Detailed Syllabus of the M.Ed. 1st Semester Programme in Education
Under Choice Based Credit System
Course No.
:
MED 10100
Title of the Course
:
Advanced Philosophy of Education
Name of the Course Teacher
:
Dr Mun Kalita / Pranjal Buragohain
No. of
Units
No of Lecture
Tutorials
Unit 1: Meaning and Nature of Philosophy:
 Introduction
 Epistemology, Metaphysics and Axiology
 Nature of Philosophy of Education—Directive
doctrine, a liberal discipline, An activity
 Philosophy of Beauty
 Morality and Life
1
3
2
Unit 2: Schools of Philosophy (Indian schools):
2
Vedic Philosophies---
2
3
10
3
10
 Samkhya-- basic tenets with special reference
to Purusha and Prakriti,
Educational implications.
 Yoga - basic tenets, Astangika yoga,
Educational implications.
 Vedanta—Special reference to Dvita,
Advaita and Vishistadvaita, their basic
3
tenets, and Educational implications.
3
Unit 3: Non-Vedic Philosophies :

Carvaka—epistemology, Carvaka ethics and its
Educational implications.

Jainism—basic principles of Jainism, and its
educational implications.
 Buddhism—the teachings of Buddha, the
philosophical principles of Buddhism, and its
educational implications.
3
2
Unit 4: Schools of Philosophy (Western schools) :

Idealism
Naturalism

Pragmatism—
---- their educational implications with special reference to
epistemology, axiology and the process of education.

Unit 5: Contemporary Philosophies:
2
3
10
3
10
2
 Existentialism—(Contribution of
Nietzsche and Sartre), Characteristics of
Existentialism, and its educational implications
 Logical positivism—Propositions
(analytical and empirical), Educational
2
Implications.
 Post-modernism - Contribution of Derrida and
Mitchell Foucault, its educational implications
 Islamic Education thought
2
Unit 6: Views on education of:
 Vivekananda
 Gandhi
 Tagore
 Sankardeva
 Dewey
2
3
3
10
3
10
2
3
2
2
2
2
2
2
51
Total Lectures of 1 hour duration =
18
51
Tutorial classes of 1 hour duration = 18
Total Credits after calculation = 4
Suggested References:
1.
Bhatia, Kamala and Baldev Bhatia, The Philosophical and Sociological Foundations of
Education, Doaba House: Delhi, 1994.
2.
Chakrabarti, Mohit, Pioneers in Philosophy of Education, Concept Publishing Company: New
Delhi, 2002.
3.
Chaube, S. P. and Akhilesh Choube, Philosophical and Socioogical Foundations of Education,
Vinod Pustak Mandir: Agra-2.
4.
Dash, B. N., Principles of Education and Education in the Emerging Indian Society, Ajanta
Prakashan: Delhi, 2004.
5.
Sahu, Bhagirathi, The new Educational Philosophy, Sarup and Sons: New Delhi, 2002.
6.
Sarmah, Mukul Kumar, Principles of Education, Banalata Dibrugarh, 2006.
7.
Seetharamu, A.S., Philosophy of Education, Ashish Publishing House: New Delhi, 2004.
8.
Sharmah, R. N., History of Indian Philosophy, Surjeet
Publications: Delhi, 2004.
9.
Shukla, Ramakant, Gandhian Philosophy of Education, Sublime Publications: Jaipur, 2002.
10.
Sinha, J. N., Introduction to Philosophy, New central Book Agency
(P) Ltd.: Kolkata, 2006.
11.
Wingo, G. Max, Philosophies of Education, Sterling Publishers Pvt. Ltd.: New Delhi, 1975.
Detailed Syllabus of the M. Ed. 1st Semester Programme in Education
Under Choice Based Credit System
Course No.
:
MED 10200
Title of the Course
:
Advanced Educational Psychology
Name of Course Teacher
:
Dr Krishna Prasad Gogoi
Objectives:
(a)
(b)
(c)
(d)
To make the students understand the contributions of different Schools of Psychology
to Education.
To make a critical analysis of different theories of Learning, Intelligence, Personality etc.
To enable the learner to understand implications of psychological theories for Education
To know the determinants and adjustment mechanisms of Personality.
Units
Topics
No. of
Lectures
No. of
Tutorials
Introduction to Different Schools of Psychology :
Unit – I
Schools of
Psychology
and their
Impact on
Educational
Practices






Behaviorism
Gestaltism
Psycho-analysis
Structuralism
Functionalism
Humanist Psychology’s view ( Maslow,
Rogers, Allport )
Recent trends in contemporary psychology
(a) Cognitive psychology
(b) Transpersonal psychology
(c) Phenomenological approach
1
1
1
1
1
1
3
(15 Marks)
2
1
2
2
Theories of Learning :
1
 Nature of Learning
 Gagne's hierarchy of learning
Connectionist or Behaviourist theories
1
(a) Thorndike’s theory and laws of learning
1
3
Unit – II
Learning and
its Theories
(15 Marks)
(b) Guthrie’s Contiguity theory
(c) Hull’s Drive reduction theory
(d) Classical & Operant conditioning theories
(e) SR Learning Theory by Dollard & Miller
Cognitive Theories :
(a)
(b)
(c)
(d)
(e)
Theory of Insightful learning
Lewin’s Field theory
Tolman’s Sign learning
Bandura’s Social learning theory
Modern Constructivist approach
1
1
2
1
1
1
1
Meaning and Nature of Intelligence.
2
1
Factor theories of Intelligence:
Unit – III
Development
of the Concept
of Intelligence
(a) Uni-factor theory
(b) Two factor theory
(c) Multifactor theory
(d) Group factor theory
Guilford’s Structure of Intellect (SOI) Gardner’s
theory of multiple intelligence
1
2
1
1
Cognitive Theories :
(15 Marks)
(a) Cattell and Horne’s theory
(b) Campion and Browne’s theory
(c) Sternberg’s information processing theory
2
1
2
1
Theories of Personality
(a)
(b)
(c)
Type theory
Trait theory
Psyco-analytic theories of Freud, Adler & Jung
2
3
3
Unit - IV
Personality
and Psycho –
Dynamics of
Adjustment:
Assessment of Personality :
(a)
(b)
(c)
(d)
(e)
(f)
(g)
(h)
(i)
Observation
Situational performance test
Interview
The Questionnaire method
Personality inventory
Rating scales
Case history
Psycho- analysis
Projective techniques (TAT, Rorschach Test,
Word Association Test)
3
(15 Marks)
Determinants of Personality:
(a)
(b)
(c)
(d)
(e)
(f)
Physique of Personality
Family and Personality
Economic factors of personality
Social institutions and personality
Social rules
Culture and personality
3
Nature of Adjustment :
(a)
(b)
(c)
(d)
(e)
(f)
(g)
(h)
(i)
(j)
Adjustment as process
Adjustment as achievement
Mechanisms of adjustment
Methods of adjustment
Theories of adjustment
Characteristics of good adjustment
Causes of maladjustment
Operation of maladjustment
Sources of maladjustment
Treatment and follow up services
2
3
Total Lectures of 1 hour duration
:
53
Tutorial classes of 1 hour duration
:
14
Practical classes of 1 hour duration
:
Nil
Total Credits after calculation
:
4
Suggested References:
01.
Chauhan, S.S., Advanced Educational Psychology, Vikas Publishing House PVT.
Ltd., New Delhi.
02.
Chatterjee, S.K.
: Advance Educational Psychology, Books and Allied Pvt.
Ltd. Calcutta.
03. Ewen, R.B., An Introduction to Theories of Personality, Academic Press, New
York.
04
Gates, A.I. (et.al.), Educational Psychology, Macmillan & Co., New York.
05
Hall, C. & Lindzey, G., Theories of Personality, Wiley Publications, New
York.
06. Lazaraus, R.S., Adjustment and Personality, McGraw Hill Co., New York.
07. Mangal, S.K., Advanced Educational Psychology, Prentice Hall of India, Pvt. Ltd., New Delhi.
08. Mathur, S.S., Educational Psychology, Vinod Pustak Mandir, New Delhi.
09. Stones, E., The Psychology of Education, Methuen, London.
10. Woolfolk, A., Educational Psychology, Pearson Education (Singapore) Pte.
Ltd., Indian branch, Delhi
Detailed Syllabus of the M. Ed. 1st Semester Programme in Education
Under Choice Based Credit System
Course No.
:
MED 10300
Title of the Course
:
Advanced Sociology of Education
Name of Course Teacher
:
Mrs. Asomi Chaliha
Course Objectives: To enable the students to understand -
1.
2.
3.
4.
5.
The concept, approaches and theories of educational sociology
The social aspects of education
The relationship between education, changes and development
Different political ideologies and their bearings on education
The inequalities, equalities and excellence in education
Unit
Unit – I
Topic
Concept, Approaches and Theories :
Introduction to Educational Sociology
Need for Sociological Approach in Education
1

Interrelationship between Education and Sociology
1
Structural – functionalism, phenomenology /
interactionism, conflict and consensus theory
 Education as a Process in social system
4

2
Education as an agency of socialization

Education as an instrument of Human Resource
Development
 Education as a means of economic growth
Unit - III
Social Aspects of Education :
2
1
1

Education and secularism
1

Education for emotional and national integration
1

Education and Internationalism
1

Education and social mobility
2

Education and social change.
2

Education and modernization
2

Education and globalization
2
Concept of Community,
1
2
Education and the home
Education and politics

1
1


Education, Changes and Development :
No. of
Tutorials
2



Unit – II
No. of
Lectures
2
1
1
1





Unit - IV
Different Political Idedogies and Education :


Unit - V
School - Community relationship and their
educational importance
Education and Community Development with special
reference to North-East India.
Education and cultural change with special reference
to North-East India.
Contemporary changes in Indian Society and culture
and its impact on education
Social, Economic and technological forces in changes
of society and education
2
2
2
1
3
3
Major political ideologies and their impact on
education - Democratic, Totalitarian and
Communistic.
Socialism and democracy as viewed by Marx and
Gandhi
1
2

Education for a socialistic pattern of society
1

Panchayat and rural Development
2
Inequalities, Equalities and Excellence in Education :

Inequalities in Indian Social System with special
reference to social disadvantages, gender and
habitations, Remedial measures to address them.

Education of the socially and economically
disadvantaged sections of the society with special
1
3
1
3
1
reference to SC, ST, women and rural population

Issues of equality of educational opportunity and
excellence in education.
2
Total Lectures of 1 hour duration
:
55
Tutorial classes of 1 hour duration
:
10
Practical classes of 1 hour duration
:
Nil
Total Credits after calculation
:
4 credits
Suggested Readings:
1. Adiseshiah, W.T.V. & Pavanasam . R., Sociology in Theory and Practice, New Delhi, Santhi
Publishers, 1974.
2. Blackledge, D. & Hunt, Barry, Sociological Interpretations of Education, London, Groom Helm,
1985.
3. Chanda S.S. & Sharma R.K. , Sociology of Education, New Delhi, Atlantic Publishers, 2002
4. Chandra, S.S., Sociology of Education, Guwahati, Eastern Book House, 1996.
5. Cook L, A. & Cook, E., Sociological Approach to Education , New York, McGraw Hill, 1970.
6. Durkheim, E.,
Education and Sociology , New York, The Free Press, 1966.
7. Hemlata, T., Sociological Foundations of Education, New Delhi, Kanishka Publishers, 2002
8.
Jayaram, Sociology of Education , New Delhi, Rawat, 1990.
9.
Shukla, S. & K. Kumar, Sociological Perspective in Education, New Delhi, Chanakya Publication,
1985.
10. Swift , D.F., Basic Readings in the Sociology of Education, London, Routledge and Keegan Paul,
1970.
11. UNESCO, Inequalities and Educational development, Paris, ANIIEP Seminar, UNESCO, 1982.
Detailed Syllabus of the M. Ed. 1st Semester Programme in Education
Under Choice Based Credit System
Course No.
:
MED 10400
Title of the Course
:
Methodology of Educational Research
Name of Course Teacher
:
Prof. M. Hazarika/ Prof. D.B. Talukar/ Dr M.Gogoi.
Objectives:
1.
To develop an understanding of scientific thinking to acquire valid knowledge.
2.
To enable the students to understand about the nature, scope, need of educational
research
3.
To acquaint them with modalities necessary for formulating research problem
4.
To enable the students to understand major approaches for conducting educational
research
5.
To develop the ability to use some statistical methods to analyse and interpret educational
data
6.
To develop knowledge and skill to do research in the field of education.
Unit
Topic
Introduction to Research in Education :
Unit –I
(Marks=
14)

 Scientific thinking and Research;
Meaning, nature , Scope and need (purpose) of Educational
Research

Areas of Educational Research : Inter-disciplinary Research



Types of Research : Fundamental, Applied and Action
Research: Qualitative and Quantitative Research –
Research Process:
 Steps in Educational Research,
Formulation of research problem : Criteria and sources for
identifying the Problem
No. of
Lectures
No. of
Tutorials
1
1
1
1
1
2
Defining the problem

Review of related literature : Purpose , identification and
organization
 Types of variables : Independent and dependent variables
Formulation of Hypotheses : Meaning, importance, characteristics,
types and forms
 Collection of data:


1
2
1
1
Analysis of data

Writing the Research Report:
 Format
 Chapterisation,
 Characteristics of a good research report.
 Use of abbreviations, footnotes and bibliography
Sampling Techniques :


2
-
Population and sample, sampling element, unit, sampling frame
Types of sampling: Probability and Non- probability sampling
 Probability sampling: Simple random, Stratified, Cluster,
 Multi- stage sampling, Multiphase sampling.
1
1
Unit – II
(Marks=
10)

Non- probability sampling: Purposive or Judgmental sampling,
Quota, Incidental, Convenience or Accidental sampling, Snowball
sampling, Systematic sampling.
1
Research tools and Techniques:
Characteristics, types, construction and uses of :
Unit – III
(Marks=
8)
Psychological tests


 Inquiry forms :
Attitude Scales- Thurstone and Likert (Construction)
Observation

2
3
1
Questionnaire


Interview
1
2


Case Study
Sociometric techniques
1
1
Methods of Educational Research
a) Historical Research :

Meaning, nature and Scope

Steps in Historical Research
Unit –IV
(Marks=
10)
2
1
1
b) Descriptive Research


Meaning, nature and scope
Types : Survey studies, Case Studies, Developmental studies,

Steps in Descriptive Research
5
1
1
c) Experimental and Quasi-Experimental Research
 Meaning, Nature and Scope:
 Characteristics of Experimental Research:
Control, Manipulation, Observation and Replication


1
1
Statistics in Educational Research
Unit –V
(Marks =
6)
Steps in Experimental Research
2
 Descriptive and Inferential statistics
Normal Probability Distribution : Application of NPC; Divergence
from Normality
Correlation : Assumptions, computations, uses and interpretation
of product moment co-efficient of correlation
Parametric Statistics :


 Significance of mean (large and small samples)
Significance of difference between uncorrelated means
(i) Uncorrelated and small

Unit – VI
2
2
2
1
2
(ii) Correlated small sample
(Marks =
12)

Significance of difference between correlated means
(i) Correlated large sample
4
2
(ii) Correlated small sample
One tailed and two tailed tests of significance :
Type I and Type II Errors in making inferences
 Introduction to Analysis of Variance :
Concept, assumptions and computation of one way ANOVA



1
2
Non- Parametric Statistics

Chi-square tests :
Testing the divergence of observed results from those expected
on the hypothesis of equal probability
(i)
2
4
(ii) Testing the divergence of observed results from those expected
on the hypothesis of a normal distribution
1
(iii) The chi-square test of 2X2 fold contingency tables
1
(iv) The chi-square test of Independence in contingency tables
Total Lectures of 1 hour duration
:
50
Tutorial classes of 1 hour duration
:
20
Practical classes of 1 hour duration
:
Nil
Total Credits after calculation
:
4 credits
Internal evaluation will include the following:
1. Practicum (any one):
(a)
Writing a research proposal
(b)
Review of related literature in particular area
(c)
Construction of questionnaire and a scale
(d)
Collection of data and statistical analysis.
2. Seminars.
3. Tests:
Suggested References:
1. Best, J.W. & Kahn, J.V.
: Research in Education, Prentice Hall of India Pvt. Ltd.,
New Delhi.
2. Buch, M.B.
: Surveys of Research in Education, NCERT, New Delhi
3. Garrett,H.E.
: Statistics in Psychology and Education, Vakils, Feffer and
Simons Ltd., Hague Bulding, 9 Sprott Road, Ballard Estate,
Bombay-400038
4. Good, Barn & Scates
: The Methodology of Educational Research, Appleton –
Century Crofts, Inc, New York
5. Guilford, J.P.
: Fundamental Statistics in psychology and Education,
McGdraw Hill Book Company Inc. New York , 1956.
6. Kerlinger, Fred. N. : Foundations of Behavioral Research, Surjeet
Publications, Delhi, 1983
7. Kohl, L.
: Methodology of Educational Research, Vikas Publishing
House Pvt. Ltd., New Delhi
8. Lindquist
: Design and Analysis of Experiments in Psychology and
Education. American Council on Education,
Washington D.C.,
9. Newman, W. Lawrence.
: Social Research Methods : Qualitative and Quantitative
Approaches (Sixth Edition) Pearson Education, Inc. 2006
10. Sidhu, K.S.
: Methodology of Educational Research, Sterling
Publishers Pvt. Ltd., New Delhi
11. Singh, A.K.
: Tests, Measurements and Research Methods in
Behavioural Science, Bharati Bhavan, Thakurbari Road,
Kadamkuan, Patna- 800003
12. Travers, Robert M.W
: An Introduction to Educational Research, The
Macmillan Company , New York.
Detailed Syllabus of the M. Ed 1st Semester Programme in Education
Under Choice Based Credit System: Session
Course No.
:
MED 10530
Title of the Course
:
Science Education
Name of Course Teacher
:
Dr Sailendra Bhuyan
Course Objectives
1. Enhance the learner’s understanding of new perspectives in Science education by developing a
world view of the practices in the area.
2. Acquaint the learner with the latest educational thinking about science education.
3. Develop the professional skills needed for practicing modern education including the scientific
listing of behavioural objective, devising appropriate transactional methodologies and
technologies for achieving the outcomes.
4. Develop this skills needed for the devising science curriculum for schools and for developing
support materials and literature for curriculum transaction.
5. Develop the ability and skills for evaluating the range of outcomes in science
Education.
6. Use of research findings in science education for improving practices related to science education.
Unit
Topic
No. of
Lectures
No. of
Tutorials
Nature of Modern Science and Science Education:

Unit -I


Evolution of science over the centuries :Policies of Evolving
Science Education
Role of science in the 21st Century information society and
the emerging educational scenario
Science education for the 21st century –new assumptions
and practices in modern science education

Nature of scientific method,

Uses and abuses of scientific method for generating new
knowledge
Different approaches adopted for defining Educational outcomes
1
1
2
1
1
1

Taxonomical approach
Unit – II

Product versus process approach

Problem solving approach

Discovery approach
2
2
2
2
2
Modern Science Curriculum
Unit – III
2

Nature of modern science curriculum
1

Criteria used for developing science curriculum for schools


Specialized versus integrated science curricula
Characteristics of important curricular experiments like
PSSC, CHEM Study, BSCS, Nuffield Science


Format of the science curriculum document
Curriculum support documents and materials
1
1
2
1
1
Psychological bases of modern science education
-
Contributions of modern educational thinkers to science
education and their implications for educational practice with
special reference to works of
Unit -IV
2
a) Piaget
2
b) Burner
1
c)Ganyae
1
d) Asubel
1
e) Mager
-
1
Instructional strategies and models

Study of any three representative models of teaching,
useful
 for science teaching

Applications of inquiry approach

Environmental approach and
Unit - V

Creative learning approach to science education



Use of co-curricular activities for science learning
Instructional strategies for dealing with low achievers

Unit - VI
Project work in science learning
Education for scientific credibility
Curricular support material and educational technology
1
1
1
1
2
1
1
1
1
2


Text books – Criteria used for developing textbooks
Student workbooks, teacher handbooks, reference books
use of line search for information.
Educational Technology- Meaning and scope, hardware and
software technologies, programmes instruction, CAI, AudioVideo support material for science learning.
Evaluation of educational of educational outcomes


Evaluating specified outcomes- modern assumptions

Developing instruments for measuring specialized
behavioural outcomes

Unit -VII

Validity and reliability of tests
 Question banks

Scoring, marking and grading
1
1
2
1
1
1
Diagnostic testing and remedial teaching

2
1
Items of measuring process and product outcomes

2
1
Tests formats, item analysis

2
1
Concept of MIL
Research perspectives :

Unit VIII
Acquaintance with important research findings with special
reference to science education in India in the following
areas:
 Acquaintance with important research findings with special
reference to
 Variables related to science achievement- intelligence,
adjustment and motivations dimensions

Underachievement is science – incidence, variables related
to underachievement


2
1
1
1
Studies on science curricula
Efficacy of instructional models used for science teaching
Total Lectures of 1 hour duration
: 52
Tutorial classes of 1 hour duration
: 16
Practical classes of 1 hour duration
: Nil
1
Total Credits after calculation
: 4 credits
Reference :
1. Buch, M.B.
: Survey of Research in Education, NCERT,
New Delhi
2. Ghosh , B.N
: Lectures on Scientific Method, Sterling
Publishers Pvt. Ltd. Bangalore- 560001
3. Ghosh, B.N.
: Scientific method and Social Research, Sterling
Publishers Pvt. Ltd. New Delhi
4. Joshi, S.R.
: Teaching of Science, APH, Publishing
Corporation, New Delhi
5. Kulshreshtha, S.P
: Teaching of Science, Surya Publication, R.Lall
Book Depot Meerut- 250001
6. Sharma, R.C
: Modern Science Teaching, Dhanpat Rai
Publishing Company (P) Ltd. New Delhi
7. Siddiqi & Siddiqi
: Teaching of Science Today and Tomorrow,
Victor offset Printers and Publishers
8. Sood, J.K.
: Teaching of Science, Vinod Pustak Mandir, Dr
Rangeya Raghava, Marg, Agra-2
Detailed Syllabus of the M. Ed 1st Semester Programme in Education
Under Choice Based Credit System
Course No.
:
MED 10540
Title of the Course
:
LANGUAGE EDUCATION
Name of Course Teacher
:
Dr P.K. Gogoi
OBJECTIVES:
1. To develop an understanding of the nature, functions and implications for planning and
teaching language.
2. To help the students to know the psychology of teaching language learning.
3. To acquaint the students with pedagogy of language learning and language teaching.
4. To orient the students with individualization of language learning, PSI, programmed learning
etc., in language learning.
5. To develop understanding and skill in differentiating between teaching language and teaching
literature in the context of L1 and L2.
6. To acquaint the students with various areas of research in languages education.
7. To help the students to knows various problems such as contextual, curriculum, teacher
preparation etc. of language education in India.
8. To develop an understanding of policy formulation of language education in India.
No. of
Lectures
No. of
Tutorials
 Language:
(a) Nature, function an implications for planning and teaching
language i.e. first language and second language.
(b) Linguistics and language: Natured and functions of linguistics
with special reference to the role of contrastive analysis, error
analysis and structural linguistics.
6
2
 Psychology of teaching and learning of languages
(a) The Indian tradition : Contribution of Yask, Panini, Patanjali
and Bhartihari.
(b) The Western tradition : The behaviouristics approach, the
cognitive – code approach, the communicative approach.
(c) Psycholinguistics approach; principles of language and
psychology of language teaching and language learning.
6
2
Unit
Topic
Part I
Unit - I
Unit -II
:Theoretical & Pedagogical Bases of Language Education
Unit –
III
Unit IV
Unit -V
 Pedagogy of language learning and language Teaching
(a) Language learning & Language acquisition; factors affecting
language learning and language acquisitions.
(b) Teaching the first language, (L1) the second language (L2) and
other languages (L3); differences in objectives, instructional
materials, evaluation etc. Factors affecting the teaching of L2
and L3.
(c) Developing the language curriculum and the syllabus:
dimensions, factors that influence the curriculums, dimensions
selection and grading of content, selecting the contexts for
teaching and learning, transaction techniques, and evaluation
techniques.
(d) Developing basic language skills and intermediate as well as
advanced language skills that are level specific viz. primary,
secondary and senior secondary.
(e) Innovative techniques for teaching grammar, reading
comprehension, written expression, rote – making etc.
*Individualization of language learning : need, techniques viz.
differential assignments classroom tasks, personalized system of
system of instruction, programmed learning and individualized i.e.
need-based and writing programmes.
 Teaching language and teaching literature in the context of L1 and L2
:differences in their nature, content and emphases;
interrelationships, advanced technique of teaching and evaluation
–
a) Creativity in language education: nature.
8
4
4
2
6
2
7
2
b) Techniques for fostering and developing creativity in
language.
Part – II Problems of Language Education in India
Contextual Problems
Unit –
VI
a) Multilingual context of India
b) Constitutional provisions regarding language and education and
their impact.
c) Three – language formula – original as well as modified and its
present status.
(d) Medium of instruction – controversy, recommendations in
NPE 1968, 1986, 1992 and National School Curriculum – 2000.
Curriculum development in multilingual context of India – the core
component and the additional components, their transaction
techniques & evaluation.
UnitVII
 Preparation of Language Teachers
a) Pre-service education, in-service education; site professional
development.
b) Planning, inputs, transaction and evaluation.
(c) Distance mode based preparation of language teachers.
(d) Alternative course designs for preparing language teachers.
 Policy Formulation and language education in India.
(a) Levels : national level; state level; district and local level.
(b) Need surveys and trend analysis.
(c) Functioning and contribution of CIEFL, Central Institute of
Indian Languages (CIIL), Kendriya Hindi Sangsthan etc. in
strengthening language education in India.
(d) Lessons from other multilingual countries e.g., Canada,
Russia, the UK, Israel etc.
UnitVIII
Unit –
IX
Total Lectures of 1 hour duration
: 50
Tutorial classes of 1 hour duration
: 20
Practical classes of 1 hour duration
: Nil
Total Credits after calculation
: 4 credits
3
2
4
2
6
2
Reference:
1. Stern, H.H. : Fundamental Concepts in Language Teaching. Oxford University Press, New
Delhi
2. Lazar : Literature and Language Teaching. OUP,New Delhi
3. Kramsch : Context and Culture in Language Classroom, OUP, New Delhi
4. Agnihotry and Khanna, eds. : English Teaching in India, SAGE, New Delhi,
5. Matilal, B.K. : The Word and the World : India’s contribution to the Study of Language,
OUP, New Delhi
6. Tollefson, J. W. : Planning Language, Planning Inequality : Language Policy in the
Community, Longman, 1996.
7. Hans R. Dua : Science Policy Education & Language Planning, Yashoda Publications, Mysore
8. Hans R. Dua : Perspective of Understanding Language, Yashoda Publications, Mysore.
9. Sarma, M.M. : Asamiya Bhasa Sikshan Paddhati, Students’ Stores,Guwahati.
Detailed Syllabus of the M. Ed. 1st Semester Programme in Education
Under Choice Based Credit System
Course No.
:
MED 10550
Title of the Course
:
Curriculum Development
Name of Course Teacher
:
Ms Manisha Das
Course objectives :
1. To enable the students to develop an understanding about important principles of curriculum
construction.
2. To enable the students to understand the basis and determinates of curriculum
3. To orient the students with curriculum design process and construction of curriculum
development
4. To acquaint the students with curricular content, curriculum implementation and process of
curriculum evaluation
5. To help the students to understand issues, trends and researches in the area of curriculum in
India.
Unit
Topic
No. of
Lectures
No. of
Tutorial
Introduction to Curriculum Development
- Concept and meaning of curriculum
- Procedure of curriculum development
Unit
I
- History of curriculum development
- Philosophical considerations of curriculum
2
2
2
4
2
Psychological considerations of curriculum
2
Sociological considerations of curriculum
2
Curriculum Design :
3
Meaning of curriculum design
2
Unit
Sources of curriculum design
2
II
Principles of curriculum design
2
Types of curriculum
2
Differences among the different types of curriculum
2
Models of Curriculum :
Different models of curriculum development
2
3
Deductions of curriculum from aims and objectives of
2
Unit
education
III
Administrative consideration of curriculum development
2
Grass root level planning of curriculum development
2
Curriculum implementation strategies
Role of curriculum support materials
Types of material and aids necessary for curriculum implementation
2
2
Models of curriculum implementation
2
Importance of evaluation of curriculum
2
Procedure of curriculum evaluation
2
Models of curriculum evaluation
2
3
Unit
IV
Recommendations and Research :
Recommendations in curriculum development of University
2
Education commission 1948
Recommendation in curriculum development of Secondary
2
Education commission 1952
Unit
Recommendations in curriculum development of Indian
V
Education commission 1966
2
Issues and trends in curriculum development
2
3
Research trends of curriculum development in India
Total Lectures of 1 hour duration
: 52
Tutorial classes of 1 hour duration
: 16
Practical classes of 1 hour duration
: Nil
Total Credits after calculation
: 60
2
References:
1.
Cook, T.G. : The Changing Curriculum, Methuen & Co Ltd. 11 New Fetter Lane London EC4
2.
Mamidi Malla Reddy & S. Ravishankar : Curriculum Development and
Technology, Sterling
Publishers Private Ltd., New Delhi110016
Educational
3.
Vashisht , R.P. : Encyclopaedia of Curriculum Development, Vol- 1,2, 3 & 4, Ajoy Verma
Commonwealth Publishers, 4831/24, Prahlad Steet, Ansari Road, Darya Ganj, New Delhi110002.
Detailed Syllabus of the M. Ed. 1st Semester Programme in Education
Under Choice Based Credit System
Course No.
:
MED: 10560
Title of the Course
:
Environmental Education
Name of the Course Teacher
:
Dr S. Bhuyan.
Course objectives:
1.
2.
3.
4.
5.
To make the students to understand about the concept, importance, scope and aims of
environmental education.
To acquaint the student with possible environmental hazards enabling them to combat with
the negative effects of the programmes of environmental erosion and pollution at various
stages of education
To orient student teachers with various components of environment for preparing a
curriculum for environmental education.
To enable the student teachers to develop various methods and strategies for realizing the
objectives of environmental education.
To enable the student teachers to understand about various projects in the area of
environmental studies in different countries.
Unit
Topic
No. of
Lectures
No. of
Tutorials
Introduction to Environmental Education:

Concept, importance and scope of environmental
education
Difference between Environmental Education and
Environmental Science

Unit -I




Aims and objectives
Guiding principles and foundations
Relationship between mass and environment
Multidisciplinary nature of environmental education
2
1
4
1
2
1
- Environmental Pollution : Causes, effects and control measures
of


Water pollution

Unit – II




Unit – III
Air pollution
Soil pollution
Marine pollution
Noise pollution
Thermal pollution
Nuclear hazards
Social issues and the Environment
1
1
1
4
1
1
1
1
4

Solid waste management :Causes, effects and control
measures of urban and industrial waste.,
 Water conservation, rainwater harvesting, watershed
management
 Resource consumption patterns and the need for
equitable utilization

Preserving resources for the future generations


The ethical basis of environment education and
awareness
Climate change – global warming, acid, rain, ozone layer
depletion and nuclear accidents.
Nature of environmental education curriculum

Special nature of curriculum on environmental education

Unit
IV
-
Ecosystem and its functions

Natural system :Earth and biosphere, abiotic and biotic
components
 Human systems: Human beings as part of environment,
human adaptations to environment, population and its
effects on environmental resources.
 Technological system: industrial growth, scientific and
technological indentions and their impact on the
environmental system
Methods and approaches of Environmental education and
environmental movements
 Methods – Discussion, seminar, workshop, Dialogue,
Problem solving, Field surveys, projects and exhibitions
Unit – V


Earth summit 1972

Earth summit 1992

Earth summit 1997

Earth summit 2002

Earth summit 2008
Earth summit Agenda 21

Montreal protocol

Chipko movement
2
2
2
2
2
2
2
2
2
4
2
2
2
1
2
1
4
2
2
1
1
1

Wildlife conservation strategy (WCS)
Total Lectures of 1 hour duration
: 50
Tutorial classes of 1 hour duration
: 20
Practical classes of 1 hour duration
: Nil
Total Credits after calculation
: 4 Credits
1
References:
1. Kumar, B
: Environmental Education, DVS Publishers,
Panbazar, Guwahati- 781001
2. Chitrabhanu
: Environmental Education, DVS Publishers,
Panbazar, Guwahati- 781001
3. Rao, V.K.
: Environmental Education, DVS Publishers,
Panbazar, Guwahati- 781001
4. Chand, J
: Environmental Education, DVS Publishers,
Panbazar, Guwahati- 781001
Detailed Syllabus of the M. E. 1st Semester Programme in Education
Under Choice Based Credit System
Course No.
:
MED 10570
Title of the Course
:
Developmental Psychology
Name of the Course Teacher
:
Dr (Mrs.) Neeta Kalita Barua
Course Objectives:
1. To enable the students to understand the basic concepts relating to development.
2. To enable the students to understand the general principles of development.
3. To enable the students to understand the general characteristics and problems of each stage
and its educational implications.
Course Contents:
Unit No.
Contents of Unit.



I:

No. Of
Teaching
Hours.
Concepts of growth and
development.
1
Principles of development in
human beings.
2
Pre-natal development.
The new-born child – actions and
reactions of the neo-nate.
Tutorial
Hours.
Total
Credits.
4
15
1
1
Growth & Development

Theories of development:
Bandura, Piaget, Kohlberg,
Erickson & Havighurst.
 Developmental Aspects of human
behaviour:

Emotional,

II :

Motor,
Sensory.
 Early needs & Habit formation
Infancy & Early
Childhood.
8
2
2
1
1
2
1
2
15
 Speech Development.
1
 Language development in
children.
1
2
III :
Development Impacts
during Childhood.
 Development of concepts.
2
 Children and their parents:
1
 Children of broken homes
2
 Children of working mothers
1
 Individual differences in reference to
parental acceptance and rejection.
2
2
2
 Other Influences during childhood:
1
2
III :
(Contd.)
2
 School: Principal, Teachers,
Classmates, Co-curricular
activities, Academic
performance.
 Society: Neighbourhood, Social
organisations, Friends, Peers
2
15
2
 Physiological growth.
1
 Mental development.
1
 Social development:

Family relationships,
1
4
IV :

Peer relations,
1
Adolescence.

Adjustment problems.
 Personality development:
1
15

The age of Transition,

Personality Deviation.

Juvenile delinquency
1
6
2
2
References:
1. Cole, L. : Psychology of Adolescence, Rinehart & Winston, New York, 1963.
2. Dinkmeyer, C.D. : Child Development, Prentice Hall of India, New Delhi, 1967.
3. Hurlock, E.B. : Developmental Psychology – A Life Span Approach, Tata Mc Graw-Hill
Publishing Company Ltd., New Delhi.
4. Hurlock, E.B. : Child Development, Tata Mc Graw-Hill Publishing Company Ltd., New Delhi.
5. Hurlock, E.B. : Adolescent Development, Tata Mc Graw-Hill Publishing Company Ltd., New
Delhi.
6. Jersild, A.T. : Psychology of Adolescence, Macmillan, New York, 1963.
7. Jersild, A.T. et. al.: Child Psychology, Prentice Hall of India, New Delhi, 1975.
8. Thompson, G.G. : Child Psychology, The Times of India Press, Bombay.
9. Western and Lindgren: Psychology of the Child, Wiley International Edition.
Detailed Syllabus of the M. Ed 1st Semester Programme in Education
Under Choice Based Credit System
Course No.
:
MED 10580
Title of the Course
:
Teacher Education
Name of Course Teacher
:
Dr (Mrs.) Daisy Bora Talukdar
Course Objectives : To enable the students to develop an understanding about:01. Concept of Teacher Education
02. Development of teacher education in India
03. Challenges of teacher education in India
Unit Nos.
Topic and Details
(A)
Weight age
12
Meaning of Teacher Education
Unit – I

Fundamentals of Teaching

Education viz a viz Training
12
Aim and objectives of Teacher-Education


(B)
Lectures
Concepts in Teacher Education


No. of
Prgrammes at different levels
Pre-Primary, Primary and Secondary
History of Teacher Education in India
Teacher Education Programmes


Pre-service Teacher Education
Organization type, NCTE curriculum framework
objectives, content
Unit – II
methods and evaluation at
various levels.

14
12
12
12
In-Service Teacher Education – Needs, Objectives,
Types, organization and evaluation, Comprehensive
teacher education programme, integrated teacher
education programme.
Technology in Teacher Education
Unit – III

Meaning of Technology, Historical background Aims;
types, different, forms


Technology for instruction
Overhauling teacher education through educational
technology ICT and Teaching Education

Programmed Learning
Unit – IV
12
Professionalism and Practice Teaching
(A)

Teaching as a profession, professional ethics of a
teacher

Professional organizing agencies for various levels
and their roles NCTE, NCERT, SIE, SCERT, DIET.

Policies, Practices and reforms in Teacher Education


Performance appraisal of teachers;

New directions in teacher education
14
Culturally relevant teacher education; value
orientation.
Practice Teaching and Internship


Core Teaching Skills
Format of Unit Plan and Lesson Plan (Some
illustrations)

Supervision of lessons
(B)
10
Teacher education in the north-East

History of Teacher Education in N.E.; Status of
4
Teacher Education in Assam. Types of Teacher
Unit – V
Education, CTE/IASE

Problems, issues for research in Teacher Education in
N.E. India.
10
Methodology
1. Lectures/individual reading
2. Conceptual inputs
3. Self study and individual exercise
4. Group exercise
5. Discussion
Scheme of Evaluation: Internal - 40
& External - 60

Test 2 (10 Marks)

Group discussion, Seminar, Assignment
Suggested Readings:
1. Anand, C.L. Aspects of Teachers Education, Delhi, S. Chand and Co., 1988,
2. Chaurasia, G. Teacher Education and Professional Organization, Delhi, Authors Press, 2000.
3. Govt. of India. Report of the Education Commission, 1963-1966, New Delhi, Ministry of Education,
Govt. of India, 1966.
4. Grower, R. & Walters S. Teaching Practice Handbook. London, ELBS, Heinemann Educational Books
Ltd., 1987.
5. Meffit, John Clifton In-service Education for Teachers, Washington, Centre for Applied Research in
Education, INC, 1983.
6. Mukherjee, S.N. Admission and Organization in teacher training institution, New Delhi, NCERT, 1987.
7. Mukherjee, S.N. (ed.) Education of the Teacher in India, Vol, I & Vol. II, Delhi, s. Chand and Co. 1978.
8. NCTE, Teacher Education Curriculum-A Framework, New Delhi, NCERT, 1978.
9. Panda, B.N. & Tewari, A.D. Teacher Education, New Delhi, A.P.H. Publishing corporation, 1997.
10. Pareek, R. Role of Teaching Profession, Guwahati, Eastern Book Hose, 1996.
11. Passi, B.K. Becoming a Better teacher, microteaching approach, Amedabad, Sahitya Nudranalay,
1976.
12. Patil, V.T. Inservice Education for Teachers, Delhi, Authors Press, 2001.
13. 13. Raina, V.K. Teacher Education: A Perspective, Guwahati, Eastern Book House, 1998.
14. Silcork, P. Bruntland, M. Achieving Competence, Success and Excellent in Teaching, London
routledge Falmer, 2002.
15. Singh, L.C. (ed.) Teacher Education in India A resource book, New Delhi, NCERT, 1990.
16. subramanyam, K. handbook for college and university teachers, Hyderabad, 1995.
17. Tibble, J.W. (ed.) The Future of Teacher Education, London, Rutledge and Kegan Paul, 1971.
18.
19.
20.
21.
22.
23.
24.
25.
26.
Sharma R.C. National Policy on Education, Mangal Deep Publication, 2002.
Aggrawal J.C. Education Policy in India, Shipra Publication, first published, 1992.
Shivavarudrappa, G. Philosophical approach to Education, Himalaya Publication.
Kalsa & Singh R.R. Curriculum construction, 1987.
Methods of Teacher Training, Raut Range Road, Dgumarli Bhaskara Road, Discovery Publishing
House, New Delhi 2
Milton Keynes, Managing for change: education, open university.
Thorat, Sukhadeo, Higher Education in India, “Emerging issues related to access, inclusive and
quality, Chairman UGC New Delhi, Nehru Memorial Lecture.
James E. Bruno, Emerging issues in Education : Policy implications for the school, Rand cooperation,
published 1972, Lexington books.
Teacher Education in India, JS Rajpat & K. Walia, Sterling Publisher Pvt. Ltd., New Delhi.