M.ed. Syllabus

B.R.A.
BIHAR UNIVERSITY,
MUZAFFARPUR
L.N. MISHRA COLLEGE OF BUSINESS
MANAGEMENT
M.Ed. Syllabus
Department of Education, B.R.A.B.U., Muzaffarpur
M.Ed. Semester I
PSYCHOLOGY OF LEARNING &

DEVELOPMENT
Course No.: c.c. 1 Theory: 80

Marks
Course Credit : 4
Practicum : 20 Marks
Courses Objectives
To enable the students to understand concepts and principles

of Educational psychology as an Applied Science.
To enable them to understand the process of Human
Development, related psychological theories and their
Implications for educations.
To acquaint them with the concept and process of Learning,
related theories and their Educational Implications.
To enable them to understand the concepts and Theories of
Personality and Its assessment Techniques.
To orient them with the Nature and concepts of Individual
Differences Intelligence, Creativity etc. and their Implications
for education.
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M.Ed. Syllabus
Course Contents
UNIT I Psychology of Human Development
Concept Concerns and Scope of Educational Psychology;

Contribution of psychology to Education.
Scientific methods of studying human behavior
Role of schools in modifying the behavior of students
Concept and Principles of Development
Process of Growth & Development: General Characteristics of
Social, Emotional, Intellectual & Language Development at
various stages and their related problems.
Major concepts and stages of the theories of Piaget, Bruner and

vygotsky and their implications for education.
UNIT-II Psychology of Learning-I
Concept, kinds and levels of Learning Gagnes hierarchy.

Gagnes Theory of Learning progress & its Educational
Implications
Factors Influencing Learning
S-R Theories of Learning with their Educational

implications;
a) Thorndikes Connectionism
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b) Pavlovs classical conditioning
c) Skinners operant conditioning
Hulls Reinforcement Theory
UNIT-III Psychology of Learning-II
Cognitive Field Theories of Learning with their Educational

implications ;
a) Gestalt Theory of Learning by Kohler
b) Levins Field Theory and
c) Tillmans sign Theory
Transfer of Learning and its Theories :

a) Theory of Mental Discipline
b) Theory of identical elements
c) Theory of Generalization
d) Theory of Transposition
e) Theory of Learning to learn (Harlow)
Transfer of Learning & Role of the teacher
UNIT-IV Motivation and Learning
Connection between the Motivational & Learning.

Types of Motivation Intrinsic and Extrinsic Motivation
Essential Ingredients to Motivation value and Expectancy
Personal Expectations to Motivation: self efficacy theory of
Bandura
Theories of Motivation & their Educational Implications.
Conductive class room climate for motivating and meeting
the needs of students-principles and strategies
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UNIT-V Personality & its Assessment
Concept and Definitions of personality.

Theories of personality-
a) Trait Theories of All port
b) Psychoanalytic approach of Freud,
c) Phenomenological approach odd Carl Rogers
d) Behaviouristic approach of Miller;
e) Humanistic approach of Maslow.
Assessment of personality: personality Inventories, Rating
scales, projective Techniques Rorschach Ink Bolt Test,
Thematic Apperception Test.
Individual Differences-concept of intra and inter differences.
Determinants of Individual Differences; role of heredity and
environment; Implications of Individual Differences for
organizing Educational Programmes.
M.Ed. Semester I
HISTORICAL/POLITICAL AND ECONOMIC PERSPECTIVES OF

EDUCATION
Course No. : C.C.2

Theory: 80 Marks
Course Credit: 4 Practicum: 20

Marks
To acquaint the students with the general development and

progress of education prior to independence.
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To acquaint the students with the general development and
progress of education after independence.
To enable the students to understand the political Economy
and its relation to Education system in India.
To enable the students to assess and evaluate various Plan
effort (v year plans) put into effect from time to time.
To enable the students to understand the concept and
meaning of problems of Education (social, economic,
political).
To enable the students to understand the problems related
to the policies of Government and to find out remedies.
COURSE CONTENTS
Unit -1 Progress of Education in Ancient Indian Education

Review of
Brahmanic (Vedic)
Buddhist
Jain
Muslim Islamic (Education System during these periods)
Unit -2 Progress of Education in British Period
Review of British period of Education. With reference to:
Mecaulays Minutes
Woods Dispatch
Sergeant Commission
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Unit -3 Progress of education after Independence
Constitutional Provision for Education

University Education Commission (1948)
Secondary Education Commission (1952-53)
Indian Education Commission 91964-66)
National Policy of Education(1986)
National Policy of Education (1992)
Unit -4 Political Economy and Education of free India
How the Economy is Political and Why, Political and Markets

Foundations of Indian Political Economy
Current Challenges in the Global Economy
Politics and Education; The Politics of Policy and the Policy
Making Process. Overview of Education Governance
Production of Education: Cost Benefit Analysis
Education as an Output: Public Vs. private Provision
Institutional Stability and Change, Power, and the State
Unit 5 Educational Plans and Problems in free India
Planned efforts of India for Education Plans (V Year Plans)

Assessment and Evaluation of development and progress of
Education during plans
Problems of Education regarding; So9cial, Economical-
Problem related to quality and quantity, Administrative, and
Political
Role and impact of different organizations (private and
public, Govt.) NCERT, UGC, NCTE.
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M.Ed. Semester I
RELEVANCE OF TEACHER EDUCATION I

HANGING TIMES
Course No.: C.C. 3 Theory:

80 Marks
Course Credit: 4 COURSES

OBJECTIVES
After studying the course students will understand:
The concept, aims & objectives of Teacher Education.
Historical perspective of Teacher Education.
Different types of Teacher Education Programmes.
The Structure, Curriculum and Modes of Pre-service Teacher
Education Programmes in India.
The role & functions of various agencies associated with
Teacher Education.
The methods & strategies used for the transaction of Teacher
Education Courses.
The evaluation strategies adopted in Teacher Education
Programme & understand the
COURSE CONTENTS
Unit I: Concept and Historical Perspective
Concept, need and Significance of Teacher Education.
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Aims and Objectives of Teacher Education at Elementary,
Secondary and College Level.
Development of Teacher Education Programmes during:Pre-
independence Period: Ancient, Medieval & British Period.
Development of Teacher Education Programmes during: Post-
Independence Period: Recommendations of Various
Commission (Kothari Education Commission (1964-
1966),NPE (1986 & 2002).
Unit II: Structure, Curriculum and Modes of Pre-service Teacher
Education
A review of the understandings developed on teacher roles
and function
Pre-service teacher education concept, nature, objectives
and scope.
The structure of teacher education curriculum and its vision
in curriculum documents of NCERT and NCTE
Components of pre-service teacher education foundation
courses, subject specialization and pedagogy, special fields,
school based practicum and internship weightages in
course work and evaluation
Modes of pre service teacher education face to face
(liner and integrated ), distance and online relative merits
and limitations
Unit III: Organization of Different Components of Teacher
Education Curriculum
The student teacher as an adult learner characteristics.
The concept of andragogy and its principles
Organization, transaction and evaluation of different
components of teacher education curriculum existing
practices.
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Transactional approaches for the foundation courses
Expository, Participatory, Collaborative, Peer Coaching, and
Inquiry, Scope and possibilities for organization and
evaluation
Transactional approaches for the skill and competency
development courses need for awareness modeling
analysis- practice feedback cycle scope and possibilities
for organization and evaluation practicum records and
portfolio assessment
Concept and scope of school based practicum and internship
the existing practices, their nature, objectives, organization
and duration Activities and experiences in pre- internship,
internship and post internship.
Unit IV: In service Teacher Education in India Concept, Structure
and Modes
Concept, need for continuing professional development of a
teacher areas of professional development. Purpose of an
in service teacher education programme orientation,
refresher, workshop, seminar and conference their
meaning and objectives
The structure for in service teacher education sub-district,
district, state, regional and national level agencies and
institutions.
Modes and Models of in-service teacher education:
o Modes of in-service teacher education face-to-face,
distance mode, online and maxed mode.
o Induction, one shot, recurrent, cascade, multi-site,
school based and course work scope, merits and
limitations of each of them.
Unit V: Planning, Organizing and Evaluating and In-service Teacher
Education
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Planning an in-service teacher education programme
-preliminary considerations of purpose, duration, resource
requirements, and budget
Designing an in-service teacher education programme
steps and guidelines assessment of training needs,
formulation of training curriculum, preparation of course
material
Organizing an in-service teacher education programme
common problems faced by a teacher education and
guidelines for communication, arrangement, preparation,
facilitating participation and collecting feedback and
evaluation.
Qualities and characteristics of an effective in-service
teacher education
Evaluation strategies at Different Levels of Teacher
Education.
M.Ed. Semester- I
FUNDAMENTALS OF EDUCATIONAL
RESEARCH
Course No.: C.C. 4 Theory: 80
Marks
Marks
COURSES OBJECTIVES
On completion of this course, the students will be able to:
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Describe the nature, purpose, scope, areas, and types of
research in education.
Explain the characteristics of quantitative, qualitative and
mixed research.
Select and explain the method appropriate for a research
study.
Conduct a literature search and develop a research proposal.
Explain a sampling design appropriate for a research study.
Explain tool design and procedure for collection of data.
Explain the importance of documentation and dissemination
of researches in education.
COURSE CONTENTS
Unit I: Research in Education: Conceptual Issues
Meaning, purpose and areas of educational research
The research & the scientific method
Kinds of educational research: basic & applied research,
evaluation research and action research and their
characteristics
Research paradigms in education: qualitative, mixed and
quantitative, and their characteristics Types of research
under each paradigm
Planning the research study: Sources of research problems,
Identification and Conceptualize of Research Problem,
Review of the literature with purpose and the method of
presentation, and research questions in qualitative and
quantitative research.
Hypothesis: meaning, Types, importance, formulation and
testing
Preparation of a Research Proposal: Framework of the
research proposal and strategies writing the research
proposals
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Unit II: Qualitative Methods of Research
Qualitative Research: meaning, steps and characteristics
Qualitative research approaches- Phenomenology,
Ethnography, Case studies and Group theory
characteristics, types, data collection analysis and report
writing
Historical Research-meaning, significance, steps, primary
and secondary sources of inform external and internal
criticism of the sources.
Mixed Research-meaning, fundamentals principles, strength
and weaknesses, types limitations.
Unit III: Quantitative Methods of Research
Experimental Research: Nature of
Experimental research, Variables in experimental research-
independent, dependent and confounding variables; ways to
manipulate an independent variable, purpose and methods
of control of confounding variables.
Experimental Research designs: Single-Group Pretest-
Posttest Design, Pretest-Posttest Control-Group Design,
Posttest only Control-Group Design, and Factorial Design.
Quasi-Experimental Designs: Nonequivalent Comparison
Group Design, and Time-Series Design
Internal and external validity of results in experimental
research
Non- Experimental Research: Casual-Comparative and
Correlation research: Cross-sectional, Longitudinal (Trend and
panel studies), and Retrospective; and Descriptive, Predictive
and EXPLANATORY, Steps in Non- Experimental Research
Unit iv: Sampling in Qualitative, Quantitative and Mixed Research
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Concept of population and its type, and sample, sampling
unit, sampling frame, sample size, sampling error,
representative and biased samples
Random Sampling Techniques: simple random sampling,
stratified random sampling, cluster sampling, and multi-
stage sampling
Non-Random Sampling Techniques, convenience
sampling, purposive sampling, quota sampling and
snowball sampling
Determining the sample size when using random
sampling
Sampling in qualitative and mixed research
Unit V: Methods of Data Collection
Tests, Inventories and Rating scales: types and their
construction and uses
Characteristic of a good research tool and identifying a tool
using reliability and validity information.
Questionnaire: forms, principles of construction and their
scope in educational research, administration of
questionnaires.
Interview: types, characteristics applicability, guidelines for
conducting interviews.
Observation: Qualitative and quantitative observant on, use
of the checklist and schedules, time sampling, field notes
role of researcher during observation, focus group
discussion
Collecting data using attitudinal scales: Functions of
attitudinal scales, Different types of attitudinal scales, their
characteristics, construction and application
Projective Techniques and their uses.
Socio-metric Techniques and their uses.
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M.Ed. Syllabus
M.Ed. Semester-I
A. COMMUNICATION AND EXPOSITORY WRITING AND B.
PERSONALITY DEVELOPMENT
Course no.: EPC 1 Full
Marks: 50
Course Credit: 1+1=2
Practicum: 50 Marks
COURSES OBJECTIVES
After going through this course the students will be able to
understand;
Needs, process and barriers of effective communication
And develop verbal communication skills
And develop different kinds of Academic , technical and
professional writing skills
Different modes of verbal , Non-verbal communication and
technology based communication
Self development and their relation with education
Concept , theories and basic practices of Yoga
And practice Practical and Teaching Techniques of Yoga
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COURSE CONTENTS: A. COMMUNICATION AND EXPOSITORY
WRITING
Unit: I Introduction to communication and Expository writing
Need for effective communication
The process of communication : Levels of communication ;
Flow of communication ; Use of language in
communication ; communication networks ; significance of
technical communication
Barriers to communication: Types of barriers;
Miscommunication; Noise ; Overcoming measures .
Verbal communication: Oral presentation and public
speaking skills, Interview, Group Discussion, Debate etc.
Non-verbal communication and Body language : Forms of
Non-verbal communication; Interpreting body-language
cues; kinesics ; Proxemics ; chronemics ; Effective use of
body language.
Technical writing: Differences between Technical and
Literary style, Elements of style; Sentence formation; Use
of appropriate diction; Paragraph and Essay writing;
Coherence and Cohesion, Common Errors.
Report writing: Basics of Report writing; Structure of a
report; Types of reports.
Expository writing and Academic writing; Types, Features
and the essential requirements, Academic sources and
how to refer to them? How to cite a source, paraphrase
and acknowledge the source? How to edit ones own
writing?
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Technology-based Communication: Netiquettes: effective
e-mail messages; power-point presentation; enhancing
editing skills using computer software.
COURSE CONTENTS: B. PERSONALITY DEVELOPMENT
Unit II. Education and Self-development:
Education and Self-development
Concept of Harmonious development
The linkages between the self and ones professional
practice.
Gander, society and education
Disability, psycho-social dimension of exclusion, and
inclusive education
Unit III. Yoga Education and Mental and physical well-being:

Concept of Yoga
Streams of Yoga, Raja Yoga: Eight Fold Path
Anand Mimamsa
Theories of Yoga Practices; Asana, Pranayama, Kriyas, hyena
Practical and Teaching Techniques-I: Eight Step Method:
Single Group and Double Group Practice. Asana, Pranayama,
Relaxation Techniques
Practical and Teaching Techniques II; 1 Special Techniques:
Asthama, Nasal allergy, Diabetes, Low backaches,
Hypertension IIHD,IBS/GID, Tension/ Migraine, Headache 2;
Advance Techniques: A. Self Management of Excessive
Tension B. Pranic energisation Technique 3. Meditation: A.
Omkaradhyana, B. Cyclic Meditation.
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SEMESTER-II
Department of Education, B.R.A.B.U.,

Muzaffarpur
M.Ed. Semester II
SOCIOLIGICAL AND PHILOSOPHICAL PERSPECTIVES OF

EDUCATION
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Marks
Marks COURSES OBJECTIVES
To enable the students to understand the relationship
between culture, society and education.
To enable them to analyze the relationship between
Education and social change,social stratification, social
mobility and modernization.
To make them aware of the constitutional provisions towards
the protection of educational right with special reference to
the deprived sections of the society like scheduled caste
scheduled tribes, women and minorities.
To make them realize the importance of constitutional values
and their implications in Education.
To enable them to understand the meaning and functions of
philosophy, and philosophy of Education
To make them realize the relationships between philosophy
and education.
To make them understand the major postulates of different
Schools of Philosophies and Modern Theories and their
relevance for aims, Curriculum, methods, and role of teacher
in an education system.
To enable them to understand Indian Schools of Philosophy
and their relevance to education.
To make them realize the contribution of great Indian
educators to the field of education.
COURSE CONTENTS
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Unit- I Sociology as a Frame of Reference in Education
Meaning of sociology and its various functions with special
reference to its relevance to the society.
Relationship between Sociology and Education
Concept and nature of sociology of Education, Difference
between sociology of Education and Educational Sociology.
Education as a Social sub-System; Itsspecific Characteristics,
structure and function.
Social Determinants of Education- Views of Emile Durkheim
and Paulo Freire
A critical analysis of National Educational Policy in
Sociological Perspective (NPE 1986 and its revision
thereafter).
Unit -= II Education and Socio-Cultural Change
Society: its structure, functions and interdependence with
education.
Social Stratification, Social Mobility, Socialization, and
Acculturation and their relationship with Education.
Education and social change, Role of Education in Social
Change, Constraints of Social Change in India (Caste,
Ethnicity, Class, Language, Religion, Regionalism and
Politics).
Education and culture; Meaning and Nature of Culture, Role
of education in Cultural Change.
Education as related to Religion and Politics.
Education and Modernization
Unit-III Constitutional Provisions of Education
Constitutional Provisions of Education
Equality vs. Equity in education
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Means and measures adopted for the equality of educational
opportunities for socially, culturally and economically
deprived sections of the society like; Scheduled castes,
Scheduled tribes, Women, Minorities, and Other Backward
Sections.
Constitutional Values and Education: Democracy, Secularism,
Socialism, National Integration and their implications to
Education.
Unit-IV Philosophy of Education and Western Philosophical
Systems
Philosophy as General Frame of Reference: Meaning and
definitions of philosophy, Functions of philosophy, Branches
of philosophy and their relationship with educational
problems and issues, Meaning and functions of philosophy of
Education.
Major schools of philosophy with special reference to the
concepts of reality, Knowledge and values, and their
educational implications; Idealism with special reference to
Plato, Naturalism with special reference to Rousseau,
Pragmatism with special reference to John Dewey, Realism
with special reference to Aristotle
Modern Theories of Education with special reference to the
concept of reality, Knowledge and values, and values, and
their educational implications: Existentialism, Marxism,
Logical Empiricism, Philosophic Analysis.
Unit-V Indian Philosophies of Education
Indian Schools of Philosophy with special reference to their
concepts of reality, Knowledge and values, and their
educational implications: Sankhya, Vedanta, Buddhism,
Jainism and Islamic Traditions.
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Indian Thinkers and their philosophical contribution in the
field of education: Gandhi, Tagore, Vivekanand, Aurobindo
and Sir Syed Ahmad Khan.
M.Ed. Semester II
TEACHER EDUCATION ISSUES AND
CHALLENGES
Matks Course Credit: 4
Practicum: 20 Marks
COURSES OBJECTIVES
After studying the course students will understand:
The Concept, Factors and Approaches influencing teacher
development.
National and state policies on teacher education.
Different types of Teacher Education Programmes.
The role and functions of various agencies associated with
Teacher Education.
Structure and Management of Teacher Education in India.
The methods and strategies used for the modification of
Teacher Trainees behavior.
Importance of Research in Teacher Education, its trends,
paradigm, findings and their uses for improving the quality
of the Teacher programme.
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Problems and Issues in Teacher Education.
COURSE CONTENTS
Unit I: Teachers Development-Concepts, Factors and Approaches
Teacher Development Concept, Factors influencing teacher
development personal, contextual.
Teacher Expertise Berliners stages of development of a
teacher.
Approaches to teacher development- self-directed
development, cooperative or collegial development, chance-
oriented staff development.
Modification of Teaching Behavior: Micro Teaching Approach,
Simulated Teaching and Interaction Analysis.
Unit II: Perspectives and Policy on teacher Education
National and state policies on teacher education a review
Different organizations and agencies involved in teacher
education their roles, functions and networking
In service teacher education under DPEP, SSA, and RMSA
Preparation of teachers for art, craft, music, physical
education and special education need, existing
programmes and practices
Initiatives of the NGOs in designing and implementing in
service teacher education programmes
Unit III: Structure and Management of Teacher Education
Structure of teacher education system in India its merits
and limitations
Universalization of Secondary Education and its implications
for teacher education at the secondary level.
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Preparing teachers for different contexts of school education
structural and substantive arrangements in the TE
programmes
Vertical mobility of a school teacher avenues
Professional development of teachers and teacher educators
present practices and avenues
Systemic factors influencing the quality of pre and in- service
education of secondary school teachers.
Unit IV: Research in Teacher Education
Paradigms for research on teaching- Gage, Doyle and
Shulman.
Research on effectiveness of teacher education programmes
- characteristics of an effective teacher education
programme.
Methodological issues of research in teacher education
direct versus indirect inference, generalizability of findings,
and laboratory versus field research, scope and limitations of
classroom observation.
Trends of research in teacher education review of a few
recent research studies in teacher education with reference
design, findings and policy implications.
UNIT V: Problems and issues in Teacher Education

Challenges in professional development of Teachers
relevance to school education, improperly qualified teacher
educators, assurance of quality of teacher education
programmes.
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Sufficiency of subject matter knowledge for teaching at the
senior secondary level,
Single subject versus multiple subject teachers- implications
for subject combinations in initial teacher preparation
Issues related to enhancing teacher competence,
commitment and teacher performance
Partnerships in secondary teacher education TEI with
school and community, Government Agencies with
University, with NGOs, between teacher education
institutions preparing teachers for different levels of school
education.
M.Ed. Semester II
CURRICULUM STUDIES
Marks Course Credit: 4
Practicum: 20 Marks COURSES OBJECTIVES
On completion of this course the students will be able to:
Define curriculum,
Identify the components of curriculum,
Describe the various principles of curriculum,
Explain various determinants of curriculum,
Describe and analyze various approaches to curriculum,
Explain and compare various types of curriculum.
Differentiate between various models of curriculum,
COURSE CONTENTS
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Unit I- NATURE OF Curriculum
Meaning and concept of curriculum.
Curriculum as a body of socially organized Knowledge, inert
and live curriculum.
Components of Curriculum: Objectives, Content, Learning
Experiences and Evaluation System.
Base/Foundations of Curriculum (Philosophical-epistemic
activism, Social and Psychological).
Unit II- Determinants of Curriculum
Objectives-Values enshrined in the Constitution such as
social justice, equality and secularism;
o Core elements as reflected in the NPE-1986 and POA;
o Curriculum concerns as reflected in NCFSE- 2000 and
NCF 2005
Explosion of Knowledge, Information vs. Knowledge,
Nurturing creativity in all the areas of Knowledge and its
construction by children
Society, social forces, revolutionary change in the society:
ICT, change in value system, Localization, Privatization and
Globalization.
Learner: growth and development.
Nature of subject matter/content.
Unit III- Types of Curriculum
Subject cent red
Learner cent red
Community cent red
Environment cent red
Humanistic Curriculum: Characteristics , purpose ,role of
teacher, Psychological basis of humanistic curriculum
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Social deconstructionist curriculum: characteristics:
characteristics, purpose, And role of teacher
inreconstructionist curriculum.
Unit IV- Curriculum Development-Concept and Components

Curriculum development: concept and need
Components of curriculum development: objectives,
selection of content and learning experiences; organization
of content and learning experiences, and evaluation of
curriculum.
Curriculum development as a continuous and cyclic process
Need for active role of stakeholders in the process of
curriculum development
Curriculum Framework
Unit v- Principles, Theories and Models of Curriculum
Development
Principles of curriculum construction: Students centered,
Activity centered, Community centre , Forward looking
principle , Principles of integration, Conservative
(Preservation of culture etc.),Relevance, flexibility, quality,
continuality and plurality.
Theories of curriculum development and their significance to
curriculum planning.
Curriculum models: The AIM model, Tabas Inverted model,
Tylers Ends-Means model, olive model, Saylor-Alexander
Model, Macdonalds model. Zais Eclectic model, Cornetts
personal practical theories model.
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M.Ed. Semester II
INNOVATIVE TEACHING - LEARNING
Practicum: 20 Marks COURSES OBJECTIVES
On completion of the course, the student teacher will be able to :
Understand Concept & Nature of Teacher centered, Learner
centered, and Group controlled Instructional Techniques
Understand and use effectively different methods of
teaching coming under teacher centered, Learner centered,
and Group Controlled Approaches.
Organize learning with active participation of learners
individually and in groups.
Know various styles and strategies of learning
Understand and consider factors enhancing students
Learning like Motivation, Individual differences etc.
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Demonstrate his/her understanding of different teaching
skills and their role in effective teaching.
Use instructional skills effectively.
COURSRE CONTENTS
Unit I: - Teacher centered Instructional Techniques/Methods:
Lecture Method: concept and types of Lecture, Merits and
Demerits of Lecturing , planning & preparing for Large
Lecture Course, Delivering a Lecture; General strategies to
make a Lecture effective , Skills Associated with Lecture
Method.
Demonstration Method: Nature of Demonstration, Common
defects, Measures to Improve Demonstration, Criteria for
Assessing Demonstration.
Team Teaching ; Nature & Type of Team Teaching
Supervised study.
Unit II: - Learner Centered Instructional Techniques/Methods:
Activity Based Instruction: Case Studies, Role play and
Dramatization, Simulation
Self-Learning :Programmed Instruction, Keller plan ,
Computer Assisted Instruction
Project Method: Concept & Types of project, How to Organize
Project Work, Evaluation project work.
Problem Solving Method.
Unit III: - Group Controlled Instructional Techniques/Methods:
Group controlled Instruction: Concept , Types & Importance,
organizing Group Interactive Sessions
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Discussion strategy : Leading a Discussion, Encouraging
student participation in Discussion, Asking Questions, Fielding
students Questions
Group Discussion, Debate, & Panel discussion
Brain storming,
Cooperative/collaborative Learning: Group work and study
Teams, Group Investigation & Group Project, Fieldwork
Seminar, Symposium & Conferences
Unit IV: - Enhancing Students Learning and Motivation
Helping students learn
Learning Styles and Preferences: Models of Teaching &
Learning
Motivation students to Learn: Techniques of enhancing
motivation
Taking Account o of Individual Differences for Effective
Learning
Forgetting classroom learning: meaning and its causes;
strategies for improving retention of learning
Writing skills and Homework Assignments: Helping students
write better in all courses, Effective use of Homework ,
Designing Effective writing Assignments , Evaluating students
Written work
Unit v: - Specific Teaching Skills

Classroom Management: Elements of Effecting Classroom
Management
Behavior Management : Dealing with Inappropriate Behavior
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Classroom Climate: Concept and Types of classroom climate,
creating a pleasant classroom climate; Teacher Expectation
Problem solving & Higher Order Thinking skills
Teaching students with special Education Needs: Teaching
students with Learning & other Disabilities
Teaching Gifted students
Developing students social skills.
M.Ed. Semester II
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DISSERTATION (1/2)
Practicum: 10 Marks
COURSES OBJECTIVES
On completion of the course, the student teacher will be able to:
Identify the priority Areas of Educational Research.
Realize the basic steps of research processes.
Understand the purpose & method of literature review in
research and be able to prepare a related literature review
report
Identify and formulate a research problem considering the
required parameters and be able to formulate relevant
research objectives or research questions.
Identify the variables of a chosen research problem.
Formulate hypothesis considering the required
characteristics.
Write a research proposal on a chosen research problem
considering the basic requirements.
COURSE CONTENTS
Unit I- Bases and Areas of Educational research
Bases of Educational Research
Problems Related to Content of Education
Problems Related to Different Stages and Sectors of
Education
Problems Related to Teaching Process
Priority Areas of Educational Research in India.
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An Overview of the research process: An eight step model;
formulating a research Problem. Conceptualizing a research
design, writing a research proposal, constructing an
instrument for data collection, selecting a sample, collecting
data, Processing and displaying data. Writing a research
report.
Unit II- Reviewing the Related Literature and Selecting the
Research Problem
Importance and purpose of literature review in research.
How to review the related literature: Searching for the
existing literature, reviewing the selected literature,
developing a theoretical framework, developing a theoretical
framework, developing a conceptual framework.
Writing about the literature reviewed or preparation of
related literature report.
Research Problem; Causes of Emergence of Research
Problems, Sources of research problems, Basic
Considerations in Selecting a research problems, Kinds of
Research Problems. The importance of formulating a
research problem, Steps in formulating a research problem,
Identification, Conceptualization and Statement of the
research Problem. Analyzing, defining and Delimiting the
Problem, Establishing operational definitions, Formulating
research objectives or research questions.
Unit III- Identifying the variables, Formulating Hypothesis and
Writing a Research Proposal
Identifying the variables: concept and types of variables.
Constructing hypothesis: definition and functions of
hypothesis, the characteristics of hypothesis, types of
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hypothesis, testing hypothesis and errors in testing
hypothesis, hypothesis in qualitative research.
Purpose of research proposal in quantitative and qualitative
research.
Writing a Research Proposal: Contents of research proposal;
An Introduction, including a brief literature review,
theoretical framework that underpins the study, conceptual
framework which constitutes the basis of study, objectives of
study or the research questions, hypothesis to be tested, if
applicable, design of study, research instrument(s)/too (s) to
be used, sampling design and sample size, data processing
procedure, proposed chapters of the report, problems and
limitations of the study, proposed time frame for the
research project.
M.Ed. Semester II
INTERNSHIP IN A TEACHER EDUCATION INSTITUTION
Course No.: EPC 2 Theory: 50
Practicum: 50 Marks
COURSES OBJECTIVES
Internship /Field Attachment in teacher education institution aims
at engaging the students with field based situation and work in
elementary and other levels of teacher education institutions
conducting professional pre-service and in-service teacher
education programmes, and to provide an opportunity for
reflection and writing on the same. This is also to facilitate a
bridge between what student learn in classroom and observe in
the field.
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COURSE CONTENTS/ACTIVITY
Systematically planned internship / Field attachment in teacher
education institution shall be organized during the programme for
the durations of three to four weeks. Close mentorship of faculty
or and a member from the host association (field mentor)
together guide groups of (3 to 5) students shall be provided for in
the programme . The students participation in the institutional
tasks shall converge in an Internship / Field Attachment report on
the basis of which a part of assessment shall be done. A students
regularity, engagement in the field sites and discussions with
mentors (during pre-planning and during and after the internship)
shall also be included in the assessment. The components of
Internship work evaluation shall be as under:
a) Involvement & performance in the field work
25 marks
b) Quality of Internship Report
20 marks
c) Regularity and Behavior
05 marks
M.Ed. Semester III

M.Ed. Semester III
ELEMENTARY ( VIII) EDUCATION FOR DIFFERENTLY
ABLED
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Course No.: S.C. 1 Theory: 80
Practicum: 20 Marks
COURSES OBJECTIVES
On completion of this course the students will be able to;
Understand concept, meaning and significance of education
for children with giftedness, creativity, sensory, mentally
challenged, OPH and developmental disabilities.
Appreciate the need for developing human resource by
accepting their talents and limitations.
Develop critical understanding on the characteristics of
above listed groups of children and roles and responsibilities
of the teachers for their inclusion.
Understand the nature of difficulties encountered by these
children and need for developing plus curricular skills.
Apply their understanding in adapting instructional materials
and methods for teaching in elementary inclusive schools,
Understand the policy perspectives related to education of
socially disadvantaged section in India.
Analyze the status of education of the socially
disadvantaged children in the country,
Understand the schemes and programmes of education of
socially disadvantaged group,
COURSE CONTENTS
Unit I: Education for Children with Diverse Needs
Concepts and meaning.
Classification of diverse needs.
Physically and mentally challenged.
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Socially and Economically marginalized and disadvantaged
groups.
Environmental and ecological diverse children
Social and academic inclusion of learners with diverse needs
in mainstream classrooms.
Inclusive educational strategies and their implication for
universalization of elementary education.
Curriculum adaptations and evaluation for children with
diverse needs.
Unit II: Education for Gifted and Creative Children
Concept, Types and Characteristics
Need for understanding giftedness, creativity, disadvantaged
gifted and role of teachers
Identification of giftedness and creative children at
elementary level.
Class room condition and role of teachers.
Plan of education and adaptation for inclusive classroom
teaching.
Unit III: Education for Physically Challenged Children
Concept and types (orthopedically, visually and hearing
impaired children)
Educational considerations.
Meaning, Characteristics and educational plan for
orthopedically challenged children
Meaning, Characteristics and educational plan for visually
challenged children
Meaning, Characteristics and educational plan for hearing
impaired children
Adaptations in instructional material and methods.
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Implications for inclusion at elementary level of education
teachers role.
Technological devices and supportive services elementary
level.
Unit IV: Education for Mentally Challenged Children

Concept of mental retardation.
Distinction between mental retardation and mental
deficiency
Implications for inclusion of M.R. and M.I. at elementary
stage
Curricular adaptations and teachers role.
Plan of education
Supportive service required for education and rehabilitation
for elementary school children.
Unit V: Education of children with developmental and multi
disabilities
Concept, meaning and classification of children with mild
and severe disabilities
Methods and techniques used for identification, assessment
and placement in inclusive classrooms.
Educational characteristics of these children and implications
for academic inclusion
Role of teachers and specific learning disabilities
Multi disabilities and possibilities of academic inclusion at
elementary stage.
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M.Ed. Semester III
SECONDARY (IX-XII) EDUCATION FOR DIFFERENTLY
ABLED
Practicum: 20 Marks
COURSES OBJECTIVES
On completion of this course the students will be able to;
Understand concept, meaning and significance of education
for children with giftedness, creativity, sensory, mentally
challenged, OPH and developmental disabilities.
Appreciate the need for developing human resource by
accepting their talents and limitations.
Develop critical understanding on the characteristics of
above listed groups of children and roles and responsibilities
of the teachers for their inclusion.
Understand the nature of difficulties encountered by these
children and need for developing plus curricular skills.
Apply their understanding in adapting instructional materials
and methods for teaching in elementary inclusive schools,
Understand the policy perspectives related to education of
socially disadvantaged section in India.
Analyze the status of education of the socially
disadvantaged children in the country,
Understand the schemes and programmes of education of
socially disadvantaged group,
COURSE CONTENTS
Unit I: Education for Children with Diverse Needs
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M.Ed. Syllabus
Concepts and meaning.
Classification of diverse needs.
Physically and mentally challenged.
Socially and Economically marginalized and disadvantaged
groups.
Environmental and ecological diverse children
Social and academic inclusion of learners with diverse needs
in mainstream classrooms.
Inclusive educational strategies and their implication for
universalization of elementary education.
Curriculum adaptations and evaluation for children with
diverse needs.
Unit II: Education for Gifted and Creative Children
Concept, Types and Characteristics
Need for understanding giftedness, creativity, disadvantaged
gifted and role of teachers
Identification of giftedness and creative children at
elementary level.
Plan of education and adaptation for inclusive classroom
teaching.
Unit III: Education for Physically Challenged Children
Concept and types (orthopedically, visually and hearing
impaired children)
Educational considerations.
Meaning, Characteristics and educational plan for
orthopedically challenged children
Meaning, Characteristics and educational plan for visually
challenged children
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Meaning, Characteristics and educational plan for hearing
impaired children
Adaptations in instructional material and methods.
Implications for inclusion at elementary level of education
teachers role.
Technological devices and supportive services elementary
level.
Unit IV: Education for Mentally Challenged Children
Concept of mental retardation.
Distinction between mental retardation and mental
deficiency
Implications for inclusion of M.R. and M.I. at elementary
stage
Curricular adaptations and teachers role.
Plan of education
Supportive service required for education and rehabilitation
for elementary school children.
Unit V: Education of children with developmental and multi
disabilities
Concept, meaning and classification of children with mild
and severe disabilities
Methods and techniques used for identification, assessment
and placement in inclusive classrooms.
Educational characteristics of these children and implications
for academic inclusion
Role of teachers and specific learning disabilities
Multi disabilities and possibilities of academic inclusion at
secondary stage.
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M.Ed. Syllabus
M.Ed. Semester III

CURRICULUM, PEDAGOGY AND ASSESSMENT
ELEMENTARY
Practicum: 20 Marks
COURSES OBJECTIVES
The students will be able to
Understand the Principles and perspectives of
Elementary School Curriculum
The relevance of NCF, 2005 and autonomy in
developing curriculum with regard to local specific
issues and challenges.
Comprehend the Concept of pedagogy and critically
analyze the pedagogy prescribed in the educational
thoughts of Great educators.
Understand the basic concepts and types of educational
assessment.
Understand the basic considerations in educational
assessment and evaluation
Understand the basic Techniques and Tools of
Evaluation of Cognitive and Non-Cognitive Outcomes.
Comprehend the recent trends of educational
evaluation.
To construct and develop different types of tests;
Achievement Test, Criterion- referenced Mastery Test,
Diagnostic Test etc.
COURSE CONTENTS
Unit I- Principles of Elementary School Curriculum
Concept, components and determinants of curriculum;
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M.Ed. Syllabus
Principles of curriculum construction,
Criteria for selection and organization of content and
learning activities;
Different perspectives to curriculum and their synthesis
behaviouristic, cognitive and constructivist;
Basic considerations of Curriculum Development; Content
driven curriculum, Objective driven curriculum, Process
driven curriculum, Condensed, integrated and partly
integrated curriculum, Hidden curriculum.
The relevance to NCF, 2005 and autonomy in developing
curriculum with regard to local specific issues and
challenges.
Unit II- Pedagogy
Meaning and concept of pedagogy.
Concept of Child centered pedagogy.
Process of Knowledge construction for development of
concepts, understanding, logical reasoning, critical thinking
and problem solving.
Forms of learners engagement observing, exploring,
discovering, analyzing, critical thinking and reflection,
contextualization, multiple interpretations, collaboration.
Pedagogical analysis of the subject content.
Critical Pedagogy; Critical analysis of the pedagogy
prescribed in the educational thoughts of Tagore, Gandhi, J.
Krishnamurthy, Sri Aurobindo. Gijubhai, John Dewey, Plato
and Socrates (dialogue), and their applicability in elementary
school context.
Unit III Basic Concepts in Educational Assessment
Concept of Test, Measurement, Assessment and Evaluation
Role of Evaluation in the Teaching Learning Process
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M.Ed. Syllabus
Needs and Purposes of Evaluation
Types of Evaluation; Placement Evaluation, Formative and
Summative Evaluation, Diagnostic Evaluation, Internal and
External Evaluation, Norm- referenced and Criterion
referenced Evaluation
Continuous Comprehensive Internal Assessment
Grading System
Unit- IV Basic Considerations in Educational Assessment
Basic Characteristics of a good Measuring Instrument
Validity, Reliability and Objectivity; Concepts, Factors
affecting them, their types and ways of determination
Basics of Statistics: Graphical Representation of Data,
Measures of Central Tendency, Variability, Correlation.
Scales of Measurements; Nominal, Ordinal, Interval and Ratio
Scales
Interpretation of Test Scores; Norms; Concept and Types
Age, Grade, Percentile, Z-Score, T-scores, C- scores and Stan
nines.
Unit V Techniques and Tools of Evaluation
Basic Techniques and Tools of Evaluation of Cognitive
Outcomes; Subjective and Objective Tools, Nature,
Characteristics, Advantages and Limitations of Essay Test,
Objectives Test, Performance Test and Oral Test.

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B.R.A.

PSYCHOLOGY OF LEARNING &

Course No.: c.c. 1 Theory: 80

To enable the students to understand concepts and principles

UNIT I Psychology of Human Development

Concept Concerns and Scope of Educational Psychology;

Major concepts and stages of the theories of Piaget, Bruner and

UNIT-II Psychology of Learning-I

Concept, kinds and levels of Learning Gagnes hierarchy.

S-R Theories of Learning with their Educational

Hulls Reinforcement Theory

UNIT-III Psychology of Learning-II

Cognitive Field Theories of Learning with their Educational

a) Gestalt Theory of Learning by Kohler

b) Levins Field Theory and

c) Tillmans sign Theory

Transfer of Learning and its Theories :

UNIT-IV Motivation and Learning

Connection between the Motivational & Learning.

Concept and Definitions of personality.

HISTORICAL/POLITICAL AND ECONOMIC PERSPECTIVES OF

Course No. : C.C.2

Course Credit: 4 Practicum: 20

To acquaint the students with the general development and

Unit -1 Progress of Education in Ancient Indian Education

Unit -2 Progress of Education in British Period

Review of British period of Education. With reference to:

Constitutional Provision for Education

Unit -4 Political Economy and Education of free India

How the Economy is Political and Why, Political and Markets

Unit 5 Educational Plans and Problems in free India

Planned efforts of India for Education Plans (V Year Plans)

RELEVANCE OF TEACHER EDUCATION I

Course No.: C.C. 3 Theory:

Course Credit: 4 COURSES

Unit III. Yoga Education and Mental and physical well-being:

Department of Education, B.R.A.B.U.,

SOCIOLIGICAL AND PHILOSOPHICAL PERSPECTIVES OF

UNIT V: Problems and issues in Teacher Education

Unit IV- Curriculum Development-Concept and Components

Unit v: - Specific Teaching Skills

M.Ed. Semester III

Unit IV: Education for Mentally Challenged Children

M.Ed. Semester III

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