970.
17. Wellington.C.B. and J.W.: Teaching for cfritical thinking; New York: Mc Graw Hill Book Co.,1964.
18. Whitfield, Richard (Ed.): Doscolines of the Curiculum London; Routlege and Kegan Paul 1977.
19. Whithe,J.P.: Towards compulsory Curriculum London; Routlege and Kegan PAul 1977.
20. Stenhcuse,L.:An Introducation to Curriculum Research and Development,London : Hoinemann.Edu.1975.
21. Rubin,L.(ed.): Curriculum Handbook,Administraation and Theory Boston,London,Syney Albn Bason,1977.
22. Dave,R.N.(ed.): Foundations of Lifelong Educaation Oxford,New York: Pergmon Press.1976.
23. Imgraw,P.J.: Curriculum Int Hamburg: Porgamon Press 1979.

Group IV.Paper III : Curriculum Innovation and Change
Objectives:

1. To develop critical attitude toward existing Curriculum with a view to making an effective instrument for the achievement of the objectives of education.
2. To acquaint with recent innovations in curriculum.
3. To aacquaint with the concept,Process and conditions required for Curriculum change.

Syllabus:

1. Curriculum Change :Basic Principles involved in curriculum change the day, Role of the teacher in the proces of change and innovation the role of the board of education,curriculum Director the headmaster, the supervisor, the curriculum expert,the pupils and the layman in bringing about change.
2. Curriculum Improvement throught Research: Cooperative action research for curriculum improvement; Unsing quasi-expe imental designs for curriculum research.
3. Syllabus Improvement: Criteria of subject matter selection;Procedures of selection; the judgemental,the experimental, the analytical: and the condensual: Issues and Problems of syllabus Improvement: concerning aims and objectives of the course organisation of the course, organisation of the course evaluation and instruction of new programme.
4. Curriculum Change in science Problems and approaches in course development in secondary level Physics,Biology and Chemistry and their assessments Science at the elementary level.
5. Curriculum change in Mathematics: New mathematics Programs; The math wars; curriculum compression and accelaration , Issues of change' evaluation or revision.
6. Curriculum change in the Social Studies: Integration in the social sciences the dilemma of diversity and specialism, opposition etc. integrated approaches in the social studies; contant's report on the Hight School Contants report on the Sunior School; recent forces and trends, the connterforce of curriculum integration.
7. Curriculum change in Language (Mother tongue) changing models for changing times: Linteracy,cultural heritage through lierary works Personal and social growth,structure function and disciplinirity; New trends in Hindi teaching; descipline centered emphasis, learner centred en;phasis, correctness and style "generative" or transtormationsl grammar, literature, writing and talking; crativity and drama.
8. Currculum change in Modern Foreign Languages. Contemporary development and Practices: The objectives of functional literary, the grammar translation method,the audio lingual approach application of linguistics; The language laboratory; Problems and prospects; national differences society and culture , humanistic objectives, intensive practice; teacher competency, length of study.
9. Place of S.U.P.W.in Curriculum.Environmental Approach in Curriculum. Place of Population Education in Curriculum. Curriculum Continum.Life long Education (Continuing Education).

Sessional Work:
An essay based on independent study in which the candidate analysis a problem or topic in depth.
Books Recommended:

1. Gorden,Peter of Denis,T.: Curriculum change in the Ninteenth and Twintieth Century. London: Hodder and Stoughton,1978.
2. Harris,Alan :Cirriculum Innovations London: The Open Univerisity Press., 1975.
3. Kerr,J.F.(ed.):Changing the curriculum London:Open Books Publishing Ltd.1976.
4. Mo Donald,B.:Changing the curriculum London:Open Books Publishing Ltd.1976.
5. Smith,B.O.et.al.:Fundamentals of Curriculum Development Vonkors,Handson.World Book Co.1957.
6. Snyder,B.:The Hidden Curriculum New York Knopf 1971.
7. Skeel,D.J. & Hagen,O.A.: Process of Curriculum Change, California:Good Year Publishing Co.1971.
8. Tenner,Danial: Secondary Curriculum : Theroy and Development New York: The Mc.Millan,1971.
9. Wheeler,D.K.: Curriculum Process London: University of London Press,1971.

Group IV.Paper IV: Text-Books and Teir Problems
Objectives:

1. To lead the educator to appreciate the place of text book in education.
2. To help him understand the basic priniples in the planning,Producation and editing of suitable text books.
3. To help him to grasp the main techinques forth use of the text books in Schools.
4. To develop ability to prepare Text Books.

Syllabus

1. Place and need of Text Books :Role of text books in school teaching, function of text books in relation to the curriculum and teaching learning process:Practice and patterns of text book in relation to different subjects. Instrational materials other than the text-books, their use by pupil and teacher chidren's lirrature and text books:Text books and the need of chidren,sociery and the educational goals.
2. Essential of good text books Physical features of text books:Producation on aspects, Illustration in text books: Organization of material in text books. Readability:Provision for individual Pupils to learn at their own rate Gradation of vacabulary Mother for clrill and review.(exercise)
3. Planning and writing a text Book Basic Principles to learn at planning a text book subject matter presentation and the clientele; choice of vocabulary, Illustrations,Verbal and visual aids and assignments Procedures of writing: collecting and grapding the materials editing and preparing the mamiscript for the press, review the manuscript tryout periodic revision to bring the text book upto date.
4. Usind the Text Books in School Prescribing the text book by state Vs.frce choice by teacher.Supplementary reading material for pupil and teacher.Text-book and class teaching; Using the text book for the lesson planning; Teaching with who text books more, teaching without the text books. Text book as a curriculum guide Teacher's Hand book and pupils work books.
5. Some Related Problems:
1. Choosing the author a teacher or a subject specialist.
2. Nationalization of the text-books
3. Selection of the text book by the School and the Teacher.
4. Problems of text-books production.
6. Appraisal of text-books Need for systematic Text books; scope and purpose; measurable characteristic accuracy, preseantation,Features of text books varying from subject to subject.

Sessional Work:
Two reviews of current school text books in any subject.
Bibliography

1. American Council of Education :Text-book Improvement and Internal Understanding (Washington D.C)
2. American Text-book publisher's Institute : Text-book in Education; New York.
3. Burt, Sir Gyril; Psychological study of Typography, Cambridgc University Press, London.
4. Clement J.A.Manual of Index, Cambridge University Press London.
5. Cronabech L.J.: Text Materials in Modern Education, University of Illinois Press, Urbana III 1950.
6. Flesh R.: The Art of Readable writing Harper and Row,New York.
7. Fowlkes R,: Evaluating School Text-Book Silver Eurdett.
8. Gunning R.: The Techinque of clear writing, Mc.Graw Hill New York.
9. Hull Helamed: The Writers Book Bernes Noble New York 1962.
10. National Council of Educational Training in and Research Text-Book Selection, Producation and Distribution Procedures in India,New Delhi,1962.
11. Releigh and Other: The Teaching of Text-Book, Public School Publishing Co. Chicago.
12. UNESCO : Text Books as Teaching Aid (Paris)
13. V.S. Department of Health Education and Welfare; Writers Hand book for the Development of Educational Materials. C.V.S. Government Printing Office. Washington D.C.
14. Willamson Hugh: Method of Book Design, Oxford Universitly Press.
15. Wilson B.K. Writing for Children Franklin, New York,1961.
16. Education Commision Report : Ministery of Education, Publication Division Govt. of India; 1966.

Group- V Paper I : Foundations and Organisation of Teacher Education
Objectives

1. To acquaint the students with the concept objectives and principlesof Teacher Education.
2. To acquaint the students with the historical development of Teacher Education in India.
3. To enable the Students with the Teacher Education Programmes at all levels and to develop ability in vtilining resomus in solving professional problems.

Syllabus :

1. Teacher Education in India : A Historical Prespective (Teacher Equcation in Pre Independence ERA) Reports of Various Committees and Commission. National Policy on Education Programme of Action and Teacher Education. Role of IASE and ETCs. Relative improvement in Teacher Education.
2. Concept and Objectives of Teacher Education: Need of Teacher Eduation, Changing Concept of Teacher Education, Stage wise objectives of Teacher Education from Pre-primary to tervtiary level.
3. Teaching as a Profession: Teacher Educators, Their qualifications, preparation and in-servie education.

Preparation of Teachers in special areas such as Arts craft, Music, Phyical Education, Vocational Teahnical Education and Handicapped children do.
4. Curriculum of Teacher Education at different levels principles involived in formulating curriculum .Critical appraisal of B.Ed/M.Ed. Curriculum of any one university of the state.
5. Organisational pattern of Teacher Education Institutions, Rumitment & Solution procedures of Student Teachers Planning & Seneduling, Integration of theory with practice, remaging physical and human resources, improving students in Teach Education.
6. Major problems of Teacher Education Institutions. Rumitement & Solution procedures of Student Teachers Planning & Seneduling, Integration of theory with practice, remaging physical and human resources, improving students and suggestions for improvement.
7. Control and Finance of Teacher Education Institutes (TELs) at different levels. The role of Government UGC, NCTE, the state and Private enterprise.

Sessional Work:

1. A survey of any one T.E.I. of the stae pertaining to different aspect teacher Education.
2. To review a recent book on Teacher Education and to submit the report.
3. To write an Professional Organisations of Teachers and their role in the present set up.
4. Appraisal of any syllabus of B.Ed/M.Ed.

Books Recommended:

1. Shaursia G.: New Era in Teacher Education, Sterling Publishers New Delhi,1967.
2. Conant,J.E.: The Education of America Teachers. New Tork MacGraw Hill.
3. Lomax Donald D.: The Education on Teachers in Britain Johan Wiley and Sons London 1973.
4. Hillard,F.N.: Teaching the Teacher Trends in Teacher Education George Ellon and Unwin London 1971.
5. Lindsey, Margret,(ed) New Horizons for the Teaching Profession Washington D.C. NEA.,National Commission on Teacher Education and Professional Standard 1961.
6. Mukerji S.N.:Education of Teachers in India (Vol) S. Chand and Co.,Delhi 1968.
7. Stinnet T.M.:The Profession of Teaching.Prentice Hall og India (Pvt) Ltd. New Delhi,1965.
8. UNESCO: Teacher Education in Asia: A regional survey Bangkok 1970.
9. Srivastava R C. Bose K.: Theory and Practice: Teacher Education in India Chugh Publication, Allahabad 1973.
10. Willey F.T.Maddixon Re: An Inqurity into Teacher Training. University of London Prees. London 1977.
11. Shukla R.S.: Emerging Trends in Teacher Education Chugh Publication, Allahabad
12. Shrimali,K.L.: Bette Teacher Education, Delhi Ministry of Education,1954.
13. Mehta C.S. & Joshi D.C. Principles and Problems of Teacher Education Rajasthan Hindi Granth Academy Jaipur.

Group-V Paper II : Student Teaching and Innovative Pyactices in Teacher Education.
Objectives:

1. To enable the student teachers to imalustral the place of student teaching and its principles in Teacher Education.
2. To enable the student teachers to develop derived teaching competence.
3. To eacquaint the student teachers with various techniques of evaluation & enable them to develp various tools/schedules.
4. To expose the student teachers to various institutional methods need in teacher Education in order to enhance teacher Effectivness.
5. To help student teachers in developing a balanced viebd point with regard to the choice of a particular model of teaching.

Syllabus

1. Student Taching-meaning, concept and objectives Pattems of students teaching Programme, Their nature organisation and evaluation.

(Teaching practice, internship, Block teaching off campus Activities, Stray lession etc.)
2. Approaches to student Teaching Programme: Analytic versions synthetic model for developing teaching competence.

Micro Teaching-meaning, concept in inocycle uses and regardes etc. other stirmulation Techniques. Identification of a few important skills and preparations of microlessons.
3. Theching Practice Supervision: Role of Heads supervisors and student teachers.

The role of cooperating Schools, demonstration Schools and practicing institutions in student teaching progrmme.
4. Problems of student Teaching Programme-Problems related to guidence and supervision of lessons, transportation of supervision & student teachers in schools, constraint of Time, Staff aids and laboratories etc. convete suggestions for their eradication.
5. Instructional Methods in Teacher Education: Tutorials, Seminars, Workshops, Symposium, Team Teaching, Seminar readings, Mass Media, Distance Education etc. Their merits and demerits.
6. Experimentation and Innovative practices in Teacher Education: Innoveative Practices in Teacher Education: Open Air session, Camps, Socially useful productive work (SUPW) and community science (CS) in teacher education. A few models of Teaching-Original Teaching Model (Robert Illaser), Class room verbal interaction analysis model (N.A. Flards), Bruncer Piajet and Skinnces models of teaching, their importance in teaching and development of a balanced outbook in making the choice.
7. Teacher Effectiveness and its measurement-concept of Teacher: Effectiveness recent trends and current researches in India & abrod.

Sessional Work :

1. Preparation and teaching of 5 microlessons based on 5 important skills.
2. Preparation of an observation schedule and supervision of 5 teaching practice lessons.
3. Preparation and conduct of a senior/workshop on any aspect to teacher education.

Books Recommended:

1. Edmund J.Kjng: The Teacher Education, Holt Renchart and Winston London,1970.
2. Teaching woth teachers trends in teacher Education, Goorge All and unwin. Ltd.1971.
3. Austin D.Souza,J.N.: Training for Teaching in India and England.
4. Piress S.A.: Better Teacher Education, Delhi University.
5. Kugg, H.: Training of Teachers, Harper Brothers,1952
6. Rubert, S.: The Psychology of Training, Methuen & Co. London Year.
7. Stones, E. & Morris S.: Teaching Practice Problems and Perspectives, London Methuen & Co. Year.
8. Passi B.K. & Shah, M M.: Microteaching in Teacher Education Broada CASE-Year.
9. Buch, M.B.: A Survey of Research in Education, Baroda., DASS Communication in class room, Baroda, Case.
10. Bruce Joyce & Marshavell : Models of Teaching.
11. Ataval, S.B.: Quality of Teachers Amitabh Prakah Prakahs as Allahabad.
12. Adams, M.P. & Jicky F.G.: Basic Principles of Student Teaching New Delhi Eus as Publishing House.
13. Prof. Sansanwal : Inquity Training Model-Agra Publishing.
14. Dr.R.S. Shukal: Shishk shisha dasha & disha, Ashat Pkashan, Udpur.
15. International Encylopaedia of Edu. : Special Volume on Teacher Education.
16. Caul and Menon Experiments in Teacher Training, Delhi Manger, Publication, 1965.
17. Pires, E.A.: Better Teacher education, Delhi University Delhi, Atma Ram, 1959.
18. Bar A.S. (ed.) : wisconsin Stories on Teacher Effectiveness, Wisconsin University, U.S.A.

Objectives:

1. To enable the student teachers to undertake systematic study of teacher education programmes and problems in the four counties specified in the syllabus.
2. To develop ability in utilizing the knowledge acquired in solving professional problems.
3. To prepare them to play their role in directing the development and reform of teacher education.

Syllabus:
The following topics will be dealt in relation to the teacher education system prevailing in United Kingdom, The U.S.A. and France Jaipur.

1. Evolution and development of teacher education in the four countries: A Short critical historical survey.
2. A critical study of teacher education programmes at secondary levels with special reference to :
1. Aims and objectives
2. Curriculum
3. Methods of teaching
4. Evaluation.
3. Recuritment and selection of prospective teachers in teacher education institution.
4. Different types of teacher education institutions at secondary levels.
5. Administration, Organisation and control of teacher education institutions at the elementary and secondary levels.
6. Economic and service conditions, remuneration, financial responsibilities, retirement, Plans and procedurem need for reform.
7. Teacher educatiors, preparation-qualification and in-service education.
8. Teachers organisations in U,K,, U.S.A. and Japan.
9. A critical study of new experiments in teacher Education.

Sessional Work

1. Four essays on any aspect of system of teache education in other countries. A comparative approach should be adopted.
2. A survey of some aspect of any one Techer College in India Report of the survey is to be submitted.

Bibliography:

1. Ataval, S.B.: Teache Education in the United Kingdom. Allahabad. Garg Bros, 1947.
2. Richrdson etal : The education of Teache England, UNESCO, 1953.
3. Commission on Teacher Education : The Improvement of Teacher education Washingaton. American Council of Colleges for Teacher Education, 1956.
4. Teachers and Curriculum in Secondary School, Ministry of Education London University 1944.
5. Education and Training of Teacher. UNESCO, Paris,1952.
6. Kandel, I.L.: Studies in Comparative Education. Harper and Co., 1933.
7. Curtis S.J.: History of education in Great Britain (University Tutorial Pres,1948.)
8. Smith Lester. W.O. Education in Great Britain, Library. O.U.P., 1949.
9. Dent, H.C.: Educational System of England and Wales, U.L.P. 1960.
10. Russel and Judd : The American Education System, Houghton Mufflin and Co., 1940.
11. Beartice King: Russia Goes to School. Heience Manna, 1948.
12. Pinkeveitch, A.P.: New Education in Soviet Republic N.K. Johan De. Co., 1929.
13. William. H.E. Johnson: Russia's Educational Haritage (Curnegie Press: Curnegie Institule of Technology, Pittsburg. Pennsylvania).
14. Lavin Deana: Soviety: School and Progress in France.
15. Halls. W.D.:
1. Societ: School and Progress in the U.S.A.
2. Ring, Edmund King. School and Progress in the U.S.A.
3. Utechin, S.V.: Society School and Progress in the U.S.S.R.
4. Baron,G.: Society School and Progress in England.

All available from Pergamon Press, London,
16. Year Books of Education: Evans Brothers, London,1964-66.

Group-VI Paper I: Principles & Procedure of Guidance
Objectives

1. To help students understand the basic principles of guidance and counselling their need and application to the process of eduction.
2. To help students to appreciate need and importance of guidance services in the Indian situtation.
3. To develop ability to plan guidance programme for Indian-Schools in the students.
4. To acquaint students with the research need in guidance and counselling.
5. To acquaint students with evaluation of guidance programme.

Unit I : Meaning, Nature and Scope of Guidance: Concept of guidance and Counselling. Objectives of guidance at a Primary, Secondar/& College levels.
Unit II : Psychology of Career : Vocational development, vocational maturity, career patterns factors influencing vocational development, factors influencing Planning, Using, Occupational information.
Making career Plans, securing a job and progressing.
Unit III : Guidance Services: Individual Inventory Services- Anecdotal and comulative records. Information Service-Collection maintenance & disemination of information, Organization of information centres in the Institutions. Counselling Service-Role presonality and special training of counsellor, Group guidance service-Orientation of new students, special classies in guidance, career days, career conferences, field trips use of mean of mass media, Hoddy clubs, study habits leisure time activities. Placement service educational and vocational placement. Follow up sercice-During Study in School and after leaving placement. Follow up service-During Study in Schol and after leaving the School. Evaluation and Research Service-Need of revaluation of guidance programmes, methods & techniques of evaluation and research in guidance.
Unit IV : The process of Guidance: Essentials of Gudiance Orocess. Steps in the guidance process. Role of the teacher inthe process of guidance. Role of professional workers. Professional problems in the Guidance process.
Unit V: Environmenta Information : Types of informations, sources of informations, Importance of environment informations, National and Local information.
Unit VI: Organizing Guidance Programme: Essentials of a good guidance Programme. Planning a guidance programme. Organizing guidance programmes at elementary higher secondary and College levels. Guidance Programmes in Indian Higher Secondary Schools. How to set up a guidance unit? How to report students progress?
Unit VII : Public Relations in Guidance: Problems of working with parents. Utilizing community sources for guidance purposes. Role of the guidance worker.
Sessional Work:
Any two of the follwing:

1. Survey of guidance needs of a group of students.
2. Case studies of one students who need help in different areas.
3. Planning a guidance programme for an institution on the basis of students needs.

Bibliography

1. Myers : Principles and Techniques of Vocational Guidance, N.Y. McGraw Hill Book Col. Inc., 1941.
2. Robert, Smith & Erickson : Organisation and adminisuration of Gidance service, N.Y., McGraw Hill Book Co. Inc. 1955.
3. Humphreys, J.A.: Guidance Services, Chichago, Science Research Association Inc.,1960.
4. Humphreys Traxler: Guidance Services, Chicago, Science Research Association Inc., 1960.
5. Moser & Moser: Counseling and Guidance: An exploration New Jersey, Prentice Hill Inc.,63.
6. Talbert, E.L.: Introducing the counselling, N.Y. McGraw Hill Book Co.Inc.1959.
7. Kochhar,S.K.: Guidance in Indian Education, New Delhi Sterling Publishers Pvt.Ltd.,1979.
8. Traxler,A.E.: Techniques of Guidance,New York,Harper & Bros,1961.
9. Hoppock: Group guidance principles, Techniques and Evaluation. N.Y.McGraw Hill Book Co., Inc.
10. Knapp,R.H.: Practical Guidance Method,N.Y.McGarw Hill Book Co., Inc.
11. Jones,A.J.: Principles of Guidance Mcgraw Hill Book Co., Inc.1951.
12. Miller Frank W.: Guidance Principles Services, Columbs Columbus Chio,Carles,E. Merrill Books Inc.,1961.
13. Petterson,C.H.: Counselling and guidance in Schools, New York, Harper & Brothers Inc.,1962.
14. Miller,Caroll H.: Foundation of Guidance Harper, & Bros.New York,1961.
15. Smith,Glenn C.: Principles & Practices of the guidance Programme: A Basic test, The Macmillan Co., New York,1953.
16. Pearicha Prem: Guidance & Counselling in Indian Education, 1976. NCERT,Delhi India.
17. Mehdi,Baquen: Educational & Vocational Guidance in India, NCERT, New Delhi,1967.

Group-VI Paper II : Techniques of Appraisal & Counselling
Objectives
To help students (1) develop command of theoretical knowledge of various teachniques used in counselling (2) develop practical skills in the use of various techniques.
Syllabus:
Unit I : Concepts of Appraisal of Counselling: Need for appraisal in Guidance. Use of testing and non-testing Techniques for studying student. Kinds of information necessary in studying studying students. Curiteria for Judging information obtained in Studying students. Role of Teachers & Counsellors in studying studens. Research support for need to study students.
Unit II: Testing in Guidance: Principles of testing in Guidance & Counselling Considerations for selection of tests for guidance purposes. Types of test available for Guidance Workers in India. Criteria for a minimum Guidance Testing Programme.
Unit III: Appraisal of Mental Ability: Meaning a Nature of Intelligence & which can be measured by lest. Use of Multifactor & Separate Aptitudes Tests and their importance. A cretical Evaluation of Multifactor Aptitude Tests available for Guidancei DAT,GAT, and PMA tests.
Unit V: Appraisal of Personality: Meaning of Personality. Detailed study of the following tests-

Projective Tests-Rorschan Psycholodiagnostic test T.A.T. C.A.T., SSRFT and Picture frustration tests.
1. Non-Projective tests-Inverntories check lists and rating scales etc.

Unit VI : Appraisal of interests and Attitudes: Concepts of interests and attitude. Detailed study of tests of interests and attitude Scales published in Inida,their critical evaluation. Study of Strengs vocational interest blank and Kuder's Perference records. Basic interest group and facts about interests.
Unit VII: Non-tesing Techniques in Guidance: Observation recording, observation schedule and interpretation, Advantages and limitations. Interview-types of Interview,Interview Schedule in couselling precautions to be taken, Limitations. Rating Scales, inventories, Check lists and Sociometic techniques, aneedolate records, biographical techniques, How to develop and use them.
Unit VIII: Techniques of Counselling: Directive, Non-directive and electric counselling, Analytic therapy, client centred therapy, play theraphy Psychodrama & Sociodrama.
Sessional Work:
Any two of the following:

1. Preparing an ovsevation schedule evolving, coding system, recording observation of a child and interpreting it.
2. Case study and Counselling of one student and student and submitting its report.
3. Administering and interpreting any one of the following tests on two students:

1. T.A.T.or C.A.T.or Picture frustration test of SSRE test.
2. Porschach
3. D.A.T.orG.A.T.
4. Bhatia Barttmy Performance test of intelligence.
5. Test of study Habits & Attitudes.

Bibliography

1. Binganam: Aptitude and Attitude Testing.
2. Vermon: Personality Tests and Measurement.
3. Terman & Merill : Measuring Intelligence.
4. Bhatia,C.M.: Performance Tests of Intelligence
5. Rogers: Client Centred Theraphy.
6. Akhilanand: Hindu Psychology: Its meaning for the West.
7. Coster: Yoga and Western Psychology.
8. Vermon: Measurement of Abilities.
9. Bary Field : Modern Methods of Counselling.
10. Rothney: Counselling the individual students.
11. Rogerson, C.H.:Play Theraphy in Childhood.
12. Mousetakas: Chikdren in Play Theraphy.

Group VI,Paper III: Dynamics of Human Adjustment & Guidance
Objectives:
To help students:

1. Understand the process of Adjustment.
2. Understand problems of Young children and methods to help them.
3. Develop skills to spot maladjusted chidren and help them with adjustment.
4. Develop ability to relate counselling to the dynamics of adjustment.

Syllabus:
Unit I: Basic Concepts: Adjustment-Makadjustment, Frustration, Conflict aggression Abnormalities of behaviour needs, drives and Motivation and Development and Adjustment.
Unit II : Process and Modes of Adjustment: The Process of Adjustment. Causes of Maladjustment. Types of Maladjusment.Defence Mechanisms and their importance. Prevention of treatment of Maladjustments in Schools Role of family & Society in the adjustment process.
Unit III: Identifying and helping students with special needs: Gifted, Talented and Creative students. Sociali/Emotonally and Educationally Maladjusted students. Physcially Handicapped Students.
Unit IV: Abnormal Behaviour: Theories of Abnormal Behaviour Behaviouristic Theories,Psycho-analytic Theories. Types of Abnormalities of Behaviour symptoms causes, prevention and Treatment,Research.
Unit V: Studies regarding the following : Fears and Phobias. Anxieties Frustration & Agression. Emotional instabilities. Fantasty and withdrawal behaviour. Stress situatious and behaviour.
Unit VI: The normal, Maladjusted & Abnormal Pesonality Characteristics of the Normal Maladjusted and abnormal behaviour. Role of be Family,School and Social agencies in developing normal personality,
Criteria of adjusted personality.Various theories of personality development.
Unit VII: Mental Health and Hygiene: Concept of Mental Health and Hygiene. Nervousness and Worry. Feelings of inferitity. Defrees of Anxiety. Characteristics of a Mentally Healthy Person.
Unit VIII: Behaviour problems students & the Role of the Teacher: Drug Addicts. Neurotics,Psychotics, Hysterics, Treatment of behaviour problem students and the role of the teacher.
Sessional Work:
Indentification of students with behaviour problems and preparing a plan for helping them.
Two term papers and three abstract of recent articles in the research journals.
Bibliography:

1. Blanton,Smiley and Blanton,Margaret Gray: Chid Guidance D. Appleton-Century Company,New York
2. Burgury W.Mary,Balint,Edna M. and Yapp, Bridget J.: An Introduction to Child Guidance, Macmillan and Co.,Ltd London: 1947.
3. Carrol Herbert A: Mental Hygiene, The Dynamics of Adjustment, Prentice Hall Inc,New Jersey: 1964.
4. Jourard,Didney M.: Personal Adjustment: An approach through the study of healthy personality. Macmillan Co., N.Y.1958.
5. Mc Kinney, Fred: Psychology of Personal Adjustment students Introduction to mental Hygiene: John Willey and Sons., Inc. N.Y. 54.
6. Lehner George F.J.: The Dynamics of Personal Adjustment N.Y. Prentice Hall. Inc.,1956.

Group-VII Paper I: educational Technology:
Objectives:

1. To enable the student to understand the meaning, need and scope of Educational Technology in the teaching learning process.
2. To familiarise the stduent with various models of teaching-learning and techniques involved in Educational Technology.
3. To enable the student to make use of local resouces for bringing about optimum educational outcomes keeping in conformity with educational goals.
4. To enable the student to develop the skill of using and maintaining various hardware gadgets of Educational Technology.
5. To enable the student to plan and prepare software programmes/scripts for Radio/TV and programmes for computer.
6. To enable the student to implement and evaluate the ET Programmes.

Syllabus:
Unit I: (i) Concept of Educational Technology-tis definition, meaning and scope. (ii) Role of Educational Technology in modern times. (iii) Research and innovations in Educational Technology in Inida
Unit II : S-R Theories of Learning Skinner and Gague.
Unit III: (i) System approach-definition,characteristics (ii) Education as a system (iii) Communication in education-communication process; components of communication processes; Teaching-Learning as a communication process,
Unit IV: (i) Formulation of educational objectives Traditional V/S modern approach (ii) Content analysis; Task analysis; Criterion reference test and Narrative test.
Unit V: (i) Formulation of educational objectives Traditional V/S modern approach (ii) Content analysis; Task analysis; Crierion referene test and Narrative test,
Sessional Work:

1. Preparation and administration of Programmed Learning material (atleast 25 frames).
2. Preparation of any two communication aids.

Bibliography

1. Dale,E.(Ed): Audio-Visual Methods in Teaching (Revised Edition) N.Y.Holt Rinehart and Winston Inc.1973.
2. Green,E.J.: The Learning Process & Programmed Instruction.N.Y.Holt, Rinehart & Winston Inc.1960.
3. Knork,F.G.and Childs,T.: Instructional Technology: A Book of Readings,N.Y. Holt Rinehart & Winston,1968.
4. Nickson,M.:Educational Technology Technology: A Systematic Approach for Teachers.London, Wardlock Educational 1981.
5. Thomas, C.A.: Programmed Learning in Prespective-A guide to programme writing, Banking Essex, Adelphi 1963.
6. Sampath,K. Painiselvam A.and Santhanam, S.: Introduction to Eduational Technology New Delhi, Sterling (P) Ltd 1981.
7. Amidon,E.J.and John ,B.H.: Interaction Analysis: Theory Research & Application, Addison Wesley Publishing Co., Reading Messachusetts. Lonson,1967.
8. Buch,M.B.& Santhanam M.R.: Communication in Class Room CASE Baroda.
9. Sharma,R.A.: Tachnology of Teaching, Meerut, International Publishing House,1980 (Also available in Hindi)
10. Bhatnagar,R.P.& Bhatnagar, Suresh: Shikshan Shilp Vigyan Meerut, Puneet Press,1977.
11. Bajpai, A.C. and Leedham J.F,: Aspects of Educational Technology part IV N.Y. Pirmava Publishing Co.
12. Flanders, Ned. A.: Analysing Teaching Behaviour London, Addison Wesley Publishing Co.,1972.
13. Dunn, W.R. and Roloryd C.: Aspects of Educational Technology Vol. II London, Pitman.
14. Allen,D. and Ryan,K.: Micro Teaching of Teaching New Jersey,1969.
15. Joyace,Bruce and Weilmansha: Models of Teaching New Jersey, Prentice Hall, Englewood Cliffs.

Group VII Paper II: Educational Technology and Instructional Process
Syllabus :
Unit I: (i) Instructional process : Teaching and Instructions components of Instructional Process-Objectives, content, Media,Method,Learning Teacher and Evaluation efficiecny and effectiveness. (ii) Formulation of Instructional Objectives-Behavioural Sepcification Entry and Terminal Behaviour.
Objective in the Three Domains of Behaviour (Cognitive,Affective and Psychomotor).
Unit III : (i) Methods and Media: Criteria for selection of methods and media: Multimedia approach to instruction. (ii) Instructional Techniques-Lecture,Discussions,Seminars Pannel Discussion, Team-Teaching,Brain storming and Tutorial. (ii) Communication Media in education: Mass media,T.V. Radio, Films, Tape Reocrder, Computer and other accessories.
Unit IV : (i) Classroom interaction analysis techniques enconditionig; (ii) Inter-action Models.
Unit V: Micro-Teaching and Simulation.
Sessional Work:

1. Preparation and operaion of one lesson on Team-Teaching.
2. Preparation of one Radio/T.V. Lesson script.
3. Preparation of two Micro lessons on any two skills.

Bidligraphy:

1. Cassire,Henry.R.: Television Teaching Today Paris,UNESCO 1962.
2. Philips, Lewis: Educational Television Guide Book N.Y.: McGraw Hill Book Co.,
3. Hillard R.I.: Writing for T.V. and Radio N.Y. Hastings House.

Group VII. Paper III : Models of Teaching
Unit I : The models Approach of Teaching:
- Role of teachers in personal, Social and academic growth and development of students.
-Teachers role as Counsellors facilitators, instructional managers, curriculum designpers, academic instructors & evaluators etc.
- Concepts of Theory of teaching, models of teaching and strategies of instructions.
Unit II: Informational procesing Models of Teaching:
- Information processing goals-cognitive, affective and psychomotor.
- Three phaso approach ot teaching-planning, implementation & Evaluation,
- Hilda Taba's Inductive Thinking Model.
- J.J.Schwelus-Science inpuiry Model.
- J.Bruner-Concept attainment model.
- J.Piaget,Sigel & Sullivan, Developmental Model.
- D. Ausubel, Advanced Organizer Model.
Unit III: Social Interaction Models:
- Importance of Social Interaction Models and the role of teachers.
- Herbert Thelon & Dewey-Group Investigation Model.
- W.Glasser's Class room meeting model.
- B.Massialas & Con's Social Inquiry Model.
- Laboratory Method Model (NTL).
- D. Oliver & J.P.Shaver's Jurisprudential Model.
- Soxaftel & Shaffel's Role Playing Model.
- S.Boococks-Social Simulation Model.
Unit IV: Personal Models of Teaching:
- Importance of personal models & role of teachers.
- C.Roger's Nondirective Teaching Model.
- F.Ferls Awareness Training Model.
- W. Carbon Synetics Model.
- D.Hunt Conceptual Systems Model.
Unit V : Behaviour Moditication Models:
- Skinners contribution to the development of behaviour modification theory.
- Importance of Use of behaviour modification, techniques in Education & Role of teacher.
- Skinners operant conditioning Model of teaching.
- Programmed learning Model.
Unit VI : Concepts of system & Sub-Systems.
- Advantages of systems approach to education
- Discussion of systems & sub-systems in Education.
Sessional Work :
Each student shall be required to prepare lessons on three models of teaching deliver such lessons in the class & Present his final report.
Bibliography :

1. M. Well B. Joyee : Models of Teaching Englewood Cliff N.J. Prentice Hall, 1980.
2. Lindsay,P.& D. Norman : Human Information Processing An Introduction to Psychology N.Y. Acdemic Press,1973.
3. Eggen,Kauchak & Harder: Strategies for Teacher Informatio & Processing Models in the class room,N.J. Prentice Hall, Inc.1979.
4. Bhatnagar, R.P. etal: Shikshan Shilpa Vigyan Meerrut, Loyal Hindi Book Depot,1977.
5. Taba,H.:Teaching Strategies & Cognitive functioning in Elementary School, Childern, Washington,D.C. USOE 1966.
6. Ausubel P.: Use of Advance organizers in the learning & retention of meaningful material Journal of Edul.Psy. 1960-61 : 267-72.
7. Schman: Inquiry Development Programme Developing Inquiry, Chicago, Scientific Research Associate,1966.

Group-VIII Paper-I : Principles of Measurement & EvaluationM
Objectives:

1. Knowledge and understanding:
   1. To acquire knowledge of :
   1. The history of eacmination in India.
   2. The Present system of examination in India.
   3. The system of examination in other countries.
   2. To gain understanding of:
   1. The basic concepts of Measurement validity reliability and objectivity.
   2. The theory of evaluation objectives, learning experiences, evaluation, need for measurement and evaluation.
   3. Purpose of measurement and evaluation.
   4. Evolving educational objectives.
2. To develop critical thinking as a evidence in appraisal of examinations at all stages of education in India.
3. To develop skills necessay for the (i) formulation of education objectives at various levels and their clarifications (ii) classification of education objectives.

Syllabus:
Unit I: 1. Meaning, scope and Need for measurment Evaluation in education.
2. Basic concepts Measurement, Evaluation, appraisal, objectives.
3. Role of Measurement & Evaluation in Education.
Unit II: 1. Case for Essay Type Achievement tests, Constructing Essay Type Test Ietms, Administration oring.
2 Case for objective Type Achievement Tests, Constructing objective Test Items, appraising & objective type Items and Organizing objective tests.
3. Comparison of Essay & objective Tests.
Unit III: Educational Objectives:

1. Taxonomy of Educational Objectives, Blooms Contribution.
2. Writing Objectives in Behavioural terms Magar's contributions.
3. Translating needs into educational objectives.

Unit IV: Standardization of Educational Tests:

1. Qualities of a good test, objectivity, reliability, validity, practicability, Usability Norms.
2. Steps in the construction of a Standard Test.
3. Item Analysis, Method, Using item analysis results, limitations of item analysis, test item file.

Unit V: Calculating Reliability, Validity & Norms of educational Tests:

1. Definition of Reliability, Validity & Norms.
2. Types of Validiy, reliability and Norms.
3. Determining degree of reliability & validity.
4. Appraising estimates of reliability
5. Relationship between reliability & validity.

Unit VI : Alternative approaches to Educational Evaluation

1. Goal attainment Model
2. Judgment Models emphasising Inputs & outputs.
3. Stakes countenance Model
4. Decisions Facilitation Models
5. The Discrepancy Models
6. Naturalistic Model

Sessional Work:

1. Calculating reliability of a test by test-retest or split half or Parallel form or Rationale Equivalence Method.
2. Establishing validity of test by concurret or congruent validity Methods.

Bibliogrphy:

1. D. C.E. the concept of Evaluation in Education, evaluation and Examinations series No. 1 N. C.E.R.T. New Delhi,1961.
2. D.C.E. Evaluation in Social Studes, 2nd Edition, Government of India, New Delhi 1963.
3. D.C.E. Evaluation in General Science, Sceicne,2nd Edition Government of India, New Delhi,1963.
4. D.C.E. Evaluation in Physics, N.C.E.R.T. New Delhi,1962.
5. D.C.E. Evaluation in Mathematics a 2nd Edition, N.C.E.T.New Delhi,1961.
6. D.C.E. Evaluation in Geography, N.C.E.R.T. New Delhi,1962.
7. Remmers H.H. and Others. educational Measurment and Education , Harper and Row, New York,1960.
8. Lindquist, Everet F. (Ed.) Educational Measurement A.C.E. Washington,1956.
9. Bloom B.Sc.: Taxonomy of Educational objectives. Cognitive Domain, Book I, Mackey, New York,1956.
10. Krath Wohl D.R. and others: Taxonomy of Educational objectives Affective, Domain, Book II, Mackey, New York,1964.
11. Arasarkedavil D.J.: The Secondary School of Level Examination in India. Asia Publishing House, bombay,1963.
12. Popham W. James: Educational- Evaluation, Prentice Hall, 1988.
13. Thorndike & Hegan: Mesurement & Evaluating in Psy. & Edu. Ny. John Wiley.
14. Ahmann J.S. & Clock, M.D. Measuring & Evaluating Educational Achievement, Allyent Bacon 1945.
15. Niramla Magiya: Mapan aur Mulyakan.
16. R.S.Agarwal: Mapan aur Mulyankan.
17. Mehesha Bhargav : Mapan aur Mulyankan.

Group VIII. Paper II : Evaluation Techniques and Tools:
Objectives:

1. Applicationof Knowledge and Understanding in Planning and Implementing objective bases, instructional and evaluation programmes at different levels.
2. To develop critical thinking as a evidence in :
1. Examination of a techniques or tool of measurement and evaluation in the light of accepted criteria.
2. Critical understanding of the different procedures of measurement and evaluation Selection of the appropriate procedure for a particular purjpose and level.
3. Development of skills necessary for:

1. Perparation of achievement and diagnostic tests and complete question paper.
2. Conducting practical and oral examinations.
3. Preparation of others tools like check lists, rating scales, questions questionnaries etc.
4. Administration of tests of different types such as achievement diagnosis, intelligence, personality & aptitude test etc.

Syllabus:
Unit I: Role of testing & Non-testing Techniques in educational Evaluation:
- Purpose and Function of Testing in Schools.
- Classificationof Eucational & Psychological tools.
- Practical considerations in choosing a test.
- Interthods Test Scores-Raw Scores and Distributions. methods of descriting relative performance. correlating Sampling errord.
Unit II : Test of Mental Ability:
- Briet History of Mental Testing.
- Theories of Intelligence-Indian & Foreign Tests Multifactor Aptitude test.
- Measurement of Aptitudes D.A.T. battery/GAT Battery and P.M.A. and other single factor tests.
Unit III: Test of Scholastic Achiievement:
- Need for Achievement Testing in Schools.
- Planning and construction of Teacher-Made Test.
- The use of Essay and objective test items.
- Planning & construction of standardized Achievement tests.
- Diffculties of achivement Testing in Schools.
- Functions and types of achievement tests Schools subject tests, Reasing Test of Skills in performance.
Unit IV : Test of Personality:
- Need for Personality Testing in Schools:
- Projective & Non-Projective Test of Personality.
- Self-report Techniques of Personality-question of their reliability & validity.
- Interest Inventories & attitude Scales.
- Observation Techniques, situational Tests of character, Rating scales Aneodotal Records & Sociometric Techniques.
Unit V: Diagnostic Test:
- Need for Educational Diagnosis in Elementary and Secondary Schools
- Purpose of Diagnostic Test.
- Steps in educational Diagnosis.
- Steps in the construction of a Diagnostic Test.
- Basic Principle of corrective instructions correcting problems solving dificiencies improveing faculty methods in Arithmatic and Reading.
Unit VI: Uses and limitations of Test Norms:
- Item analysisits-purpose,
- Discrimination & difficulty indices-Methods of calculation.
- Crieria for selection of good test items.
- Norms and Standards.
- Raw scores and Derived Scores.
- Types of Norms Age,Grade,Centile, T and Z Score norms.
- Use of Norms in interpreting intelligence achievement and personality test scores.
Sessional Work:

1. Construction, Try out and item analysis of a teacher made test.
2. Construction, Try out of a Diagnostic Test.
3. Diagnosis of Students deficiencies in any one of the following:

-Problems Solving
- Arithmatics
- Spelling & Sentence Structures
- Reading
Bibliography:

1. Urst.E.J.: Constructing Evaluation Instruments, Mckay, New York, 1956.
2. Gerberich J.R.: Specimen objective Test Construction, Mckay New York,1956.
3. Throndike Robert and L. Elizabeth, P. Hagen: Measurement and Evaluation in Psychology and Education. 2nd Edition Weley, New York,1961.
4. Remmeas,H.H. & Others: Educational Measurement and Evaluation New Harper and Row, New York,1956.
5. Lindquist, Evert F.: Educational Measurment, A.C.F. Washington,1956.
6. D.C.E.: Evaluation in Secondary Schools N.C.E.R.T. New Delhi.
7. Sharma,P.D.: Improving Examination,DEPSE,N.C.E.R.T. New Delhi.
8. Traverse,R.M.W.: Educational Measurement, Mac Millan, New Tork,1955.
9. Schonell and Schonell: Dignostic and Attainment, Testing Oliver and Boyd Edinburgh,1960.

Group VIII Paper III: Educational Statistics
Objectives:

1. Knowledge and understanding: To gain understanding of the concepts and methods used in statistical analysis of test scores.
2. Application of knowledge and understanding to apply the above knowledge in tabelating and interpreting tests scores.
3. Development of skills: To develop skills necessary for the analysis and interpretation of tes ts scores.

Syllabus:
Unit I : Need and importance of Statistics for interpreting Educational Data:
- Issues preliminary to Statistical inquiry.
Unit II: Regression and correlation:
- Regression coefficient equations test of linearity prediction;
- Computation of Product Moment Correlation, The scatter Diagram.
- Methods of Interpreting coeficient correlation.
- Reliability of Correlation.
- Proportional, Multiple Correlaton, Biserial Correlation, Tetrachoric correlation and contingency correlation.
Unit III: The normal probaility Curve and its application:
- Normal Probability Curve its characteristies, area under normal curve, Equations of Normal Curve, Normal Curve and probability Family of Normal Curve.
Unit IV: Analysis of Variance & Covariance:
- Inferences about variabilites.
- Simple Analysis of Variance.
- Analysis of Variance with two or more variables of classification.
- Analysis of Co-Variance.
Unit V: Probability and Hypothesis Testing:
- Probability-Binomial Distribution-Hypothesis Testing.
Unit VI: Statistical Inference Continuous Variables.
- Sampling Distribution
- Inferences Concerning Means & the difference between Means.
- Interences concerning Variances & Standard Deveations.
- Inferences about Proportions & correlation corefficients
- Small sample & Techniques.
Unit VII: Non- Parametric Methods"
- Chi Square Test Modian & The Sign Tes.
- Non- Parametic Methods: Ranking of differences between measurement and ranking of unpaired measurement.
Unit VIII: Sampling Techniques in Educational Research:
- Population, based sampling sample
- Simple and Pseude-Simpling, samble.
- Cluster sampling
- How big should the sample be.
- Stratified Sampling.
- Multistage sampling.
Unit IX: Principles of Factor Analysis:
- Simple Techniques of factor Analysis.
Sessional Work:

1. A Sample survey of a population regarding its opinion about some educational problem and preparing its report.
2. Preparing a correlation Matrix based on school marks of a group of students and carrying out Factor Analysis.

Bibliography:

1. Guilford, Joys,P.: Fundamental Statistics in Psychology and Education, 3rd Ed. McGraw Hill, New 1956.
2. Garrent, Henry E,: Statistics in Psychology and Education, 5th Ed. Mckay, New York,1958.
3. Tate,M.W.: Statistics in Education and Psychology. Macmillan. New York,1965.
4. Lindquist,Eurret F., (ed.): Educational Measurement. A.C.E. Washington,1965.
5. Traverse Robert, M.W.: Educational Measurement Macmillan, New York,1955.
6. Edwards A.U.M.L.: Statistical Mathods for the Behavioural Sciences (Reprinted) Rinehart and Company Inc. New York,1961.
7. Walker Helen M.& Iev Jospeh: Elementary Statistical Method (Revisly) Henry Holt and Company, New York,1958.
8. Walker Helen: Statistical in Business.