FIRST SEMESTER
(4 Credits)
DEPARTMENT OF EDUCATION
ALIGARH MUSLIM UNIVERSITY, ALIGARH
MEM-7001
M.Ed.
Theory
: 75
Sessional : 25
PHILOSOPHICAL FOUNDATIONS OF EDUCATION
Objectives : After completing this course the pupils will understand :
*
the meaning, functions and relationships of philosophy and education.
*
the national values as enshrined in Indian constitution and develop the qualities of
democratic citizenship.
*
the major postulates of different schools of philosophies and their relevance for aims,
methods, curriculum and role of teacher in an education system.
*
Indian philosophies and modern western theories and their relevance to education.
Unit – I :
Philosophy as General Frame of Reference :
1.
Meaning and functions of philosophy (of different areas).
2.
Relationship between philosophy and Education.
3.
Meaning and functions of philosophy of Education.
4.
National values as enshrined in Indian Constitution and their educational implications.
5.
NPE-1986 and its revision and modifications.
Unit –II : Schools of Philosophy :
Major schools of philosophy with special reference to their ontology, epistemology and
their educational implications for aims, methods, curriculum, values, discipline and role
of teacher :
(i)
Idealism
(ii)
Realism
(iii)
Naturalism
(iv)
Pragmatism
Unit – III : Indian Philosophies and Modern Theories of Education :
1.
Western theories of education (with special reference to the concept of reality,
knowledge and values), and their educational implications for aims, methods,
curriculum, values, discipline and role of teacher :
(i)
Reconstructionism
(ii)
Existentialism
(iii)
Marxism
(iv) Philosophic Analysis
(v)
Progressivism
2.
Major Indian philosophies and their educational implications for aims, teaching method,
curriculum, values, discipline, place of teacher and pupil.
(i)
Sankhya
(ii)
Vedic / Vedanta
(iii)
Buddhist,
(iv)
Jainism
(v)
Islam
RECOMMENDED BOOKS
1.
Archibaalt, Reginald : Philosophical Analysis and Education (Oxford University Press,
New Delhi
2.
Brubacher, John S. (1971) :Modern Philosophies of Education (Tata McGraw Hill,
Pvt., Ltd., New Delhi,)
3.
Butties, J.Donald (1968) : Four Philosophies & their Practice in Education and Religion
(Harper and Row Publishers, New Yrok), 3rd Ed..
4.
Conner, D.T. (1961) : Introduction to the Philosophy of Education (Methuen and
Co., London .)
5.
Henry, Nelson, B (Ed.) (1955): Modern Philosophical and Education, 54th year Book of
NSSE, Part –I (Univ. of Chicago Press, Chicago,).
6.
Kneller, G.F. (1963) : Foundations of Education (John Wiley & sons, Inc., New York.,)
7.
Kneller. G.F. (1964) : Introduction to Philosophy of Education (John Wiley, New Yrok.).
8.
Morris, Van Cleve (1961) : Philosophy and the American School Houghton Mifflin
Co., Boston )
9.
Park, Joe (Ed.) (1975) : Philosophy of Education (Sterling Publishers Pvt. Ltd. New Delhi )
10.
Phenix, P.H.(Ed) (1961) : Philosophies of Education. John Wiley & Sons, New York, .
11.
Prince, Kingsley (1962) : Education and Philosophical Thought (Englewood Cliffs, N.J. : Allyn
and Bacon, Inc.,).
12.
Rusk, robert, R. (1962) : Philosophical Bases of Education (Warwick Square, Univ. of London ,).
13.
Weber, C.O. (1968) : Basic Philosophies of Edcation (Holt, Rinehart and Winston Inc., New
York, ).
14.
Wingo, G. Max (1975) : Philosophical Bases of Education : An Introduction (Sterling
Publishers, Pvt.Ltd. New Delhi, )
15.
Wyan, J.P. (1963) : Theories of Education (Harper & Row Publishers Inc., New York, ).
FIRST SEMESTER
(Compulsory/4 Credits)
DEPARTMENT OF EDUCATION
ALIGARH MUSLIM UNIVERSITY, ALIGARH
MEM-7002
M.ED.
Theory
: 75
Sessional : 25
EDUCATIONAL PSYCHOLOGY --- PSYCHOLOGY OF DEVELOPMENT
PERSONALITY AND INTELIGENCE
Objectives : After completing the syllabus the learners will be able to *
Understand the process of various stages & aspects of growth & development.
*
Comprehend the concept and assessment of personality.
*
Understand different theories of Personality.
*
Comprehend the characteristics of special and creative children and their education.
UNIT - I
-
UNIT - II
-
-
UNIT - III
-
Developmental Psychology :
Importance of Educational Psychology for a teacher
Methodological Issues in Child Research.
Child growth and development at various stages.
*
Motor development.
*
Physical development.
*
Emotional development.
*
Social development.
*
Cognitive development.
*
Language development.
*
Moral development.
*
Physical development..
Personality :
Concept and assessment of Personality.
Type Theories of Personality -*
Freud
*
Adler
*
Jung
*
Kretschmer.
Trait Theories of Personality–
*
Allport
*
Cattell
*
Eysenck
Humanistic Theories of Personality –
*
Maslow
*
Roger.
Intelligence and Creativity :
Nature and Theories of Intelligence,
Guilford’s Model of Intellect.
Measurement of Intelligence.
Children with special need.
Gifted Children – Characteristics and their education.
Mentally Retarded Children – Characteristics and their education.
Learning Disabled Children – Characteristics and their education.
Creative Children – Characteristics and their education.
RECOMMENDED BOOKS :
1.
Allport, G.W. (1961) : Pattern and Growth in Personality, New York : Holt Reinehart
and Winster.
2.
Ausubel, D.F., and Robinson, F.S. (1969) : An introduction of Educational Psychology,
N.Y. Holt Renhart Winston, Inc.,
3.
Bee, Helen & Boyd Denise (2004) : The Developing child – Delhi, Pearson Education
(Sengapore) Pvt. Ltd., Indian Branch 482, F.I.E.
4.
Blair, G.M., Jones, R.S. and R.H. (1963) Educational Psychology (Second Ed.) N.Y> :
The Macmillan & Co.,
5.
Carrison, Kaul, C., and Graw (1955) : Educational Psychology, N.Y. : Applitee Century
Crafts.
6.
Cronbach, L.C. (1962) Educational Psychology (2nd Ed.) N.Y.’s Harcourt Brace and
World, Inc.,
7.
Grow, L.D. and Crow A. Educational Psychology (Revised Ed.) New Delhi, Asia
Publishing House, Indian Reprint.
8.
Feldman, Robert (2004) : Understanding Psychology. Tata Mc. Graw Hill.
9.
Gardner Howard (1983). Frames of mind : The theory of Multiple Intelligence, New
York, Basic Books.
10.
Gates, Jersild and others (1965) : Educational Psychology, N.Y. :Macmillan.
11.
Londgren, R.Q. (1968) Educational Psychology in the classroom, N.Y. Wiley
12.
Stanovick, Keith (2009). What Intelligence tests miss : The psychology of rational
thought New Haren (CT) : Yale Unit Press.
13.
Woolfolk, A. (2004). Educational Psychology. Pearson.
************
FIRST SEMESTER
(Compulsory/4 Credits)
DEPARTMENT OF EDUCATION
ALIGARH MUSLIM UNIVERSITY, ALIGARH
MEM-7003
M.Ed.
Theory
: 75
Sessional : 25
METHODS OF EDUCATIIONAL RESEARCH
Objectives : After completing the course the students will –
*
be able to understand meaning and characteristics of educational research.
*
be able to understand purposes of fundamental, Applied and Action research.
*
be acquainted with scientific method and its steps.
*
have knowledge and understanding of Historical, Descriptive, Experimental and ExPost-facto research.
*
be able to identify and select research problems.
*
be able to prepare research proposal.
*
be acquainted with various types of research tools and their uses in educational research.
Unit – I :
Introduction of Educational Research
1.
Meaning and characteristics of educational research.
2..
Scientific method and research.
3.
Purposes of Fundamental, Applied and Action Research.
4.
Identification and Selection of research problem.
5.
Hypothesis – meaning, types and importance.
6.
Preparation of Research Proposal.
Unit – II : Methods of Research
1.
Historical Research
2.
Descriptive Research.
3.
Experimental Research
4.
Ex-Post-facto Research
5.
Writing a Research Report.
Unit – III : Tools and Techniques of Educational Research
1.
Characteristics of a good research tool.
2.
Observation, questionnaire and Interview.
3.
Rating Scales, Tests of Aptitudes and Abilities.
4.
Projective Technique and their uses
5.
Socio-metric Techniques and their uses.
Recommended Books :
1.
Best J.W. (1978) - Research in Education, Englewood and cliffs N.J.
2.
Block and champion (1976) – methods and Issues in Social Research, Wiley.
3.
Karlinger F.N. (1973) – Foundations of Behavioural Research, New York Hold.
Rinechart and Winston Inc.
4.
Sax Gilbert (1979) – Foundation of Educational Research Prentice Hall,
5.
Singh A.K. (1986) – Test measurement and Research methods in Behvioural sciences,
New Delhi. Tata Mc Graw Hill.
6.
William Wiersma (1998) – Research methods in Education : An Introduction, Library of
Congress cataloging in Publication Data.
FIRST SEMESTER
(optional/4 Credits)
DEPARTMENT OF EDUCATION
ALIGARH MUSLIM UNIVERSITY, ALIGARH
MEM-7011
M.ED.
Theory : 75
Sessional : 25
THEORY OF EDUCATIONAL MEASUREMENT
Objectives : After completing this course the pupils will understand :
*
the concept, interrelationships and uses of tests, measurement and evaluation.
*
the concept of reliability, validity, their interrelationships and factors affecting them.
*
the meaning of intelligence, mental ability, aptitude & attitude, interest, creativity and
the methods of measuring the above mentioned abilities.
*
the concept of personality, methods of assessment of personality and related issues.
UNIT-I




Definition and meaning of the terms – test, measurement and evaluation.
Nature and Purposes of Measurement and Evaluation.
Scales of Measurement, their Characteristics and uses in education.
Statistical Characteristics of Measurements: Reliability, Validity and Factors affecting
them.
UNIT-II
 The concept of general mental ability intelligence, aptitude & attitude.
 Measurement of General Mental Ability and Specific Aptitudes.
 Theories of Intelligence with Special Reference to Thurstone, Spearman and Guilford.
 The concept of creativity and characteristics of creative children.
 Measurement of creativity .
UNIT-III
 Meaning of attitude and interest.
 Measurement of Attitude and Interest.
 Thurstone Type and Likert Type Scales for Attitude and Interest Measurement.
 Measurement of Personality: Personality Inventory Rating Scales and Techniques (No
Specific Test).
RECOMMENDED BOOKS:
1. Anastasi, A. (1968)
2. Cronbach, L.J.(1970)
and Row
3. Edwards, A.L. (1957)
4. Gronlund, N.E. (1989)
London Macmillan& Co.
5. Pophan. (1962)
6. Linn, L.Robert(1969)
7. L.Robert (1979)
:
:
Psychological Testing London McMillan & Co.
Essentials of Psychological Testing N.Y. Harper
:
:
Techniques of Attitude Scale Construction.
Readings in Measurements and Evaluation,
:
:
:
Education Evaluation, Prentice Hall.
Educational Measurement
Essentials of Educational Measurement
FIRST SEMESTER
(Optional/4 Credit)
DEPARTMENT OF EDUCATION
ALIGARH MUSLIM UNIVERSITY, ALIGARH
MEM:7012
M.ED.
Theory
Sessional
HISTORY OF EDUCATION IN INDIA-I
: 75
: 25
Objectives :
After completing the course the students will be able to explain about
*
Education in the Vedic and Budhist period.
*
Education in the Muslim period, traditional and modern trends in muslim education.
*
Educational activities of East India. Company
UNIT-I : Education in the Vedic and Budhist Period :
Vedic Period
i.
Aims and characteristics.
ii.
Teacher Education
iii.
Centres of higher learning.
Budhist Period
i.
Aims and Characteristics
ii.
Teacher Education.
iii.
Centres of higher learning.
UNIT-II
Education in the Muslim Period
Aims & objectives of education in Islam
History of traditional Muslim education in India.
Curriculum – (traditional ) Madarsa.
Modern trends in Muslim Education - A.M.U. and Jamia Millia Islamia.
UNIT-III
Educational Activities of East India Company :
Educational Policy of the Company (1765 – 1813)
Works of Serampore Trio and others in Bengal (1758-1813).
Indigenous education – Reports of Madras, Bombay and Calcutta.
Anglacist and Classic controversy of education
Wood’s Education Despatch (1854)
BOOKS RECOMMENDED
1.
Altekar, A.S. (1965). Education in Ancient India, Varanasi, Nand Kishor, Bors.
Bansphatak.
2.
Al-Altas, S.N. (1979). Aims and objectives of Islamic Education,Jeddah, Hodder &
Stonghtan, King Abdul Aziz University.
3.
Basu, B.D.. History of Education in India.
4.
Chauhan, C.P.S. (2004) Modern Indian Education.
5.
Hussain, S.S. & Ashraf, S.A. (1979). Crisis in Muslim Education, Jeddah, Hodder &
Stonghtan, King Abdul Aziz University.
6.
Kaur, Kuldip (1990). Madarsa Education in India, Chandigarh, Centre for Research in
Rural and Industrial Development.
7.
Nurullah, S. and Naik, J.P. (1951). A student’s History of Education in India Bombay,
Macmillan & Co. Ltd.
8.
Rawat, P.L. (1956) . History of Indian Education Agra, Ram Prasad & Sons.
9.
Sarkar, S.C. (1979). Educational Ideas and Institutions in Ancient India, Patna, Janaki
Prakashan Ashok Rajpath.
10.
Sufi, G.M.D. (1941). The Evolution of Curriculum in Muslim Educational Institutions of
India, Lahore, Shaikh Muhammad Ashraf, Kashmiri Bazar.
11.
Vakil, K.S. & Natarajan, S. (1966). Education in India, Bombay, Allied Publishers Pvt.
Ltd.
FIRST SEMESTER
(Optional/4 Credit)
DEPARTMENT OF EDUCATION
ALIGARH MUSLIM UNIVERSITY, ALIGARH
MEM-7014
M.ED.
Theory
: 75
Sessional : 25
FUNDAMENTALS OF EDUCATIONAL ADMINISTRATION AND SUPERVISION
Objectives : After the completion of the course the students will be able to understand ;
*
the meaning, concept, scope, functions, principals and process of administration.
*
the meaning, nature and importance of leadership.
*
various theories and styles of leadership.
*
the concept, objectives, need and scope of Supervision.
*
importance of democratic procedures and principles of supervision.
UNIT - I
Introduction :
Meaning and concept of Educational Administration..
Scope of Educational Administration.
Principles of Educational administration.
Administration as a process.
Functions of Educational Administration
UNIT - II Leadership in Educational Administration :
Meaning and nature of leadership.
Styles of leadership
Importance of leadership
Theories of Leadership
(i)
Behavioral theory
(ii)
Contingency theory
Measurement of leadership
UNIT -- III Educational Supervision :
Objectives and scope of supervision
Meaning,, need and scope of supervision.
Functions of supervision
Principles of supervision.
Planning the supervisory programme
Organizing the supervisory programme.
RECOMMENDED BOOKS
1.`
Albers, Henry H. (1972) Management – The basic concepts, New York John Wiley &
Sons,
2.
Allen, Lovis A. (1985), Management and organization, New York. Mc. Graw Hill Book
Co.
3.
Argyris, Chris (1964) ,, Integratting the Individual and the Organisation, New York,
John Wilay & Sons,
4.
Barry, Jim, John Chandler and Heather Clark (2002), Organisation and Management,
New Delhi, Thompson Learning,
5.
Cole, G.A. (1994), Management – Theory and Practice, D.P.P.
6.
7.
8.
9.
10.
11.
12.
Drucker, Pater F. (2004), Management – Tasks, Responsibilities and Practices, New
Delhi, Allied Publishers,
Gupta, C.B. (2010), Management Theory and Practice, New Delhi. Sultan Chand &
Sons,
Koontz, Harold, Cyrill O Donnell and Heinz weihrich (1986), Management, Tokyo,
Mc. Graw Hill, Koga Kusha Ltd.,.
Mooney, James D (1947). The Principles of Organization, New York.Harper & Bras,
Tennenbaum, Robert, et. Al, Leadership and organization, New York., Mc. Graw Hill
Book Co.
Bhatnagar, R.P.(2010) – Educational Administration, Supervision, Planning and
Financing, Meerut, R. Lall, Depot,
Paula F. Silver (1983) – Educational Administration, Theoritical Perspectives on
Practice and Research New York, Harper & Row, Publishers,.
FIRST SEMESTER
(Optional/4 Credits)
DEPARTMENT OF EDUCATION
ALIGARH MUSLIM UNIVERSITY, ALIGARH
MEM-7015
M.Ed.
Theory
: 75
Sessional : 25
FOUNDATIONS OF CURRICULUM CONSTRUCTION - I
Objectives : By the end of the course, the students will be able to :
*
gain a broad understanding of theory of curriculum development.
*
understand the History of Curriculum in relation with Philosophy , Sociology and
Psychology.
*
understand the conceptual bases relating to organization of curriculum
UNIT
-
- I
Introduction of Curriculum
Conceptions and Definitions
Components of Curriculum
Objectives of curriculum
Models of curriculum – Hilda Taba-model of Curriculum. Administrative Model of
Curriculum.
UNIT
-
- II Foundations of Curriculum :
Philosophical foundation of curriculum .
Socio-cultural Foundations of curriculum.
Psychological foundations of curriculum.
Core elements of curriculum. .
UNIT
-
- III Curriculum Organisation
Principles of Curriculum organization.
Criteria for organization of curriculum.
Approaches for organization of curriculum.
Patterns of curriculum organization.
BOOKS RECOMMENDED :
1.
Aggrawal, J.C. (1990) : Curriculum Reforms in India : World Overview, New Delhi,
Daoba, House.
2.
Alberty and Alberty (1962) : Reorganizing the High School Curriculum
3.
Arora, G.L.(Ed.) (1984) : Reflections on Curriculum New, NCERT.
4.
Arora, G.L. (Ed.) (1988) : Curriculum and quality in Education, New Delhi, NCERT.
5.
Bruner, J.S. (1960) : The Process of Education, Harward University Press.
6.
Bigge, M.I. & Hund, M. (1985) : Psychological Foundation of Eduction, New York
Harper and Row Publishers.
7.
Doll, R.G. (1992) : Curriculum improvement : Decision making and process, New York
: Allyn & Bacon Inc.,
8.
Jacobsen, D.A. (1999) : Philosophy in Classroom Teaching :Bridging the Gap, New
Jersy Merrill, Prentice Hall.
9.
Khan, M.S. (1995) : School Curriculum, New Delhi, APH Publishing Corp. 5, Ansari
Road,
10.
Ornstein, A.C. & Hunkins, F.P. (1993) : Curriculum Foundations Principles and Issues,
Baston, Ailyn & Bacon Inc.
11.
Saylor, J.C. & Alexender (1989) : Curriculum Planning for Modern School, New York
Renehart & Winston Inc.
12.
Smith, B.O. et. Al. (1950) : Foundations of Curriculum Development, New York,
World Book Co.
13.
14.
Saxena, S. & Dutt (2008) : Philosphical and Sociological Foundation of Education,
Meerut., Viney Rakheya R. Lal. Book Depot,
Taba Hilda (1962) : Curriculum Development Theory and Practice. Hartcourt Brace and
World Inc.
FIRST SEMESTER
(Compulsory/4 Credits)
DEPARTMENT OF EDUCATION
ALIGARH MUSLIM UNIVERSITY, ALIGARH
MEM-7016
M.ED.
Theory
: 75
Sessional : 25
EDUCATION OF SENSORY AND LEARNING DISABLED
Objectives :
After completing the course the students will be able to understand about
*
Exceptional children, their incidence and Prevalence.
*
Special Education and Inclusive education
*
Visually challenged children and their education.
*
Hearing Impaired Children and their education.
*
Learning disabled children their characteristics and education.
UNIT
-
- I
Introduction to Special Education :
Definition of Exceptional Children.
Terminology, Incidence and Prevalence of Exceptional Children with special needs.
Special Education and Inclusive education
Advantages of inclusive education for the individual and society..
Labelling.
UNIT
i)
ii)
iii)
iv)
v)
vi)
- II Sensorily Disabled Children :
Visually Disabled Children :
Definitions, degrees and characteristics.
Etiology and preventive measures.
Educational considerations.
Hearing Impaired Children :
Definitions, degrees and characteristics.
Etiology and preventive measures.
Educational considerations.
UNIT
-
- III Children with Learning Disabilities :
Definition and causes.
Measurement.
Identification
Psychological and Behavioural Characteristics.
Educational Considerations.
BOOKS RECOMMENDED :
1.
Hewett, F.M. and Farness, S.R. (1984) Education of Exceptional Learners. Massachusetts. ,
Allyn and Bacon, Inc., 7. Wells Avenue, Newton,
2.
Vernon, P.E., Adamson, G. and Vernon, D.F. (1977) The Psychology and Education of
Gifted Children. Great Britain, Methuen & Co. Ltd.
3.
Barbe, W.B. (1965) Psychology and Education of the Gifted : Selected Readings. New York,
Appleton – Century-Crofts,
4.
Blackhurst, A.E. and Berdine, W.H. (1981) An Introduction to Special Education. Toronto, Little
Brown and Co.,
5.
Hallahan, D.P. and Kauffman , J.M. (1984) Exceptional Children : Introduction to Special
Education, New Jersey, Prentice Hall Inc. Englewood Cliffs,
6.
Gearheart, B.R. (1972) Education of Exceptional Child : History, Present Practices and Trends.
New York, International Text Book Co.,
7.
8.
9.
10.
11.
12
Telford, C.W. and Sawrey, J.M. (1977) The Exceptional Individual. New Jersey,Prantice
Hall Inc., Englewood Cliffs,
Punani, B. and Rawal N. (1993) Handbook Visual Handicap New Delhi,Ashish Publishing
House,
Cecil R. Reynolds and Elain Fletcher- Janzen. Encyclopedia of Special Education (2nd Ed.)
Vol. 1,2 & 3, New York, John Wiley & Sons,.
Disabilities and Impairments – An Interdisciplinary Research Journal, Delhi, Akshat
Publications,
Werts, Margaret. G,, Culatta Richard. A., Tompkins ,James R. (2011) Fundamentals of Special
Education : What every teacher needs to know. N. Delhi, PHI Learning Pvt. Ltd.,
Smith, Tom E.C., Polloway, Edward A., Patton, James R. Dowdy Carol A. (2011) Teaching
students with special needs in Inclusive settings. New Delhi, PHI Learning Pvt. Ltd.,
FIRST SEMESTER
(Optional/4 Credit)
MEM:7018
DEPARTMENT OF EDUCATION
ALIGARH MUSLIM UNIVERSITY, ALIGARH
M.ED.
Theory
Sessional
: 75
: 25
Methods and Techniques of Guidance and Counselling
Course Objectives: After studying the course the students will be able to
 Understand the concept .principles & types of Guidance & Counselling
 Know the role of the Teacher in the process of Guidance & Counselling
 Comprehend the testing & non-testing techniques used in the Guidance & Counselling
Programme
 Analyse the advantages & disadvantages of the testing techniques
 Understand the process of individual & group counselling
 Explain different types of counselling and the factors affecting the counselling process
Unit-I - Meaning and Nature of Guidance & Counselling
 Concept, Need, and Principles of Guidance & Counselling
 Types of Guidance: Educational, Vocational, Personal & Social
 Guidance Services: Information. Testing, Counselling & Followup
 Role of the Teacher as Guidance Counsellor
Unit-II - Measuring Tools in Guidance & Counselling
 Characteristics of Good Measuring Tools.
 Non-Testing Techniques: Interview, Observation, Case study, Anecdotal Record,
Cumulative Record,
 Psychological Testing: Intelligence Test, Achievement Tests, Aptitude Test, Interest
Inventories, Personality Assessment.
 Limitations of Testing & Non-testing Techniques.
Unit-III - Techniques of Guidance & Counselling
 Individual Counselling: need & Significance, Procedure
 Group Counselling Techniques: Advantages. Types of Groups, Procedure of Group
Counselling
 Types of Counselling : Directive, Nondirective & Eclectic counselling
 Variables Affecting Counselling Process: Counsellor variables & Counsellee factors
Recommended Books
1.
Adams , J. F (1965). Counselling and Guidance : New York , the Macmillan Company
2.
Baqer Mehdi (1999) Guidance & Counselling , N. Delhi., Vikas Publishing Pvt., Ltd.
3.
Bennett , M. E. (1963). Guidance & Counselling in Groups , New York., Mc Graw Hill
Company .
4.
Gladding , S . T (1992) , Counselling A comprehensive Profession ,New York, Mac
Millan Publishing Co .
5.
Gibson, R.L. & Mitchell, M.H. (2009). Introduction to counselling & Guidance, New
Delhi : PHI Learning Pvt.Ltd.
6.
Hopson , Barrie & Hayes , John (1963), Theory & Practice of vocational Guidance . A
selection of readings, Oxford, Pergoman Press Ltd .
7.
Johnson , W. F. (1965) Theories of Counselling, New York, Mc Graw Hill Book
Company , .
8.
Jones , A . J (1960). Principles of Guidance, New York, Mc Graw Hill Book Co .
9.
10.
11.
12.
Kochhar,S.K (2008). Educational and Vocational Guidance in secondary Schools,New
Delhi: Sterling Publishers
Miller F. W. (1961). : Guidance , Principles & Services,New York : Mac Mcmillan
Company.
Nayak,A.K (2004), Guidance and Counselling, New Delhi: APH publishing Corporation
Rao,S.N (2002). Counselling and Guidance, New Delhi: Tata McGraw-Hil
FIRST SEMESTER
(Optional/4 Credit)
DEPARTMENT OF EDUCATION
ALIGARH MUSLIM UNIVERSITY, ALIGARH
MEM:7019
M.ED.
Theory
: 75
Sessional : 25
EDUCATIONAL TECHNOLOGY AND COMPUTER APPLICATION
Objectives : The students will be able to :
*
know about concept and scope of educational technology.
*
explain the systems approach in education.
*
elaborate role of educational technology
*
explain the styles and process of Programming.
*
use the computer techniques in the process of education.
UNIT - I
Meaning and Scope of Educational Technology :
Concept and Scope of Educational Technology
Components of Educational Technology (Hardware and Software)
System approach in Educational Technology.
Meaning & Use of ICT in education and learning.
UNIT - II Styles and Process of Programming :
Basic Concept of Programming.
Linear programming :Meaning, principles & framing.
Branching Programming : Meaning, principles & framing
Prompting :Meaning, types & uses.
Different types of E-learning resources : Audio, Vidio and –Textual forms of
e-learning material.
UNIT - III Computer Applications in Education :
Multimedia : concept, characteristics and uses in education.
Internet, E-mail and World Wide Web :concept and uses in education and learning
Designing of instructional strategies such as lecture, team teaching, discussion, panel discussion,
seminars and tutorials.
Computer Assisted Instruction (C.A.I.) : Concept, characteristics and uses in education
Practical :
*
Preparation and use of Power Point.
*
Use of M.S. Word and M.S. Excel in teaching learning process.
BOOKS RECOMMENDED :
1.
Goel, D.R. (2000), Educational media in India, Delhi, Bharatiya Kala Prakashan,.
2.
Khairwadkar, A. and Pushpanadhana (2005), Information and Communication Technology in
Education.
3.
Modern Encyclopedia of Educational Technology edited by Bhatt, R.D. and Prakash, Ravi, Vol. 1
to 4, Kanishka Publishers.
4.
Sharma, M. and Sharma, Y. K. (2006), Educational Technology and Management, N. Delhi,
Kanishka Publishers,
5.
Sharma, Y,K (2007), Fundamental Aspects of Educational Technology, N. Delhi, Kanishka
Publisher,
6.
Sampath, K. S. and others (1990), Introduction to Educational Technology, sterling Publishers,
Pvt. Ltd.,
7.
Siddiqui, M.H. (1984) : Encyclopedia of Educational Technology, New Delhi, Ashish Publishing
Corporation,
FIRST SEMESTER
(Optional/4 Credits)
DEPARTMENT OF EDUCATION
ALIGARH MUSLIM UNIVERSITY, ALIGARH
MEM-7021
M.Ed.
Theory
: 75
Sessional : 25
ECONOMICS OF EDUCATION
Objectives : After going through the course content, the students will be able ;
*
To know the meaning of economics of education.
*
To understand the human capital, different approaches in economics of education.
*
To apply the knowledge and understanding in development of economy of the nation.
*
To develop various critical thinking and skills in economics of education.
*
To develop attitude toward nation building.
*
To make the relationship among the various aspects come in economics of education.
Unit – I :
1.
Meaning of Economics of Education.
2.
Human Capital : Concept and importance.
3.
Earnings and Education.
4.
Need and importance of Economics of education.
5.
Quality of Education.
Unit – II
1.
Manpower Requirement Approach.
2.
Cost-Benefit Approach.
3.
Social Demand Approach.
4.
Education in Human Resource Development.
5.
Contribution of Education to Development.
Unit – III
1.
Educational Production function.
2.
University Internal Efficiency.
3.
Wastage and Stagnation in Education.
4.
Factors affecting Education.
5.
Modernization and Education.
Books Recommended :
1.
Adams, Don (1964) : Educational Planning. New York. Syracuse University Press, Box 87,
2.
Agarwal, S.P. (1994) : Third Historical Survey of Educational Development in India, New Delhi,
Concept Publication,.
3.
Blaug, N. (1968) : Economics of Education Vol. I & II, England, Penguin Books,
4.
Government of India : Latest Five Year Plan.
5.
Mohanty Jagannath (1988) : Modern Trends in Indian Education, New Delhi, Deep and Deep
Publication,
6.
Naik, J.P. (1965) : Educational Planning in India, Mumbai, Allied Publication,.
7.
Mukerji, S.N. (1963) : Administration of Educational Planning and Finance : Theory and
Practice , Baroda, Acharya Book Depot,
8.
Psycharapulous Georg (1987) : Economics of Education : Research and Studies, New York
Pergoman Press, Oxford,.
9.
Saxena, S. (1979) : Educational Planning in India, Delhi, Sterling Publication,.
.
SECOND SEMESTER
(4 Credit)
DEPARTMENT OF EDUCATION
ALIGARH MUSLIM UNIVERSITY, ALIGARH
MEM-8001
Theory
: 75
M.ED.
Sessional : 25
SOCIOLOGICAL FOUNDATION OF EDUCATION
Objectives : After completing this course the pupils will understand :
*
the meaning, functions and relationship of Sociology and education.
*
the structure of Indian society for initiating social engineering through education.
*
the nature, types and characteristics of culture with a view to develop cohesiveness &
tolerance in a heterogeneous society.
*
the social ideologies and a critical analysis of these ideologies for the solution of social
problems in India.
Unit – I :
Sociology as a frame of reference in education :
1.
Meaning of sociology and its various functions with special reference to its relevance to
the society.
2.
Relationship between sociology and education.
3.
Education as a social sub-system :its structure and functions.
4.
A critical analysis of National Educational Policy in Sociological Perspective (NPE 1986
and its revision thereafter).
Unit – II : Relationship of society and education :
1.
Society : its structure, functions and interdependence with education.
2.
Social Stratificatiion, Social Mobility socialization and Acculturation.
3.
Culture : definition, types and characteristics. Social change,- education as a catalyst
for social change, constraints against social change in India.
4.
The concept of equality of educational opportunity and social equity, with special
reference to Indian society – caste, religion, ethnicity, class and regional imbalances.
Unit – III : Major social ideologies and their relevance to education
1.
An understanding and critical appraisal of the following social ideologies and their
educational implications.: Democracy, Socialism, Secularism, Modernization and
national Integration.
2.
Education of the socially and economically disadvantaged sections of the society with
special reference to minorities, scheduled castes, scheduled tribes, women and rural
population.
RECOMMENDED BOOKS
1.
Abraham, M. Francis : Contemporary Sociology – An introduction to concept and
theories.
2.
Hallinan, Maureen T. (Ed.) (2000) : Handbook of the Sociology of Education (eBooks).
3.
Kneller, George, F. (1965) : Educational Anthropology : An Introduction New York.)
(John Wiley & Sons, Inc.,)
4.
Kallenbach, W. Warren & Harold M. Hodges, Jr.(1963) : education and society
Columbus, Ohio. (Charles E. Merrell Books, Inc.,)
5.
Ottaway, A.K.C. (1960) : Education and Society : An Introductin to Sociology of
Education London, Routledge & Kegan Paul.
6.
Brenback, Cole, S. (1971): Social Foundation of Education : Environment Influences on
Teaching and Learning New York .(John Wiley & Sons. Inc. )
7.
Atoskowska, Antonina & Guide Martinotti (1977) : Education in a Changing Society,
London (Sage Publications Ltd..)
Reports of various Government Committees.
*
*
*
*
*
*
*
Sarva Shiksha Abhiyan (SSA)/ Right to Education (RTE) – 2009
National Programme for Education of Girls at Elementary Level (NPEGEL)
Rashtriya Madhyamik Shiksha Abhiyan (RMSA) for development of secondary
education, launched in 2009.
Inclusive Education for the Disabled at Secondary Stage (IEDSS)
Saakshar Bharat (Saakshar Bharat)/Adult Education.
Rashtriya Uchchatar Shiksha Abhiyan (RUSA) for development of higher
education, launched in 2013.
“Rashtriya Mudhyamik Shiksha Abhiyan”Ministry of Human Resource
Development. National Informatics Centre.
SECOND SEMESTER
(Compulsory/4 Credits)
DEPARTMENT OF EDUCATION
ALIGARH MUSLIM UNIVERSITY, ALIGARH
MEM-8002
M.ED
Theory : 75
Sessional : 25
EDUCATIONAL PSYCHOLOGY -- LEARNING, MOTIVATION
AND COGNITION
Objectives :
After completing the syllabus, the learners will be able to :
*
Understand various theories of learning, underlying principles & their educational
implications.
*
Comprehend concept and theories of motivation, memory, forgetting and transfer of
learning.
*
Understand the concept of sensation, metacognition and laws of perception.
UNIT - I
-
UNIT - II
-
UNIT - III
-
Learning :
Behaviouristic i.e. theories of learning Thorndike’s theory of learning
pavlov’s theory of learning
Skinner’s theory of learning
Cognitive theories of Learning –
Learning by Insight
Tolman’s theory of learning.
Hull theory of learning
Lewin’s theory of learning.
Gagne’s eclectic theory of learning.
Motivation, Retention and Transfer of Learning :
Concept and Theories of Motivation.
Memory and Forgetting –
Methods to improve memory,
Short term memory
Long term memory
Information processing,
Model of Memory,
Theories and Causes of forgetting.
Theories of Transfer and its application,
Cognition and Concept Development :
Sensation
Perception, Laws of Perception
Cognitive strategies. .
Piaget’s Theory of cognitive development.
Theory of Constructivism,
Basic concept of Meta cognition
Belief, knowledge and Monitoring.
Theory of constructionism
RECOMMENDED BOOKS :
1.
Ausubel, D.F., and Robinson, F.S. (1969) : An introduction of Educational Psychology,
N.Y. Holt Renhart Winston, Inc.,
2.
Blair, G.M., Jones, R.S. and R.H. (1963) Educational Psychology (Second Ed.) N.Y> :
The Macmillan & Co.,
3.
Carrison, Kaul, C., and Gray (1955) , Education Psychology, N.Y. : Applitee Centurycrafts.
4.
Cronbach, L.C. (1962) Educational Psychology (2nd Ed.) N.Y.’s Harcourt Brace and
World, Inc.
5.
Crow, L.D. and Crow A (1985) Educational Psychology (Revised Ed.) New Delhi,
Asia Publishing House, Indian Reprint, 1989.
6.
Gates, Jersild and others (1963) : Educational Psychology, N.Y. :Macmillan .
7.
Londgren, R.Q. (1968) Educational Psychology in the classroom, N.Y. Wiley,
8.
Merriam, Sharan (2007). Learning in Adulthood. A Comprehensive Guide (3rd ed.) San
Francisco : Jessy-Bass.
9.
Ormrod, Jeanne (2012). Human Learning (6th Ed.) Boston. Pearson.
10.
Skinner, C.E. (1950) . Educational Psychology (Second Edition) N.Y. Mc. Graw Hill.
11.
Woolfolk, Anita (2004). Educational Psychology Pearson.
**************
SECOND SEMESTER
DEPARTMENT OF EDUCATION
ALIGARH MUSLIM UNIVERSITY, ALIGARH
(4 Credit)
MEM-8003
M.ED.
STATISTICS IN EDUCATIONAL RESEARCH
Theory
: 75
Sessional : 25
Objectives : After completing the course students will be able to :
*
Explain the concept, meaning and scope of statistics.
*
Describe various sampling techniques.
*
Describe the significance of difference between mean.
*
Understand the concept and uses of Normal probability curve:
T-test : Nature, characteristics and uses.
F-test : Nature, characteristics and uses.
*
Comprehand Regression and Prediction Equation.
*
Explain the concept of Correlation, Partial correlation and Multiple correlation. \
Unit – I :
1.
Sampling techniques and characteristics of good sample.
2.
Normal distribution and its applications.
3.
Testing Hypothesis about mean and other statistics.
4.
Chi Square test its analysis and interpretation.
Unit – II :
1.
Significance of difference between means.
2.
t-test its characteristics, analysis & interpretation and uses.
3.
F-test its characteristics, analysis & interpretation and uses.
4.
Simple Analysis of Variance (ANOVA) its characteristics along with uses .
5.
Product moment correlation by Raw Score Method and mean-deviation method : their
computation and interpretation.
Unit – III :
1.
Regression and prediction.
2.
Regression lines and regression equation.
3.
Standard error of estimate.
4.
Partial correlation : its analysis & interpretation.
5.
Multiple correlation : its analysis & interpretation.
BOOKS RECOMMENDED :
1.
Ferguson, George A. (1956) : Statistical Analysis in Psychology and Education, New
York, McGraw Hill Co.
2.
Guilford J.P. (1983) : Fundamental Statistics in Psychology and Education, New
York, McGraw Hill Co.
3.
McNemar Q. (1962) : Psychological Statistics, New York, Wiley.
4.
Garett H.E. (2009): Statistics in Education and Psychology Twelfth Indian Reprint, New
Dellhi, Paragon International Publisher.
5.
Fidell & Tabachnick (1983) : Using Multivariate statistics, Harper & Raw Publisher,
New York.
6.
Haber & Runyon (1969) : General Statistics, Addition-Wesley Publishing Company,
Phillipines.
SECOND SEMESTER
(Optional/4 Credits)
DEPARTMENT OF EDUCATION
ALIGARH MUSLIM UNIVERSITY, ALIGARH
MEM-8011
75
Theory
Sessional
:
: 25
M.Ed.
METHODS OF DEVELOPMENT OF EDUCATIONAL TESTS
Objectives : After completing this course the pupils will understand :
i.
the traditional and modern approaches to examination and evaluation.
ii.
the characteristics, uses and development of Bloom’s taxonomy.
iii.
the recent trends of evaluation such as Semester system, Continuous internal assessment,
formative and summative evaluation.
iv.
characteristics of a good measuring tool and their applications in test construction.
v.
the modern trends of evaluation such as grading system, question banks and uses of
computers in Examination.
UNIT-I
 The concept of evaluation and examination.
 Traditional approaches to evaluation: essay and oral examinations, their advantages and
limitations.
 Semester system: Essential features, characteristics, merits and limitations.
 Bloom’s Taxonomy: its characteristics, uses and development.
 Continuous Internal Evaluation: Formative and Summative evaluation.
UNIT-II
 Steps in objective test development: test planning, item construction, tryout and item
analysis.
 Reliability and validity as characteristics of a measuring instrument.
 Empirical estimation of reliability and validity; relationship between reliability and
validity.
 Factors affecting reliability of an instrument.
UNIT-III
 Norm-referenced and Criterion-referenced interpretation of test scores.
 Different types of Norms and their uses.
 Grading system: its advantages and disadvantages. Various methods of grading.
 Question banks and their uses.
 Use of computers in examination.
RECOMMENDED BOOKS:
1. Bloom, B.S. and Krath Wohl : Taxonomy of Educational Objectives, Hand Book I,
New York Davis Mekay.
(1956)
Measurement Educational Achievement.
2. Ebwl, R.L. (1965)
:
Principles of Educational Measurement &
3. Sax Gilbert, (1974)
:
Evaluation, California Wadsworth.
Educational Measurement Washington., American
4. Thorndike, R.L. (1971)
:
council on Education
Tests Measurements and Ros. Methods in
5. Singh, A. K. (1986)
:
Behavioral Sciences, New Delhi, TMH,
SECOND SEMESTER
(Optional/4 Credit)
DEPARTMENT OF EDUCATION
ALIGARH MUSLIM UNIVERSITY, ALIGARH
MEM-8012
Theory
: 75
Sessional : 25
M.ED.
HISTORY OF EDUCATION IN INDIA-II
Objectives : After completing the course the students will be able to explain about :
*
Different Commissions during British period, Basic Education and Sargent report.
*
Salent features and important recommendation of different Commission during post
independence period.
*
National policies on education, Ramamurti Committee report, modified NPE and SSA.
UNIT-I
-
Education in the British Period :
Hunter Commission (1882-83)
Indian Universities Commission (1902)
Calcutta University Commission (1917-19).
Hortog Committee Report (1928-29).
Basic Education (1937).
Sargent Report (1944).
UNIT-II
Education in Post-Independence Period :
Salient features and important recommendations of :
University Education Commission (1948-49).
Secondary Education Commission (1952-53).
Education Commission (1964-66).
Education Policy on Education (1968).
UNIT-III
-
National Policy on Education -1986 :
Operation Black Board.
Open University & Distance Education.
Vocationalization of Education.
Education for Women’s equality.
Minorities’ Education.
Teachers and their training.
Ramamurti Committee Report (1990) (NPE 1986-A Review)
Modified NPE (1992).
Development of Sarva Shiksha Abhiyan
BOOKS RECOMMENDED
1.
University Education Commission (1948-49), Report.
2.
Secondary Education Commission (1952-53), Report.
3.
Education Commission (1964-66) , Report.
4.
Challenge of Education (1985)
5.
National Policy on Education (1986)
6.
National Policy on Education-Programme of Action (1986) and modifications undertaken
in 1992.
7.
Sharma, Yogendra K. (2003) : History and problems of Education, N. Delhi, Kanishka
Publishers, Distributors,
SECOND SEMESTER
(Optional/4 Credits)
DEPARTMENT OF EDUCATION
ALIGARH MUSLIM UNIVERSITY, ALIGARH
MEM-8013
M.Ed.
Theory
: 75
Sessional : 25
EDUCATION SYSTEMS AND CURRENT ISSUES IN EDUCATION
WITH REFERENCE TO INDIA, UK, USA AND JAPAN
Objectives : After completing the course, the learners will be able to understand :
*
the Indian system of Education.
*
the system of Education in U.K., U.S.A. and Japan
*
similarities, differences and current issues of education in India, Japan, U.K. and U.S.A.
UNIT - I
Growth and development of National system of Education in India.
a.
Elementary Education
b.
Secondary Education
c.
Vocational Education
d.
Higher Education
e.
Teacher Education.
Growth and development of National System of Education in U.K.
a.
Elementary Education
b.
Secondary Education.
c.
Vocational Education
d.
Higher Education
e.
Teacher Education
UNIT - II
Growth and Development of National System of Education in USA.
a.
Elementary Education
b.
Secondary Education
c.
Vocational Education
d.
Higher Education
e.
Teacher Education
Growth and development of National System of Education in Japan.
a.
Elementary Education
b.
Secondary Education.
c.
Vocational Education
d.
Higher Education
e.
Teacher Education
UNIT
-
- III
Pre-primary education in India, UK, USA, and Japan
Universalisation of Elementary Education in India, UK, USA and Japan.
Distance Education in India, USA, Japan and UK.
Continuous Education in India, U.K., USA and Japan.
BOOKS AND REPORTS RECOMMENDED :
1.
Agarwal , J . C .(2006) : Development and Planning of Modern Education , New Delhi,
Vikas Publishing Book House , Pvt . Ltd . ,.
2.
Kohli , V . K . (1963) : Current Problems of Indian Education , Jallundhar Krishna
Brothers , .
3.
Mukhreji , S . N . (1976) : Education in India – Today and Tomorrow , Vadodra ,
Acharya Book Deport , .
4.
Nurullah , S . and Naik , J . P .(1951) : A students’ History of Education in India
Bombay, .Macmillan & Co . Ltd . ,
5.
Saiyidain , KG (1957) : Problems of Educational Reconstruction , Bombay, Asia
Publishing House .
6.
Saxena , S .(1975) : Sociological Perspectives in Indian Education , New Delhi,
Ashajanak Publications , .
REPORTS :
1..
2.
3.
4.
5.
6.
7.
8.
Govt of India : University Education Commission Report ( 1948 – 49 ) , Ministry of
Education , New Delhi .
Govt of India : Secondary Education Commission Report ( 1952 – 53 ) , Ministry of
Education , New Delhi .
Govt of India : Indian Education Commission Report ( 1964 – 66 ) , Ministry of
Education , New Delhi .
Govt of India : Challenge of Education – A policy Perspective , ministry of Education ,
New Delhi , August , 1985 .
Govt of India : National Policy on Education – 1986 , Ministry of Human Resource
Development , New Delhi , May , 1966 .
Govt of India : National Policy on Education ( 1986 ) – Programme of Action , Ministry
of Human Resource , Development , New Delhi , November, 1986 .
Govt of India Report of the Committee for Review of National Policy on Education –
1986 ( Rama Murthi Committee Report ) : Towards an Englightened and Human Society
, Govt of India Press , New Delhi , 1990 .
Govt of India : A report of the CABE Committee on Policy Ministry of Human Resource
Development , January , 1992 .
***************************************
SECOND SEMESTER
(Optional/4 Credit)
DEPARTMENT OF EDUCATION
ALIGARH MUSLIM UNIVERSITY, ALIGARH
MEM-8014
M.ED.
Theory
: 75
Sessional : 25
FUNDAMENTALS OF EDUCATIONAL ADMINISTRATION AND SUPERVISION II
Objectives : After the completion of the course, the students will be able to understand
*
various theories of management and their application to Educational Administration
*
the basic principles, process, types, methods, techniques and problems in Decision
making.
*
the meaning, nature and approaches to Educational Planning .
*
various principles and types of planning
*
the meaning of organization development and to process.
UNIT - I
Historical development of concept of Educational Administration :
Scientific management
Human relationships approach to administration
Behavioural services
Administration as bureaucracy.
System approach.
UNIT - II Decision making in Educational Administration
Meaning and nature of Decision Making.
Basic Principles of decision making.
Bases of decision making.
Process democratic decision making
Types of decision making.
Methods and techniques of decision making.
Problems in decision making.
UNIT - III
-
Educational Planning and Organisation :
Meaning and nature of Educational Planning.
Importance of Planning.
Principles of Planning
Types of Planning.
Approaches to Educational Planning.
Nature of Organisation Development.
Features of Organisation Development.
Process of organization Development.
RECOMMENDED BOOKS
1.`
Albers, Henry H. (1972) Management – The basic concepts, New York, John Wiley &
Sons,
2.
Allen, Lovis A. (1985), Management and organization, New York, Mc. Graw Hill Book
Co.
3.
Argyris, Chris (1964) ,, Integrating the Individual and the Organisation, New York. John
Wilay & Sons,
4.
Barry, Jim, John Chandler and Heather Clark (2002), Organisation and Management,
New Delhi, Thompson Learning,.
5.
Cole, G.A. (1994), Management – Theory and Practice, D.P.P.
6.
7.
8.
9.
10.
11.
12.
13.
Drucker, Pater F. (2004), Management – Tasks, Responsibilities and Practices, New
Delhi Allied Publishers,.
Gupta, C.B. (2010), Management Theory and Practice, New Delhi, Sultan Chand &
Sons,
Morphet, Edgar, L. (1974) – Educational Administration and Organisation Engle wood
cliff. Prentice Hall of India.
Kreitner (2000) – Fundamentals of Management, New Delhi, AITBS,.
Sidhu, K. S. (1996) – School Organisation and Administration, New Delhi, Sterling
Publishers Pvt. Ltd.,.
Azad, J.L. (1998), - Educational Planning in India, Kurukshetra, Kurukshetra University.
Blaug, M. (1966) – Approaches to educational planning, Paper presented at the meeting
of the Association of University Teachers of Economics in Durban University of
London and Institute of Education.
Prakash, Shri (1999) – Educational Planning, New Delhi, Gyan Publishing House.
SECOND SEMESTER
DEPARTMENT OF EDUCATION
ALIGARH MUSLIM UNIVERSITY, ALIGARH
(Optional/4 Credits)
MEM-8015
M.Ed.
Theory
: 75
Sessional : 25
PRINCIPLES AND METHODS OF CURRICULUM CONSTRICTION - II
Objectives : By the end of the course, the students will be able to
*
understand the meaning of learning experiences.
*
become acquainted with the principles for selection and organization of learning
experience.
*
develop familiarity with the objectives of learning experiences of Curriculum at
Secondary Level.
*
understand the various methods of curriculum construction.
*
understand the meaning, importance and types of evaluation.
UNIT - I
Learning Experiences and Curriculum
Meaning and Definition of learning experiences.
Principles for selection of learning experiences.
Principles for organization of learning experiences.
Attainment of various objectives of Learning experiences of curriculum
UNIT - II Methods of Curriculum Construction.
Subject centered curriculum; its merits and demerits.
Activity centered curriculum – its merits and demerits.
Experience – centered curriculum ; its merits and demerits.
Broad-fields Curriculum..
UNIT - III Evaluation and Curriculum
Meaning, definition and purposes of evaluation.
Types of evaluation, formative evaluation : its merits & demerits
Summative Evaluation, its merits and demerits
Comprehensive and continuous evaluation (CCC)
BOOKS RECOMMENDED :
1.
Aggarwal, J.C.(1990) : Curriculum Reforms in India World overview, New Delhi,
Doaba House,
2.
Alberty and Alberty (1962): Reorganising the High School Curriculum.
3.
Aggarwal J.C. (2009) : Psychological Philosophical and Sociological foundation of education
New Delhi, Shipra Publications,
4.
Arora, G.L. (ED.) (1988) : Curriculum and quality in education, New Delhi, NCERT,
5.
Bigge, M.I. & Hund, M. (1985) : Psychological Foundation of Eduction, New York
Harper and Row Publishers.
6.
Bhargava, Rajive (2010) : Indian Psychology and Perception Jaipur, ABD Publisher,
7.
Balsara. M. (1999) : Principles of Curriculum Reconstruction New Delhi, Kanishka Publishers,.
8
Gupta B.L. and Earnest J. (2008) : Competency Based curriculum New Delhi, Mahamaya
Publishers,
9.
Khan, M. S. (1995) : School Evaluation New Delhi , APH Publishing Corp. 5, Ansari Road,.
10.
Saylor, J.C. & Alexender (1989) : Curriculum Planning for Modern School, New York
Renehart & Winston Inc.
11.
Saxena, S. & Dutt (2008) : Philosphical and Sociological Foundation of Education,
Meerut., Viney Rakheya R. Lal. Book Depot,
12.
Taba Hilda (1962) : Curriculum Development, theory and Practice. Hart Curt Brace and
world inc.
SECOND SEMESTER
(Optional/4 Credits)
DEPARTMENT OF EDUCATION
MEM-8016
ALIGARH MUSLIM UNIVERSITY, ALIGARH
Theory
: 75
M.Ed.
Sessional :25
EDUCATION OF GIFTED AND MENTALLY RETARDED
Objectives : After completing the Course the students will be able to understand about :
*
Trends in special education.
*
Concept of Gifted Children.
*
Concept of Gifted underachievers
*
Educational adaptations for Gifted and Gifted underachievers.
*
Concept of Mentally retarded children and their education
UNIT - I
-
Issues and Trends in Special Education :
Normalization
Mainstreaming
Integration
Deinstitutionalization
Legislation with special reference to India.
UNIT - II
-
Gifted Children :
Definition and Identification.
Characteristics and Factors contributing to giftedness.
Gifted Underachievers and Factors contributing to Underachievement.
Educational considerations.
UNIT - III
-
Children with Mental Retardation :
Definition and Identification.
Characteristics.
Factors contributing to Mental Retardation.
Educational considerations.
BOOKS RECOMMENDED :
3.
Hewett, F.M. and Farness, S.R. (1984) Education of Exceptional Learners. Massachusetts. ,
Allyn and Bacon, Inc., 7. Wells Avenue, Newton,
4.
Vernon, P.E., Adamson, G. and Vernon, D.F. (1977) The Psychology and Education of
Gifted Children. Great Britain, Methuen & Co. Ltd.
3.
Barbe, W.B. (1965) Psychology and Education of the Gifted : Selected Readings. New York,
Appleton – Century-Crofts,
4.
Blackhurst, A.E. and Berdine, W.H. (1981) An Introduction to Special Education. Toronto, Little
Brown and Co.,
5.
Hallahan, D.P. and Kauffman , J.M. (1984) Exceptional Children : Introduction to Special
Education, New Jersey, Prentice Hall Inc. Englewood Cliffs,
6.
Gearheart, B.R. (1972) Education of Exceptional Child : History, Present Practices and Trends.
New York, International Text Book Co.,
7.
Telford, C.W. and Sawrey, J.M. (1977) The Exceptional Individual. New Jersey,Prantice
Hall Inc., Englewood Cliffs,
8.
Punani, B. and Rawal N. (1993) Handbook Visual Handicap New Delhi,Ashish Publishing
House,
9.
Cecil R. Reynolds and Elain Fletcher- Janzen. Encyclopedia of Special Education (2nd Ed.)
Vol. 1,2 & 3, New York, John Wiley & Sons,.
10.
11.
12
Disabilities and Impairments – An Interdisciplinary Research Journal, Delhi, Akshat
Publications,
Werts, Margaret. G,, Culatta Richard. A., Tompkins ,James R. (2011) Fundamentals of Special
Education : What every teacher needs to know. N. Delhi, PHI Learning Pvt. Ltd.,
Smith, Tom E.C., Polloway, Edward A., Patton, James R. Dowdy Carol A. (2011) Teaching
students with special needs in Inclusive settings. New Delhi, PHI Learning Pvt. Ltd.,
SECOND SEMESTER
(Optional/4 Credits)
DEPARTMENT OF EDUCATION
ALIGARH MUSLIM UNIVERSITY, ALIGARH
MEM-8017
Objectives :
Theory
: 75
M.ED.
Sessional : 25
PSYCHOLOGY OF ADJUSTMENT AND MENTAL HEALTH
After completing the teaching of the following topics the students will be able
to understand.
*
the concept of adjustment.
*
integrative, non-integrative and non-adjustive behavior patterns.
*
various situations using defense and escape mechanisms.
*
the concept of mental health.
*
about mental health problems in schools and their remedies.
UNIT - I
1.
Meaning and definitions of adjustment.
2.
Interpersonal and intrapersonal adjustment.
3.
Integrative and non integrative behavior.
4.
Adjustive and non adjustive behavior patterns.
5.
Social behavior controlled by brain stimulation.
UNIT - II
1.
Adjustment through Learning by
i.
Trial and Error
ii.
Conditioning
iii.
Insight.
2.
Adjustment by defense and escape, psychomatic reactions and other coping strategies.
3.
Characteristics of well adjusted persons.
4.
Causes and patterns of maladjustment.
5.
Sensory awareness in an encounter group.
UNIT - III
1.
Concept of Mental Health
2.
Importance of Mental Health for individual and Society.
3.
Theories of Mental Health
i.
Freud
ii.
Maslow
iii.
Rogers
iv.
Allport
4.
Mental Health Problems in School and their remedies.
RECOMMENDED BOOKS :
1.
Allport, G.W.(1961) :Patterns and growth in Personality N.Y. Holt, Rinehart &
Winston
2.
Atkinson & Hillguard’s (2003) : Introduction to Psychology – New Delhi, Cenage
learning Press, Pvt.Ltd.
3.
Eysenk, Michael (1971) : Simply Psychology - U.K. Psychology Pren Ltd. Publishers,
4.
Freud Sigmund (1949) : Lectureson Psychoanalysis. Translated by W.I.H. Sprott. The
Hogarth Press Ltd.
5.
Hilgard, E.R.(et.al.) (1975) : Introduction to Psychology New Delhi (6th Ed.) Oxford &
IBH Publishing Co. Pvt.Ltd.,
6.
Jourard (1968) : A Mental Health Approach McMillan,
7.
Maddis, S.R. (1968) Personality Theories : A Comparative Analysis.
SECOND SEMESTER
(Optional/4 Credits)
DEPARTMENT OF EDUCATION
ALIGARH MUSLIM UNIVERSITY, ALIGARH
MEM-8018
M.Ed.
Theory
: 75
Sessional : 25
Organization and Evaluation of Guidance & Counselling
Course Objectives: After studying the course the students will be able to






Understand the responsibilities of the counsellor and the professional preparation of the
counsellor
Know the importance of occupational information in providing effective guidance & counselling
Understand the organization and administration of guidance & counseling programme at
different levels
Use the guidance techniques to solve the problem of the children with special needs.
Understand the approaches used in evaluating the guidance & counselling programme
Analyse the importance of research for further improving the overall guidance & counselling
programme
Unit-I - The Guidance Personnel & Occupational Information
 Professional Preparation and Training of the Counsellor
 Characteristics and Responsibilities of the Counsellor
 Need and Functions of the Occupational Information
 Methods of Collection, Filing and Dissemination of occupational Information
Unit-II - Organization & Administration of Guidance & Counselling
 Advantages and Principles of Organization
 Organization at Different Levels: National, State, District & school
 Administrative Problems and the role of the Administration in Promoting Guidance
Services
 Guidance of Children with Special Needs: Need & Importance, Procedure
Unit-III - Evaluation and Research in Guidance & Counselling
 Significance of Evaluation in Guidance & counselling
 Approaches to Evaluation in guidance & Counselling
 Purposes of Research in Guidance & counselling
 Areas of research in guidance & counselling
Recommended Books
 Adams , J. F (1965). Counselling and Guidance; New York, the Macmillan Company .
 Baqer Mehdi (1999) Guidance & Counselling ,New Delhi, Vikas Publishing Pvt , Ltd .
 Bennett , M. E. (1963). Guidance & Counselling in Groups , New York, Mc Graw Hill
Company .
 Downing,L.N(1968). Guidance & Counselling Services, An Introduction, New York:
Mc-Graw-Hill Book Company
 Gibson, R.L. & Mitchell, M.H. (2009). Introduction to counselling & Guidance, New Delhi
: PHI Learning Pvt.Ltd.











Gladding , S . T (1992) : Counselling A comprehensive Profession ,New York, Mac
Millan Publishing Co.
Hopson , Barrie & Hayes , John (1963) Theory & Practice of vocational Guidance . A
selection of readings, New York, Pergoman Press Ltd .
Johnson , W. F. (1965) Theories of Counselling New York, Mc Graw Hill Book Company.
Jones , A . J (1960). Principles of GuidanceNew York, Mc Graw Hill Book Co .
Kochhar,S.k (2008). Educational and Vocational Guidance in secondary Schools,New
Delhi: Sterling Publishers
Miller F. W. (1961). Guidance , Principles & Services,New York : Mac Mcmillan
Company.
Moser,R,M & Moser, L.E (1963). Counselling and Guidance: An Exploration, New
Jursey:Prentice-Hall,INC
Nayak,A.K (2004), Guidance and Counselling, New Delhi: APH publishing Corporation
Rao,S.N (2002). Counselling and Guidance, New Delhi: Tata McGraw-Hil
Robert, C.R.; Smith, G.E. & Clifferd (1955), Organization and Adminsitration of
Guidance Services, New York : Mc. Graw Hill Book, Co.
Whiteley, J.M. (1967), Research in Counselling. USA : Charles. E. Merrill Publishing
Co. Columbus, Ohio.
SECOND SEMESTER
(Optional/4 Credit)
DEPARTMENT OF EDUCATION
ALIGARH MUSLIM UNIVERSITY, ALIGARH
MEM-8019
M.ED.
Theory
: 75
Sessional : 25
THEORIES OF LEARNING AND MODELS OF TEACHING
Objectives :
The students will be able to :
*
know about different learning theories with their educational implications.
*
discuss concept and characteristics of various models of teaching.
*
explain various teaching approaches in class-room.
*
describe communication process with its principles and types.
UNIT
-
- I
Psychological Basis of Programmed Learning :
Pavlov’s classical conditioning.
Skinner’s operant conditioning
Gagne’s Proposals of hierarchy of learning.
Ausubel’s meaningful verbal learning.
UNIT
-
- II
Models of Teaching :
Concept and definition of model of teaching.
A brief introduction of different families of Models of Teaching
Advance organizer Model.
Awareness training model, Group Investigation Model, Stress Reduction Model..
UNIT –III
Teaching Approaches :
Phases of Teaching – Preactive, interactive and post-active.
Teaching at different levels – memory, understanding and reflective level of teaching.
Bloom’s Mastery Learning.
Communication Process - concept, principles, Modes and Barriers. Class-room communication
(interaction verbal and non-verbal).
BOOKS RECOMMENDED :
1.
Fry, E.B. (1963), Teaching Machines and Progrmmed Instruction, New York, Mc. Graw – Hill
Publishers,
2.
Howard, P.T. and Tevfik, F.N. (1987), Educational Technology in Developing Countries,
Allahabad, Chugh Publication,
3.
Mohanty, P.C. (1992), Mass-media and Education, , N. Dlhi., Ashish Publishing House
4.
Modern Encyclopedia of Educational Technology edited by Bhatt, R.D. and Prakash, Ravi, Vol. 1
to 4, Kanishka Publishers.
5.
Sharma, M. and Sharma, Y. K. (2006), Educational Technology and Management, N. Delhi.
Kanishka Publishers,
6.
Sharma, Y,K (2007), Fundamental Aspects of Educational Technology, N. Delhi, Kanishka
Publisher,
7.
Sampath, K. S. and others (1990), Introduction to Educational Technology, sterling Publishers,
Pvt. Ltd.,
8.
Siddiqui, M.H. (2008) : Models of Teaching , New Delhi, Ashish Publishing Corporation,
9.
Siddiqui, M.H. (1991) : Models of Teaching : Theory of Research, New Delhi.Ashish
Publishing Corporation,
SECOND SEMESTER
(Optional/4 Credit)
DEPARTMENT OF EDUCATION
ALIGARH MUSLIM UNIVERSITY, ALIGARH
MEM-8021
M.ED.
Theory
: 75
Sessional : 25
EDUCATIONAL PLANNING AND FINANCE
Objectives : The students will be able :
*
To know concepts and approaches of educational planning.
*
To understand the need and importance of educational planning.
*
To apply knowledge and understanding in the making of effective planning.
*
To develop different skills of educational planning.
*
To make the students realize various values of educational planning.
*
To enhance attitude towards various aspects of educational planning and finance.
UNIT - I
Introduction of Educational Planning
Concept and features of educational planning.
Need and Importance of Educational Planning.
Stage of Educational Planning.
Planning and National Development.
History of Educational Planning.
UNIT - II Approaches of Educational Planning :
Approaches of Educational Planning.
Perspective Planning.
Main objectives of Current Five Year Plan of India.
Institutional Planning.
Planning and Modernization.
UNIT - II Concept of Educational Finance
Concept and Criteria Educational Finance
Need and importance of Educational Finance.
Sources of Educational Finance.
Features of latest Five Year Plan of education of India.
Concept and characteristics of good budgeting.
RECOMMENDED BOOKS
1.
2.
3.
4.
5.
6.
7.
8.
9.
Adams, Don (1964) : Educational Planning, New York., Syracuse University Press, Box
87,
Agarwal, S.P. (1994) : Third Historical Survey of Educational Development in India,
New Delhi.Concept Publication,
Blaug, M. (1968) : Economics of Education Vol. I & II, Penguin Book, England.
Govt. of India, Latest five year Plan.
Mohanty Jagannath (1988) :Modern Trends in Indian Education, New Delhi, Deep and
Deep Publication,
Mukerji, S.N. (1963) Administration of Educational, Planning and Finance : Baroda
Acharya Book Depo,
Naik, J.P. (1965) : Educational Planning in India, Mumbai, Allied Publication,.
Psycharapulous Georg (1987) Economics of Education : Research and Studies, New
York, Pergaman Press, Oxford,.
Saxena, S. (1979)
Educational Planning in India, Delhi, Sterling Publication,