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«As per NCTE Regulation - 2014 VIKRAM VISHWAVIDYALAYA, UJJAIN 2015 Page 00 VIKRAM VISHWAVIDYALAYA, UJJAIN CURRICULUM FOR MASTER OF EDUCATION PROGRAM: ...»

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M.Ed. CURRICULUM

(TWO YEAR SEMESTER)

As per

NCTE Regulation - 2014

VIKRAM VISHWAVIDYALAYA, UJJAIN

2015

Page 00

VIKRAM VISHWAVIDYALAYA, UJJAIN

CURRICULUM FOR

MASTER OF EDUCATION PROGRAM: FROM SESSION 2015-16

(TWO YEAR – FOUR SEMESTERS)

OBJECTIVES

 To help students gain a grasp of major philosophical options available in the field of education.

 To develop among students an insight into modern theories of learning and development.

 To help them understand and appreciate various social, cultural and ideological perspectives on education in a multicultural and multilingual Indian society.

 To help students to acquire research and data-analysis skills using computers essential to shape them into effective educational researchers.

 To help students to develop research and presentation skills expected for their role as prospective teacher educators and educational researchers.

 To help them to develop knowledge, skills and mind set appropriate to various specialists' roles such as curriculum developers, educational administrators, guidance counselors, designers of teaching learning resources etc.

 To motivate and empower students for undertaking research to theorize about education as also to develop creative solutions to day to day school problems.

 To initiate them into contemporary educational discourse in the context of national concerns and issues of access and quality in education.

Eligibility Criteria As per NCTE/ University norms Mode and Duration M.Ed. Program will be regular. Its duration will be of four semesters covered in two years.

Page 01 Attendance As per NCTE norms

CURRICULUM PLAN

Each M.Ed. candidate shall offer following courses:

(1) Core/Compulsory Course, i. Perspective Courses ii. Tool Courses (2) Elective courses, Advance Level Courses: Any Two (3) Practicum One elective course will be offered by the students in the First year of the program in both semesters under First Advance level course-I and First Advance level course-II respectively.

Similarly, another elective course will be offered by the students in the Second year of the program in both semesters under Second Advance level course-I and Second Advance level course-II respectively.

Total marks of the entire two year M.Ed. semesters program will be 1800. Out of these, 1200 marks will be for Theory courses, whereas 600 marks will be for Practical courses. In Theory courses, internal evaluation will be to the extent of 20% while in Practical courses it willbe around 30%.

[1] CORE/COMPULSORY COURSES:

i. Perspective Courses

Perspective Courses shall comprise of:

–  –  –

450 Note:1. Assignments & Tasks for Courses 1,2,3,4,5

2.Practical exam of Course3 & Course5 should be conducted by external examiner appointed by university. External examiner send the marks directly to the university.

–  –  –

Note:1. Assignments & Tasks for Courses 6,7,4,9

2.Practical exam of Course 9 should be conducted by external examiner appointed by university. External examiner send the marks directly to the university.

–  –  –

NOTE 2:

 20 internal marks in each theory course will be awarded on the basis of two separate tasks such as an assignment/ seminar/ quiz/ survey/ small project/written test etc. Records of both of these tasks will be duly maintained by the concerned faculty/ college.

 In a practical course internal marks will be awarded to students on the basis of day to day conduct of the work/practical/ activity/seminar. Students will maintain a record of the work in the form of daily diary/ reflective journal/ report to be deposited with the concerned faculty/ college.

NOTE 3:

 A candidate should pass each Theory and Practical courses separately. To pass a theory course, a candidate must obtain a minimum of 40% marks in it, with at least 35% in external and 50% in internal evaluation. To pass a practical course, a candidate must obtain a minimum of 50% marks in it, with at least 40% marks in external and 50% in internal evaluation. Internal and external marks obtained in a course will be shown separately in the mark sheet.

To pass in M.Ed. program as a whole, the candidate must get an aggregate of 50% marks in both Theory and Practical components taken together.

 Separate Division will be awarded in Theory and Practical Parts. First division will be given to those candidates who secure 60% marks and above in aggregate. Second division will be awarded to those who get at least 50% but less than 60% marks. Distinction will be awarded to those who get 75% marks and above in aggregate.

 In all practical examination not more than approximately 25 students should be examined in a batch/day. External marks are to be given only by the External Examiner directly to the University.

–  –  –





 In case of Failure, a candidate will be allowed to carry any two courses of a semester. If a candidate fails in more than two courses of a semester the entire semester will have to be repeated. The examination of a Carry course will be held as and when it is offered in the subsequent semester. To pass a Carry course a candidate will get one chance only.

 Allotted Supervisor for Dissertation must have a Doctoral Degree OR have a experience of teaching 20 years in Postgraduate classes A candidate will have to pass two year M.Ed. program in at the most three years.

–  –  –

COURSE 1: PHILOSOPHICAL PERSPECTIVES OF EDUCATION

OBJECTIVES:

 To highlight the idea of interrelatedness of the disciplines of education and philosophy.

 To enable the students to understand the branches of Philosophy.

 To develop among students the attitude and capacity of raising fundamental questions concerning theory and practice of education.

 To enable the students to analyze the discourse in education in order to discover the assertions, assumptions and kinds of meaning it might contain.

 To equip students with basic terms and concepts of the discipline with a view to facilitate their understanding of the philosophical discourse relating to education and intelligent participation in it.

 To familiarize students with some significant philosophical perspectives on education and implications for education.

 To bring to the focus of students certain issues vital to education and the attempts through various philosophies to resolve them.

 To acquaint students with the philosophical thoughts of some prominent Indian and Western educational thinkers.

 To help students to appreciate the extent to which contemporary educational thought and practice are influenced by values cherished by the nation.

CONTENT

UNIT I: PHILOSOPHY OF EDUCATION

(a) Meaning, Functions, Scope and Role of the Philosophy of Education. Relationship between education and philosophy (b) Metaphysics, Axiology and Epistemology in Philosophy.

–  –  –

(a) Concept, Process, characteristics, types and importance of Definition (b) Concept, types and characteristics of Proposition and Assumption (c) Concept, Types and Structure of Inference.

(d) Process of Theory building.

UNIT III: SCHOOLS OF INDIAN PHILOSOPHY

Study of traditional Indian schools of Philosophy: Sankhya, Vedanta, Nyaya, Vaishashik, Mimansa and Yoga with Special Reference to their Basic Tenets and their Educational Implications for Aims, Curriculum and Methodology of Education.

UNIT IV: SCHOOLS OF WESTERN PHILOSOPHY

Study of Idealism, Naturalism, Realism, Pragmatism, Existentialism, Logical Empiricism Philosophies, with Special Reference to their Basic Tenets and Educational Implications for Aims, Curriculum and Methodology of Education.

UNIT V: EDUCATIONAL THOUGHTS OF PROMINENT PHILOSOPHERS

Indian Philosophers: Tagore, Aurobindo, Vivekanand and Krishnamurti.

Western Philosophers: Rousseau, Russell and Dewey.

ACTIVITIES  Book Reviews of original readings of Rabindranath Tagore / Sri Aurobindo/ John Dewey/ Swami Vivekanand/J. Krishnamurthy/ Bertrand Russell/ and presentation of their major philosophical ideas through seminar. (Any One)  Presentation on Fallacies of Inference.

 Reviews of two Doctoral Level Research Works of Standard

–  –  –

Agrawal, S.K.: Shiksha ke Darshnic Evam Samaj Shastriya Siddant, Modern Publishers, Meerut, 1981. Belford, T.O.: Toward a Philosophy of Education, New York: Holt Rinehart, 1969.

Aurobindo Society: Teaching of Aurobindo, Aurobindo Society, Pondicherry,1952.

Brubacher, L.S.: Modern Philosophies of EducationMcGraw Hill Co. New York,1962.

Butler, L.D.: Four Philosophies, Harper, New York,1951.

Butler, J.D. Four Philosophies and their practice in Education and Religion, Third Edition, NewYork, Harper and Row co., 1968.

Brubacher, J.S. Modern Philosophies of Education, New Delhi-Bombay. Tata McGraw-Hill Publishing Co. Pvt. Ltd., 1950.

Canker, W.: Hindu Personality of Education.Tagore, Gandhi, Aurbindo,Manohar Book Service, New Delhi: 1976.

Cohen, Brenda: Educational Thought: An Introduction London: MacMillan Co., London, 1969.

Cohen, M.R. & Nagle, E.: Introduction to Logic and Scientific Method Delhi: Allied Publishers, 1984.

Connor, D.J.: Introduction to Philosophy of Education, London, Rutledge and Kegan Paul.

Copi, I.M.: Introduction to Logic London: Macmillan Co., 1968.

Dutt, R.P.; India today and Tomorrow. People Publishing House, Delhi,1955.

Elmhrist, L.K.: Rabindra Nath Tagore, John Murrey, London,1961.

Gaind, D.N. and Sharma, R.P.: Shiksha ke Siddhant, Universal Publishers, Agra,1964.

Gokhale, B.G.: Indian Thought Through the Ages, Asia Publishing House, Bombay,1961.

–  –  –

Kabir, H.: Indian Philosophy of Education, Asia Publishing House,. New Delhi, 1964.

Mani, R. N.: Educational Ideas and Ideals of Eminent Indians, New Book Society of India, New Delhi, 1965.

Mertzer, W.P. et. al.: Dimensions of Academic Freedom. University of Illinois Press, 1969.

Moore, T.W.: Educational Theory: An Introduction. London: Rutledge and Kegan Paul, London, 1974.

Mukherjee, H.B.: Education for Fullness; A Study of Educational Thoughts and Experiments of R.N. Tagore, Asia Publishing House, Bombay, 1962.

Nash, Paul: Authority and Freedom in Education, New York: John Wiley and Sons, 1966.

Oad, L.K.: Shiksha ki Darshnic Prashtbhoomi, Jaipur: Rajasthan Hindi Granth Academi, 1973.

Pal,H.R.:Educational Research (Hindi), Bhopal :Madhya Pradesh Hindi Granth Acdemi,1973.

Pandey, R.S.: Shiksha Darshan, Agra; Vinod Pustak Mandir, 1979.

Pandey, R.: Shiksha ki Darshnik Evam Samaj Shastriya Prashtha, Bhoomi, Vinod Pustak Mandir, Agra,1979 Park, J.: Selected Readings in Philosophy of Education, MacMillan, London, 1964.

Peters, R.S.: Ethics and Education London: George Allen and Unwin, 1970.

Radhakrishnan, S. Uddeshyapurna Jeevan, New Delhi, Hind Pocket Books, 2004.

Radhakrishnan, S. Bhartiya Sanskriti Kuchh Vichar, New Delhi, Hind Pocket Books, 2004.

Radhakrishnan,S. Hamari Virasat, New Delhi, Hind Pocket Books, 2004.

Radhakrishnan,S. Upnishado Ka Sandesh, New Delhi, Hind Pocket Books. 2004

–  –  –

Rusk, R.R. and Scotland, J. Doctrines of the Great Educators, (Fifth Edition), NewYork, The Macmillan Press Ltd.1979.

Sharma,Y.K. The Doctrines of the Great Indian Educators, New Delhi, Kanishka Publishers, 2002.

–  –  –

OBJECTIVES  To make students aware of importance and need of research in education.

 To make them Familiar with the nature of research in education.

 To impart them concepts of Scientific Method, Scientific Inquiry, Paradigm, Theory and their implications for educational research.

 To help students to understand the characteristics of positivist and non-positivist research paradigms as they apply to educational research.

 To make students learn the reasoning and its use in educational research.

 To train students in selecting the suitable problem.

 To make students familiarize with the steps of research proposal and train them in formulating research proposal.

CONTENT

UNIT I: SCIENTIFIC METHOD, EDUCATIONAL RESEARCH

(a) Definition, Characteristics, Steps, Types: Basic/Fundamental Research, Applied Research & Action Research.

(b) Meaning and Definition of Qualitative and Quantitative Research.

(c) Variable - Definition, Types: Independent and Dependent, Continuous and Discontinuous, Intervening and Concomitant.

–  –  –

UNIT III: HYPOTHESIS

(a) Definition, Characteristics, Statement of the Hypothesis.

(b) Types: Research Hypothesis, Statistical Hypothesis (Null and Directional), and Operational Hypothesis.

UNIT IV: POPULATION, SAMPLE, AND RESEARCH DESIGN

Definition of Population and Sample Importance of Sampling (a) Sampling Techniques – Purposive Sampling, Systematic Sampling, Random Sampling,

Stratified Sampling, Cluster Sampling and Multi-Stage, Sampling:

(b) Size of Sample, Sample Error and Avoidance of Sampling Bias.

(c) Research Design: Concept of Experimental Design.

UNIT V: RESEARCH PROPOSAL WRITING

(a) Formats, style and essential elements of research proposal.

(b) Writing References in research Proposal ACTIVITIES Writing abstracts of any two dissertations

–  –  –

 Review of a qualitative/ quantitative research study  Solution of UGC-NET question papers on prescribed contents REFERENCES



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