M.Ed. - 2014-15 onwards – SDE
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BHARATHIAR UNIVERSITY: COIMBATORE – 641 046
SCHOOL OF DISTANCE EDUCATION (SDE)
DEGREE OF MASTER OF EDUCATION
(NON-SEMESTER PATTERN)
(For the Candidates admitted from the academic year 2014-2015 onwards)
1. REGULATIONS
(Effect from the academic year 2014-15 Batch and onwards)
2. MASTER OF EDUCATION (M.Ed.) IN DISTANCE EDUCATION
The M.Ed. Programme offered by the School of Distance Education, Bharathiar
University is recognized by the National Council of Teacher Education (NCTE) and
Distance Education Bureau (DEB)-UGC, New Delhi. The M.Ed. programme with an
annual intake of 250 candidates will be conducted in the Ten approved counseling
centres.
3. ELIGIBILITY FOR ADMISSION TO THE COURSE AND EXAMINATION
Teachers/Teacher educators and administrators, who wish to pursue M.Ed.
course for professional development may be admitted to the M.Ed. course offered by
the School of Distance Education, Bharathiar University, provided she/he has passed
a B.Ed. degree examination of any University recognized by the Syndicate as
equivalent thereto with not less than an average of 50% of marks theory and
practical put together and two years teaching/professional experience after
completion of B.Ed. programme in a Government / Government recognized College /
NCTE recognized Teacher Education/Research Institution in Education is a must.
No candidate shall be admitted to the Examination unless he has taken the
qualifying B.Ed. Degree in Education.
No candidate shall be eligible for the degree of M.Ed. unless she/he has
completed the prescribed course of study and has passed the qualifying examination
and has satisfied the Examiners in a thesis on an approved subject.
4. Selection of the Candidates
Candidate will be selected for admission of the M.Ed. programme on the basis of
marks secured in the Entrance Examination and Mark secured in B.Ed. programme
and as Tamilnadu government reservation norms.
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5. GENERAL FRAMEWORK
Duration of the Course:

The duration of the course shall be two academic years.

Two spells with 15 days each (10 days counselling classes and 05 days
workshop) shall be conducted during the course of study.

Minimum period to complete the course: 2 years

Maximum period to complete the course : 4 years
Medium of Instruction:

English only
Counselling-cum-Contact Programme & Workshop:
In the first year, 10 days Counselling and 5 days Workshop classes will be
conducted. There shall be 120 instructional hours in total for first year. Similarly, in
second year, 10 days Counselling and 5 days Workshop classes will be conducted.
There shall be 120 instructional hours in total for second year. In total 240
instructional hours are provided for the entire two years course.
Attendance at the Counselling–cum-Contact & Workshop Classes is
Compulsory. If the candidate does not attend the Counselling cum Contact &
Workshop classes in a particular year due to any reason, he/she will be permitted to
appear for the examination in the next academic year after satisfying all the other
formalities, including attendance of the programme.

The University reserves the right either to increase or to decrease the number
of seats at any programme centre.

The University reserves the right to add, delete or merge centres, if needed,
and also to shift students from one centre to another without notice.

Counselling cum Contact & Workshop classes of 15 days duration will be
organized in allocated study centers in each year. Attendance at the
Counselling cum Contact & Workshop is compulsory. Candidates who fail to
attend the programme will not be allowed for the examinations.
M.Ed. - 2014-15 onwards – SDE

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Candidates have to make their own arrangements for their stay during the
period of the programme.

The candidates will be informed about the centre and dates of Counselling
cum Contact & Workshop Classes after admission.
Internal Assessment

The M.Ed. Programme through distance education shall also have the system
of internal assessment as it is applicable in case of the regular students of
M.Ed Programme.

Internal assessment shall carry 25 marks in each paper.

The components of internal assessment in every course/paper will be as
follows:
o One class test of 10 marks,
o One assignment of 8 marks; and
o Attendance in the PCP of 7 marks

A candidate, who fails to complete the internal assessment components, shall
not be eligible to appear in the examination.
Assignment
Assignment is a means of continuous assessment of theory and practical.
Assignments will help the learners to recapitulate the theory and go back to the text
again in case students are unable to answer a particular question. Hence,
assignments also help to reinforce the learning in Distance learning system of
education.
6. COURSE OF STUDY
I Year
01
Philosophy and Sociology of Education
02
Psychology of Education
03
Methods of Research and Statistics in Education
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II Year
04
Curriculum Principles and Planning
05
Teaching Theory and System
06
Evaluation in Education Theory and Practice
Dissertation
Candidates pursuing the M.Ed. Degree Course of study through the School of
Distance Education, Bharathiar University may submit their dissertation at the end of
the second year. M.Ed. dissertation will be guided by the faculty of the Department of
Education (SDE and Regular) Bharathiar University and approved guides from the
respective M.Ed. counselling centres from the beginning of the programme. Those
who fail to submit the dissertation in time will be permitted to submit the same after
six months with a penalty fee prescribed by the University. Each dissertation shall be
accompanied by a certificate signed by the supervisor and counter signed by the
course Co-ordinator and Head of the Department of Education, SDE, Bharathiar
University to the effect that the thesis has been prepared under the direction of the
Supervisor and that it had not been the basis for the award of any degree or diploma
earlier.
6. SCHEME OF EXAMINATION
There shall be examination at the end of the first and second year. The Scheme of
Examination will be as follows:
FIRST YEAR EXAMINATION
Sl.
No.
1.
2
3
Internal Mark
Papers
Philosophy
and
Sociology of Education
Psychology
of
Education
Methods of Research
and
Statistics
in
Education
Total
University Exam. Mark
Time in Max.
Min
Hrs.
Max.
Min
25
12.5
3
100
25
12.5
3
25
12.5
3
75
37.5
Total Marks
Max.
Min
50
125
62.5
100
50
125
62.5
100
50
125
62.5
300
150
375
187.5
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SECOND YEAR EXAMINATION
Internal Mark
Sl.
No.
4
5
Papers
6
Max.
Min
25
12.5
3
100
25
12.5
3
25
12.5
3
75
37.5
Curriculum Principles
and Planning
Teaching Theory and
Systems
Evaluation
University Exam. Mark
Time in Max.
Min
Hrs.
Total Marks
Max.
Min
50
125
62.5
100
50
125
62.5
100
50
125
62.5
300
150
375
187.5
in
Education Theory and
Practice
Total
The following break up of marks will be followed for assessment of thesis.
a
Internal valuation
50
b
Valuation by External Examiner
50
c
Viva-voce
50
TOTAL
150
Candidates who fail in the dissertation shall have to resubmit the dissertation.
S.No.
1.
Year
I-Year
2.
No. of Papers
Maximum Marks
Three Papers (1-3)
375
Three Paper (4-6)
375
Dissertation
150
II Year
3.
TOTAL
900
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7. PATTERN OF UNIVERSITY EXAM QUESTION PAPER
For the theory papers (University Exam), there will be 7 questions in the
question paper with Part-A (1-4) and Part-B (5-7). The candidates have to answer to
any 2 questions out of the 4 questions asked in Part-A and ‘All’ questions with
internal choices in Part-B. Each question will carry 20 marks with the maximum of
100 marks (=5x20 marks). Model question paper is in the annexure-1.
8. VALUATION & PASSING MINIMUM
a.
There shall be a university examination (max. 100 marks) for each of the
written papers and 25 marks as internal marks. The written papers will be
evaluated by one internal or one external examiner.
b.
Each written paper will be valued by one examiner.
c.
Each thesis shall be valued by two examiners, internal and external. Each
examiner shall value for a maximum of 50 marks. If both the examiners pass
the thesis by awarding 50% or more, thesis valuation shall be taken final. If
both the examiners fail the thesis by awarding less than 50% of marks, then
the candidate shall deemed to have failed in the thesis. If one examiner passed
the thesis by 50% or more marks and the other examiner fails, then the thesis
shall be sent to a third examiner for valuation. In such case, the best of the two
marks awarded by the three examiners shall be taken as final. The total marks
awarded by the two examiners will be taken as the evaluated marks for the
thesis.
d.
The minimum marks for a pass in each paper and thesis will be 50% in the
university examination. The minimum marks for pass in the thesis will be
50% in the evaluation of both the Research Supervisor and the External
Examiner taken together and 50% in the total of evaluation of the thesis and
the via-voce examination.
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9. CLASSIFICATION OF SUCCESSFUL CANDIDATES
Those candidate who have passed the examination in the first attempt with
75% of marks or above on an average of theory papers and dissertation put together
shall be declared to have passed the degree examination with ‘Distinction’. Those
candidates who have passed the examination with an average of 60% and above but
below 75% will be declared to have passed the degree examination in ‘First Class’.
The other successful candidates shall be declared to have passed the degree
examination in ‘Second Class’.
10. RESTRICTIONS ON EXAM APPEARANCE
Candidates shall be required to complete the course within a period of 4 years
from the date of his/her admission to the course with a maximum of 4 attempts for
each paper and dissertation.
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11. SYLLABUS OF THE COURSE (THEORY)
FIRST YEAR
M.ED. 01 PHILOSOPHY AND SOCIOLOGY OF EDUCATION
BLOCK-1: MEANING AND SCOPE OF PHILOSOPHICAL INQUIRY IN EDUCATION
UNIT-1: NATURE AND SCOPE OF PHILOSOPHICAL INQUIRY IN EDUCATION
UNIT-2: NEED FOR PHILOSOPHICAL FRAMEWORK
UNIT-3: ROLE OF CONCEPTUAL ANALYSIS IN EDUCATION
UNIT-4: CONCEPTUAL ANALYSIS OF EDUCATION AND RELATED CONCEPTS
UNIT-5: CRITERIA OF EDUCATIVE PROCESS
BLOCK-2: PHILOSOPHICAL ANALYSIS OF EDUCATION
UNIT-6: CHILD CENTERED AND STUDENT CENTERED EDUCATION
UNIT-7: LEARNING SOCIETY
UNIT-8: LIFE LONG LEARNING
UNIT-9: OPEN LEARNING
UNIT-10: FREEDOM AND DICIPLINE
UNIT-11: LEARNING BY DOING
BLOCK-3: EPISEMOLOGY AND EDUCATION
UNIT-12: EPISTEMOLOGICAL ANALYSIS OF SOURCES OF KNOWLEDGE
UNIT-13: THEORIES OF KNOWLEDGE AND VALIDATION OF KNOWLEDGE
UNIT-14: LOGIC AND EDUCATION
UNIT-15: RELATIONSHIP BETWEEN EPISTEMOLOGY AND EDUCATION
UNIT-16: EPISTEMOLOGICAL BASES OF CURRICULUM
UNIT-17: DISCIPLINES AND THEIR METHODOLOGICAL IMPLICATIONS
UNIT-18: ORGANIZATION OF CURRICULUM
BLOCK-4: AXIOLOGY AND EDUCATION
UNIT-19: MEANING AND NATURE OF VALUES
UNIT-20: MEANING AND NATURE OF ETHICS AND AESTHETICS IN EDUCATION
UNIT-21: TYPES OF VALUES AND VALUE HIERARCHIES
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UNIT-22: PHILOSOPHICAL PERSPECTIVES OF VALUES – IDEALISTIC, NATURALISTIC,
REALISTIC AND PRAGMATIC
UNIT-23: INDIAN VALUE SYSTEM
UNIT-24: RELATIONSHIP BETWEEN AXIOLOGY AND EDUCATION
UNIT-25: VALUES AND CURRICULUM
UNIT-26: VALUE EDUCATION AND APPROACHES TO VALUE EDUCATION
BLOCK-5: MAJOR SCHOOLS OF PHILOSOPHY
UNIT-27: IDEALISM AND EDUCATION
UNIT-28: NATURALISM AND EDUCATION
UNIT-29: REALISM AND EDUCATION
UNIT-30: PRAGMATISM AND EDUCATION
UNIT-31: MARXISM EXTENTIALISM AND EDUCATION
UNIT-32: KEY IDEAS OF PLATO, ARISTOTIC, ROUSSEAU, DEWEY
UNIT-33: KEY IDEAS OF MONTESSORI, PETALOZZI, FROEBEL
UNIT-34: CHRISTIAN AND ISLAMIC PHILOSOPHIES ON EDUCATION
UNIT-35: PHILOSOPHICAL BASES OF MEDIEVAL AND LIBERAL EDUCATION
BLOCK-6: MAJOR SYSTEMS OF INDIAN PHILOSOPHY
UNIT-36: SANKHYA AND VEDANTA – IDEAS AND IMPLICATIONS
UNIT-37: BUDDHISM AND JAINISM – IDEAS AND IMPLICATIONS
UNIT-38: CONTRIBUTIONS OF TAGORE
UNIT-39: CONTRIBUTIONS OF VIVEKANANDA
UNIT-40: CONTRIBUTIONS OF AUROBINDO
UNIT-41: CONTRIBUTIONS OF GANDHIJI
BLOCK-7: EDUCATION AND THE SOCIAL SYSTEM
UNIT-42: NEED FOR SOCIOLOGICAL APPROACH TO EDUCATION
UNIT-43: CULTURE – MEANING, SIGNIFICANCE AND CHARACTERISTICS
UNIT-44: UNIVERSALITY AND PARTICULARITY OF CULTURE
UNIT-45: SOCIALISATION AND EDUCATION
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UNIT-46: CULTURE AND PERSONALITY
UNIT-47: SCHOOL AS A SYSTEM AND ITS IMPACT ON THE CHILD
BLOCK-8: EDUCATION AND THE SOCIAL ORDER
UNIT-48: SOCIAL STRATICATION – CLASS AND CASTE
UNIT-49: SOCIAL MOBILITY
UNIT-50: GROUP CONFLICT AND PREJUDICE
UNIT-51: SOCIALISTIC PATTERN OF SOCIETY
UNIT-52: SOCIAL CONTROL AND EDUCATION
BLOCK-9: EDUCATION OF THE DISADVANTAGED GROUPS
UNIT-53: DISADVANTAGED GROUPS – MEANING, TYPES
UNIT-54: EDUCATION OF WOMEN
UNIT-55: EDUCATION OF SC/ST GROUPS
UNIT-56: EDUCATION OF DISABLED CHILDREN
BLOCK-10: MODERNISATION AND EDUCATION
UNIT-57: MODERNISATION – CONCEPTS, CHARACTERISTICS
UNIT-58: SOCIAL CHANGE – CONCEPT, TYPES
UNIT-59: ADVANCES IN SCIENCE AND TECHNOLOGY – THE EMERGENCE OF KNOWLEDGE
SOCIETY
UNIT-60: ROLE OF MEDIA IN MODERNISATION
BLOCK-11: EDUCATION AND ECONOMIC ORDER
UNIT-61: ECONOMIC ORDER AND EDUCATION
UNIT-62: EDUCATION AS INVESTMENT
UNIT-63: ROLE OF EDUCATION IN ECONOMIC DEVELOPMENT
BLOCK-12: HUMAN RESOURCE DEVELOPMENT AND EDUCATION
UNIT-64: MEANING AND IMPORTANCE OF HRD
UNIT-65: PROBLEMS OF HRD
UNIT-66: MAN POWER REQUIREMENT AND EDUCATION
UNIT-67: EDUCATION AND EMPLOYMENT
UNIT-68: EQUITY OF EDUCATIONAL OPPORTUNITIES
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M.ED. 02 PSYCHOLOGY OF EDUCATION
BLOCK 1 – INTRODUCTION TO PSYCHOLOGY
UNIT 1 : PSYCHOLOGY AS A DISCIPLINE
UNIT 2 : METHODS OF PSYCHOLOGY
UNIT 3 : SCHOOLS OF PSYCHOLOGY
UNIT 4 : EDUCATIONAL PSYCHOLOGY
BLOCK 2 – FOUNDATIONS OF BEHAVIOUR
UNIT 5 : GENETIC DETERMINANTS OF BEHAVIOUR
UNIT 6 : INTRODUCTION TO HUMAN NERVOUS SYSTEM
UNIT 7 : BIOCHEMICAL DETERMINANTS OF BEHAVIOR
UNIT 8 : ENVIRONMENTAL DETERMINANTS OF BEHAVIOR
BLOCK 3 – DIMENSIONS OF DEVELOPMENT I
UNIT 9 : BASIC CONCEPTS OF GROWTH AND DEVELOPMENT
UNIT 10 : METHODS OF STUDY OF GROWTH AND DEVELOPMENT
UNIT11 : DEVELOPMENTAL TASKS
UNIT 12 : PHYSICAL AND MOTOR DEVELOPMENT
UNIT 13: SOCIAL DEVELOPMENT – THEORY OF ERIKSON
UNIT 14 : EMOTIONAL DEVELOPMENT
BLOCK 4 – DIMENSIONS OF DEVELOPMENT II
UNIT 15 : COGNITIVE DEVELOPMENT – PIAGET AND BRUNER
UNIT 16 : MORAL DEVELOPMENT – PIAGET AND KOHLBERG
UNIT 17 : LANGUAGE DEVELOPMENT
UNIT18 : BEHAVIOURAL CHARACTERISTICS AND PROBLEMS – CHILDHOOD AND
ADOLESCENCE
BLOCK 5 – THEORIES OF LEARNING I
UNIT 19 : LEARNING – CONCEPTS AND TYPES
UNIT 20 : CLASSICAL CONDITIONING – PAVLOV
UNIT 21 : OPERANT CONDITIONING – SKINNER
UNIT 22 : DRIVE AND REDUCTION THEORY – HULL
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UNIT 23 : CONTIGUITY THEORY – GUTHRIE
UNIT 24 : OBSERVATIONAL LEARNING -BANDURA
BLOCK 6 – THEORIES OF LEARNING II
UNIT 25 : COGNITIVE FIELD THEORYU- TOLMAN
UNIT 26 : GESTALT THEORY – KOHLER, WERTHEIMER, AND YERKES
UNIT 27 : DISCOVERY LEARNING - BANDURA
UNIT 28 : MEANINGFUL RECEPTION LEARNING – AUSUBEL
UNIT 29 : HIERARCHY OF LEARNING TYPES – GAGNE
UNIT 30 : INFORMATION PROCESSING – THEORY
UNIT 31 : HUMANISTIC VIEWS ON LEARNING – ROGER
BLOCK 7 – SPECIFIC TYPES OF LEARNING
UNIT 32 : LEARNING OF CONCEPTS AND CONCEPT HIERARCHIES
UNIT 33 : LEARNING OF PRINCIPLES
UNIT 34 : LEARNING OF PERCETUAL PSYCHOMOTOR SKILLS
UNIT 35 : LEARNING OF PROBLEM SOLVING
UNIT 36 : LEARNING OF COGNITIVE STRATEGIES
UNIT 37 : LEARNING OF ATTITUDES AND VALUES
BLOCK 8 – ISSUES RELATING TO LEARNING
UNIT 38 : INDIVIDUALISED INSTRUCTIONAL SYSTEM – PROGRAMMED INSTRUCTION
UNIT 39 : MASTERY LEARNING AND MODULAR APPROACH
UNIT 40 : REMEMBERING AND FORGETTING
UNIT 41 : TRANSFER OF LEARNING
UNIT 42 : MOTIVATION IN LEARNING
UNIT 43 : GROUP DYNAMICS
BLOCK 9 – INDIVIDUAL DIFFERENCES
UNIT 44 : INDIVIDUAL DIFFERENCES IN COGNITIVE ABILITIES – INTELLIGENCE,
APTITUDES
UNIT 45 : INDIVIDUAL DIFFERENCES IN COGNITIVE ABILITIES – CREATIVITY,
COGNITIVE STYLES
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UNIT 46 : INDIVIDUAL DIFFERENCES IN ATTITUDES AND VALUES
UNIT 47 : INDIVIDUAL DIFFERENCES IN INTERESTS
UNIT 48 : MANAGEMENT OF INDIVIDUAL DIFFERENCES
UNIT 49 : EDUCATION OF EXCEPTIONAL CHILDREN
BLOCK 10 – THEORIES OF PERSONALITY I
UNIT 50 : PERSONALITY -BASIC CONCEPTS AND APPROACHES
UNIT 51 : TYPE THEORIES OF PERSONALITY
UNIT 52 : TRAIT THEORIES – ALLPORT, GUILFORD, CATTELL AND EYSENCK
UNIT 53 : PSYCHOANALYTIC THEORIES – FREUD
UNIT 54 : PSYCHOANALYTIC THEORIES – JUNG AND ADLER
UNIT 55 : NEO- FREUDIAN VIEWS OF PERSONALITY – ERIKSON, HORNEY AND FROMM
BLOCK 11 – THEORIES OF PERSONALITY II
UNIT 56 : HUMANISTIC VIEWS OF PERSONALITY –ROGER AND MASLOW
UNIT 57 METHODS OF ASSESSING PERSONALITY
UNIT 58 CONCEPT OF MATURE PERSONALITY AND ‘ SHITAPRAGNA’
UNIT 59 VALUE OF YOGA AND MEDITATION
BLOCK 12 – ADJUSTMENT AND MENTAL HEALTH
UNIT 60 : ADJUSTMENT AND MENTAL HEALTH – BASIC CXONCEPTS
UNIT 61 : MECHANISMS OF ADJUSTMENT
UNIT 62 : COMMON FORMS OF MENTAL DISORDERS
UNIT 63 : MENTAL HYGIENE
UNIT 64 : GUIDANCE- EDUCATIONAL AND VOCATIONAL
UNIT 65 : COUNSELLING
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M.ED- 03 METHODS OF RESEARCH AND STATISTICS IN EDUCATION
1. INTRODUCTION
UNIT – 1
KNOWLEDGE – GENESIS AND GROWTH
UNIT – 2
CHARACTERISTICS OF SCIENTIFIC KNOWLEDGE
UNIT – 3
ACQUIRING KNOWLEDGE PHENOMENOLOGY
UNIT – 4
ACQUIRING KNOWLEDGE – DIALECTICAL AND POSITIVISTIC
APPROACHES
UNIT – 5
ACQUIRING KNOWLEDGE – SCIENTIFIC METHOD
UNIT – 6
SCIENTIFIC KNOWLEDGE AND ITS USE FOR MANKIND
2. EDUCATIONAL RESEARCH
UNIT – 7
EDUCATIONAL RESEARCH – MEANING AND SCOPE
UNIT – 8
EDUCATIONAL RESEARCH – ITS CHARACTERISTICS
UNIT – 9
PROBLEMS IN EDUCATIONAL RESEARCH
UNIT – 10
EDUCATIONAL RESEARCH – APPROACHES
UNIT – 11
VALUABLES IN EDUCATIONAL RESEARCH
3. AREAS OF EDUCATIONAL RESEARCH
UNIT – 12
CONTENT OF EDUCATION
UNIT – 13
PROCESS OF EDUCATION
UNIT – 14
LEVELS OF EDUCATION
UNIT – 15
PRIORITY AREAS OF EDUCATIONAL RESEARCH
4. RESEARCH PROBLEM
UNIT – 16
IDENTIFICATION OF RESEARCH PROBLEM
UNIT – 17
FORMULATION OF RESEARCH PROBLEM
UNIT – 18
MEANING AND ROLE OF RESEARCH PROBLEM
UNIT – 19
HYPOTHESES IN EDUCATIONAL RESEARCH
UNIT – 20
DEFINING SCOPE OF RESEARCH STUDY
5. REVIEW OF RELATED LITERATURE
UNIT – 21
IMPORTANCE OF REVIEW OF RELATED LITERATURE
UNIT – 22
RELATED LITERATURE
UNIT – 23
SOURCES OF RELATED LITERATURE – PRIMARY, SECONDARY
AND OTHERS
UNIT – 24
DOCUMENTATION OF RELATED LITERATURE
6. METHODS OF RESEARCH
UNIT – 25
HISTORICAL RESEARCH
UNIT – 26
PHILOSOPHICAL RESEARCH
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UNIT – 27
SURVEY – DESCRIPTIVE, NORMATIVE AND ANALYTICAL
UNIT – 28
CORREALTIONAL AND CASUAL – COMPARATIVE STUDIES
UNIT – 29
EXPERIMENTAL AND QUASI – EXPERIEMENTAL RESEARCH
UNIT – 30
NATURALISTIC ENQUIRY – CASE STUDIES AND ETHNOGRAPHIC STUDIES
UNIT – 31
DEVELOPMENTAL STUDIES
7. DATA COLLECTION – TOOLS AND TECHNIQUES
UNIT – 32
TYPES OF DATA – QUALITATIVE AND QUANTITATIVE
UNIT – 33
CHARACTERISTICS AND SELECTION OF A GOOD MEASURING
INSTRUMENT
UNIT – 34
TOOLS OF DATA COLLECTION
UNIT – 35
TECHNIQUES OF DATA COLLECTION
8. SAMPLING
UNIT – 36
POPULATION AND SAMPLE
UNIT – 37
PROBABILITY SAMPLING
UNIT – 38
NON-PROBABILITYSAMPLING
UNIT – 39
SAMPLE SIZE
9. ANALYSIS OF DATA – QUALITATIVE AND QUANTITATIVE
UNIT – 40
ANALYSIS OF DATA IN RESEARCH – QUALITATIVE AND
QUANTITATIVE
UNIT – 41
CONTENT ANALYSIS
UNIT – 42
DESCRIPTIVE AND INFERENTIAL STATISTICS
UNIT – 43
SCALES OF MEASUREMENTS
UNIT – 44
GRAPHICAL REPRESENTATION OF DATA
UNIT – 45
MEASURES OF CENTRAL TENDENCY (CALCULATIONS)
UNIT – 46
MEASURES OF VARIABILITY (CALCULATIONS)
UNIT – 47
MEASURES OF RELATIVE POSITION (CALCULATIONS)
UNIT – 48
PROBABILITY DISTRIBUTION (CALCULATIONS)
UNIT – 49
MEASURES OF CORRELATION
10. PARAMETRIC STATISTICS AND NON-PARAMETRIC STATISTICS
UNIT – 50
SAMPLING DISTRIBUTION
UNIT – 51
RELIABILITY OF STATISTICAL MEASURES
UNIT – 52
TESTING OF HYPOTHESIS
UNIT – 53
TESTS OF SIGNIFICANCE OF DIFFERENCE
UNIT – 54
ANALYSIS OF VARIANCE ( PARAMETRIC STATISTICS)
UNIT – 55
NON-PARAMETRIC STATISTICS
UNIT – 56
COMPUTERS IN DATA ANALYSIS
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11. INTERPRETAION AND GENERALIZATION OF RESULTS
UNIT – 57
RELATING OBJECTIVES OF STUDY OF RESULTS
UNIT – 58
INFERENCING – BASED ON STATISTICS
UNIT – 59
GENERALISATION OF RESULTS
UNIT – 60
IMPLICATIONS OF RESEARCH
12. RESEARCH PROPOSAL AND REPORTING
UNIT – 61
RESEARCH PROPOSAL
UNIT – 62
RESEARCH REPORT – PRELIMINARIES
UNIT – 63
RESEARCH REPORT – TEXT OF THE REPORT
UNIT – 64
RESEARCH REPORT – REFERENCES
UNIT – 65
RESEARCH REPORT – SUMMARY AND CONCLUSIONS
SECOND YEAR
M.ED-04. CURRICULUM PRINCIPLES AND PLANNING
BLOCK-1 : NATURE OF CURRICULUM
UNIT 1: MEANING OF CURRICULUM
UNIT 2: DIMENSIONS OF CURRICULUM
UNIT 3: NATURE OF CURRICULUM IN INDIA – A HISTORICAL PERSPECTIVE
BLOCK-2 : FOUNDATIONS OF CURRICULUM
UNIT 4: PHILOSOPHICAL FOUNDATIONS
UNIT 5: PSYCHOLOGICAL FOUNDATIONS
UNIT 6: SOCIOLOGICAL FOUNDATIONS
UNIT 7: APPROACHES OF CURRICULUM FRAMING – TRADITIONAL AND MODERN
UNIT 8: STYLES OF CURRICULUM THEORIZING
BLOCK-3: PATTERN OF CURRICULUM
UNIT 9: SUBJECT-CENTERED CURRICULUM
UNIT 10: EXPERIENCE AND ACTIVITY CURRICULUM
UNIT 11: CORE CURRICULUM
BLOCK 4: INNOVATIVE PATTERNS OF CURRICULUM
UNIT 12: BASIC EDUCATION CURRICULUM
UNIT 13: DALTON PLAN
UNIT 14: GARRY SYSTEM
UNIT 15: EIGHT YEAR STUDY PLAN
BLOCK 5: CURRICULUM PATTERN AT DIFFERENT LEVELS OF EDUCATION
UNIT 16: NATIONAL CURRICULUM
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UNIT 17: SCHOOL CURRICULUM IN TAMILNADU
UNIT 18: CURRICULUM AT UNIVERSITY LEVEL
BLOCK 6: PRINCIPLE OF CURRICULUM CONSTRUCTION
UNIT 19: PRINCIPLES AND VALIDATION OF EDUCATIONAL OBJECTIVES
UNIT 20: ABC OF CURRICULUM
UNIT 21: SELECTION OF CONTENT
UNIT 22: DISTRIBUTION OF INSTRUCTIONAL TIME
BLOCK 7: SYSTEM APPROACH TO CURRICULUM DESIGNING
UNIT 23: CONCEPTS OF SYSTEM AND SYSTEM APPROACH
UNIT 24: SYSTEM ANALYSIS IN CURRICULUM DESIGNING
UNIT 25: CURRICULUM AS SYSTEM
BLOCK 8: CURRICULUM DEVELOPMENT
UNIT 26: CURRICULUM DEVELOPMENT AS A SYSTEMATIC PROCESS
UNIT 27: CURRICULUM DEVELOPMENT AS A CO-OPERATIVE EFFORT
UNIT 28: EVALUATION OF CURRICULUM PLAN
UNIT 29: ROLE OF AGENCIES IN CURRICULUM DEVELOPMENT
BLOCK 9: CURRICULUM TRANSACTION
UNIT 30: INSTRUCTIONAL MATERIALS
UNIT 31: ROLE OF ADMINISTRATORS AND TEACHERS
UNIT 32: CO- CURRICULUM
UNIT 33: HIDDEN CURRICULUM
BLOCK 10: EVALUATION OF CURRICULUM
UNIT 34: PRINCIPLES OF CURRICULUM IMPLEMENTATION
UNIT 35: ASPECTS OF CURRICULUM EVALUATION
UNIT 36: FORMATIVE AND SUMMATIVE EVALUATION OF CURRICULUM
BLOCK 11: DIMENSIONS OF CURRICULUM CHANGES
UNIT 37: CURRICULUM AS A DYNAMIC PROCESS
UNIT 38: CONTENT DIMENSIONS
UNIT 39: INSTRUCTIONAL DIMENSIONS
UNIT 40: ORGANIZATIONAL DIMENSIONS
BLOCK 12: CURRICULUM RENEWAL
UNIT 41: NEED FOR CURRICULUM RENEWAL
UNIT 42: APPROACHES TO CURRICULUM RENEWAL
UNIT 43: ROLE OF RESEARCH IN CURRICULUM RENEWAL
UNIT 44: CURRICULUM RENEWAL IN INDIA
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M.Ed. - 2014-15 onwards – SDE
Page 18 of 27
M.ED.05 - TEACHING THEORY AND SYSTEMS
BLOCK 1: CONCEPT OF TEACHING
UNIT 1: CONCEPT OF TEACHING
UNIT 2: TEACHING AND LEARNING
UNIT 3: APPROACHES TO ANALYSIS OF TEACHING
BLOCK 2: THEORY OF TEACHING
UNIT 4: NEED AND FUNCTIONS OF THEORY
UNIT 5: BASES OF THEORIES OF TEACHING
UNIT 6: THEORIES OF TEACHING
BLOCK 3: MODELS OF TEACHING – I
UNIT 7: CONCEPT, NATURE AND CLASSIFICATION
UNIT 8: THE INDUCTIVE MODEL (HILDA TABA)
UNIT 9: THE INQUIRY TRAINING MODEL (RICHARD SUCHMAN)
UNIT 10: THE BIOLOGICAL SCIENCE INQUIRY MODEL (JOSEPH SUCAWAB)
UNIT 11: THE CONCEPT ATTAINMENT MODEL (JEROME BRUNER)
UNIT 12: THE COGNITIVE GROWTH MODEL (JEAN PIAGET)
UNIT 13: THE ADVANCE ORGANIZER MODEL (DAVID AUSUBEL)
BLOCK 4 : MODELS OF TEACHING – II
UNIT 14: THE JURISPRUDENTIAL MODEL (OLIVER AND SHANER)
UNIT 15: THE GROUP INVESTIGATIVE MODEL (HERBERT THELEN)
UNIT 16: THE LABORAFORY TRAINING (T-GROUP) MODEL (HERBERT SHEPPERD)
UNIT 17: THE SOCIAL INQUIRY MODEL (MESSALIAS AND COX)
BLOCK 5: MODELS OF TEACHING – III
UNIT 18: THE NON-DIRECTIVE TEACHING MODEL (CARL ROGERS)
UNIT 19: THE CLASS-ROOM MEETING MODEL (WILLIAM GLASER)
UNIT 20: THE AWARENESS TRAINING MODEL (WILLIAM SCHUTZ AND GEORGE BROWN)
UNIT 21: THE SYNECTICS MODEL (J.J GORDON)
UNIT 22: THE CONTINGENCY MANAGEMENT MODEL (RIM AND MASTERS)
BLOCK 6: STRATEGIES OF TEACHING - I
UNIT 23: STYLES OF TEACHING
UNIT 24: CLASSROOM TEACHING STRATEGIES
UNIT 25: GROUP TEACHING STRATEGIES
BLOCK 7: TEACHING SKILLS AND ACTIVITIES-I
UNIT 29: TEACHER FUNCTIONS
UNIT 30: SKILL OF INTRODUCING A LESSON
UNIT 31: SKILL OF EXPLAINING
M.Ed. - 2014-15 onwards – SDE
Page 19 of 27
UNIT 32: SKILL OF USING AUDIO-VISUAL AIDS
BLOCK 8: TEACHING SKILLS AND ACTIVITIES-II
UNIT 33: SKILL OF ILLUSTRATING WITH EXAMPLES
UNIT 34: SKILL OF INCREASING PUPIL PARTICIPATION
UNIT 35: SKILL OF REINFORCEMENT
UNIT 36: LESSON PLANNING
UNIT 37: MICRO – TEACHING
BLOCK 9: INTERACTIONS IN TEACHING
UNIT 38: A SYSTEM FOR ANALYZING INTERACTION – COGNITIVE FOCUS
UNIT 39: A SYSTEM FOR ANALYZING INTERACTION – AFFECTIVE FOCUS
UNIT 40: INTERACTION ANALYSIS OF CATEGORY SYSTEM - FLANDERS
UNIT 41: SOCIOMETRIC MODEL – MORENO
BLOCK 10: TEACHING EFFECTIVENESS
UNIT 42: CONCEPT AND CRITERIA OF TEACHING EFFECTIVENESS
UNIT 43: VARIABLES IN TEACHING EFFECTIVENESS
UNIT 44: TEACHER COMPETENCIES
BLOCK 11: ASSESSMENT OF TEACHING EFFECTIVENESS
UNIT 45: NEED AND PROBLEMS OF ASSESSING TEACHING EFFECTIVENESS
UNIT 46: METHODS OF ASSESSMENT OF TEACHING EFFECTIVENESS
UNIT 47: TECHNIQUES AND TOOLS OF ASSESSMENT OF TEACHING EFFECTIVENESS
M.ED.06- EVALUATION IN EDUCATION THEORY AND PRACTICE
BLOCK 1: BASIC CONCEPTS OF EVALUATION
UNIT 1: MEANING AND NEED FOR EVALUATION
UNIT 2: EDUCATIONAL MEASUREMENT
UNIT 3: SCALE OF MEASUREMENT
UNIT 4: PRINCIPLES AND FUNCTIONS OF EVALUATION
UNIT 5: MODELS OF EVALUATION
BLOCK 2: INSTRUCTIONAL OBJECTIVES AND EVALUATION
UNIT 6: MEANING, IMPORTANCE OF INSTRUCTIONAL OBJECTIVES
UNIT 7: TAXONOMY OF INSTRUCTIONAL OBJECTIVES – (COGNITIVE)
UNIT 8: TAXONOMY OF INSTRUCTIONAL OBJECTIVES – (AFFECTIVE AND PSYCHO-MOTOR)
BLOCK 3: QUALITIES OF A GOOD MEASURING INSTRUMENT
UNIT 9: VALIDITY
UNIT 10: RELIABILITY
UNIT 11: OTHER QUALITIES
M.Ed. - 2014-15 onwards – SDE
BLOCK 4: TECHNIQUES OF EVALUATION
UNIT 12: CLASSIFICATION OF TECHNIQUES AND TOOLS OF EVALUATION
UNIT 13: OBSERVATIONAL TECHNIQUES
UNIT 14: RATING SCALES
UNIT 15: SCHEDULES AND CHECK-LISTS
UNIT 16: PEER AND SELF-APPRAISAL
UNIT 17: SOCIOMETRY AND OTHER TECHNIQUES
BLOCK 5: TOOLS OF EVALUATION
UNIT 18: INTELLIGENCE TESTS
UNIT 19: APTITUDE TESTS
UNIT 20: PERSONALITY INVENTORIES
UNIT 21: INTEREST INVENTORIES
UNIT 22: ATTITUDE SCALES
UNIT 23: ADJUSTMENT INVENTORIES
UNIT 24: PROJECTIVE TECHNIQUES
BLOCK 6: ACHIEVEMENT TESTING
UNIT 25: TYPES OF ACHIEVEMENT TESTS
UNIT 26: PLANNING AND CONSTRUCTION OF OBJECTIVE TYPE ITEMS
UNIT 27: PREPARATION OF QUESTION PAPER QUESTION PAPER
UNIT 28: STANDARDIZATION OF TEST
BLOCK 7: DIAGNOSTIC TESTING
UNIT 29: MEANING AND NEED OF DIAGNOSTING TESTING
UNIT 30: DIAGNOSTIC TESTING
UNIT 31: USES OF DIAGNOSTIC TESTS
BLOCK 8: REMEDIAL INSTRUCTION
UNIT 32: REMEDIAL INSTRUCTION-MEANING AND PRINCIPLES
UNIT 33: PLANNING REMEDIAL INSTRUCTION
UNIT 34: REMEDIATION FOR IMPROVEMENT
BLOCK 9: EXAMINATION SYSTEM
UNIT 35: A REVIEW OF EXAMINATION SYSTEM
UNIT 36: A CRITIQUE OF THE PRESENT EXAMINATION SYSTEM
UNIT 37: NEW TREND IN EXAMINATION SYSTEM
BLOCK 10: INNOVATIONS IN EXAMINATION SYSTEM
UNIT 38: SEMESTER SCHEME
UNIT 39: QUESTION BANK
UNIT 40: OPEN-BOOK EXAMINATION
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M.Ed. - 2014-15 onwards – SDE
Page 21 of 27
UNIT 41: MARKING AND GRADING SYSTEM
UNIT 42: COMPREHENSIVE EVALUATION SCHEMES
BLOCK 11: PROGRAMME EVALUATION
UNIT 43: MEANING, NEED AND PRINCIPLES OF PROGRAMME EVALUATION
UNIT 44: APPROACHES TO PROGRAMME EVALUATION
UNIT 45: EVALUATION OF EDUCATIONAL PROGRAMME
UNIT 46: UTILIZATION OF DATA OF PROGRAMME EVALUATION
BLOCK 12: INSTITUTIONAL EVALUATION
UNIT 47: MEANING AND NEED FOR INSTITUTIONAL EVALUATION
UNIT 48: CRITERIA AND PRINCIPLES OF INSTITUTIONAL EVALUATION
UNIT 49: APPROACHES TO INSTITUTIONAL EVALUATION
UNIT 50: USES OF INSTITUTIONAL EVALUATION
M.Ed. - 2014-15 onwards – SDE
Page 22 of 27
First Year M.Ed. Degree Examination, May 2014
(ODL Scheme)
EDUCATION
Paper.1- Philosophy and Sociology of Education
Time : 3 Hours
Max.Marks: 100
Instructions: Answer any two questions from Part –A and all three questions from
and Part-B. All questions carry equal marks.
PART –A
2 X 20 =40
1. a. Examine the need for philosophical framework in education
b. What are the implications of the concept of democracy in education?
2. a. Examine the impact of epistemology on curriculum construction.
b. Explain the pragmatic perspectives on values.
3. a. Discuss indoctrination as educative process.
b. Explain in brief the sources of knowledge according to Indian philosophy.
4. a. Discuss educational ideas of Jainism.
b. Explain in brief the sources of knowledge according to Indian philosophy.
PART –B
5.
3 X 20 =60
a. What is socialization? Examine the role of school and peer-group in socialization.
b. Explain the concept of modernization. Discuss the role of education in modernizing
a society.
OR
6. a. Discuss the relationship between education and human resource development.
b. Examine the causes of social change. Discus the role of education in bringing
desirable social change.
7. a. Discuss – Education as investment.
b. Explain in brief the problems of disadvantaged children.
OR
8. a. What is cultural lag? Discuss the role of culture in personality development of an
individual.
b. Explain in brief the role of education in social control.
9. a. What is liberal education? Explain it in briefly.
b. Explain the philosophical bases of learning society.
OR
10. a. Justify school as a social system? Discuss the role of culture in social stratification.
b. Explain the impact of education technology on teaching learning processes.
M.Ed. - 2014-15 onwards – SDE
Page 23 of 27
First Year M.Ed. Degree Examination, May 2014
(ODL Scheme)
EDUCATION
Paper.2- Psychology of Education
Time : 3 Hours
Max.Marks: 100
Instructions: Answer any two questions from Part –A and all three questions from
and Part-B. All questions carry equal marks.
PART –A
2 X 20 =40
1. a. What are the basic postulates of Behaviouristic school of psychology? Explain
their implications for class teaching at secondary school level.
b. Explain Bruner’s views on discovery learning. Bringout their educational
implications.
2. a. Explain Gangne’s hierarchy of learning and bringout its implications for classroom
teaching-learning processes.
b. Explain the basic concepts of growth and development.
3. a. Explain briefly Ausubel’s meaningful verbal learning and its importance in teaching.
b. Describe the Erikson’s theories of psycho-social stages.
4. a. Discuss Tolman’s theory of learning. Bringout its implications.
b. Discuss the information processing approach to learning.
PART –B
3 X 20 =60
a. Enumerate the characteristics of mature personality. Explain the concept of
adjustment and mental health.
b. Explain the concept of modernization. Discuss the role of education in
modernizing a society.
OR
6. a. Explain the meaning and types of counseling.
b. Explain the Piaget’s stages of cognitive development.
5.
7. a. Discuss on basic assumptions of neo-analytic perspective on personality.
b. Explain the techniques to enhance intrinsic motivation.
OR
8. a. Describe the theories of transfer of learning.
b. Explain the principles of psychoanalytic school of psychology.
9. a. Discuss the Kohlberg’s views on moral development.
b. Explain the different methods of personality assessment.
OR
10. a. Explain Guilford’s theory of intelligence.
b. Discuss the value of meditation in the development of personality.
M.Ed. - 2014-15 onwards – SDE
Page 24 of 27
First Year M.Ed. Degree Examination, May 2014
(ODL Scheme)
EDUCATION
Paper.3- Methods of Research in Education
Time : 3 Hours
Max.Marks: 100
Instructions: Answer any two questions from Part –A and all three questions from
and Part-B. All questions carry equal marks.
PART –A
1.
2.
3.
4.
2 X 20 =40
a. Explain the meaning and nature of educational research. Discuss its scope.
b. Describe the uses of scientific knowledge for mankind. Explain the steps of
scientific research.
a. Explain the criteria kept in view in the selection of a research problem with
suitable examples.
b. Explain the purposes of review of related literature at different stages of research.
a. Describe different methods of acquiring knowledge.
b. Explain the priority areas of educational research.
a. Explain the principles to be followed in preparing a questionnaire.
b. Explain the characteristics of normal probability curve.
PART –B
3 X 20 =60
a. Explain briefly the characteristics of a good research report.
b. Explain the ethical considerations in educational research.
OR
6. a. What do you mean by ‘Operational definitions’? Explain the techniques of data
collection.
b. Differentiate the basic research and applied research in the education field.
5.
7.
a. Bringout the significance of formulation of hypothesis in educational research.
b. Explain the different types of hypothesis with examples.
OR
8. a. Define ‘Sampling’. Explain different methods of probability sampling technique used
in educational research.
b. Explain primary and secondary sources of related literature with suitable example.
9.
a. A school adjustment inventory is administered to boys and girls of primary schools.
Find out whether two groups differ significantly from each other.
Groups
N
Mean
Standard Deviation
Boys
100
34
11
Girls
100
32
8
b. Explain measures central tendency with suitable example.
OR
10. a. Define the terms ‘Sampling error’ and ‘Standard error’. Explain Type I error and
Type II error with suitable examples.
b. Find out the Chi-square value for the given data :
Groups
Boys
Girls
Total
Rural
47
43
90
Urban
23
27
50
Total
70
70
140
M.Ed. - 2014-15 onwards – SDE
Page 25 of 27
Second Year M.Ed. Degree Examination, May 2014
(ODL Scheme)
EDUCATION
Paper.4- Curriculum Principles and Planning
Time : 3 Hours
Max.Marks: 100
Instructions: Answer any two questions from Part –A and all three questions from
Part-A (1-4) and Part-B. All questions carry equal marks.
PART –A
1.
2.
3.
4.
2 X 20 =40
a. What are the major principles to be considered while developing curriculum?
b. Explain the historical perspective of curriculum development in India.
a. Explain the traditional and modern approaches followed in curriculum designing.
b. Mention the styles of curriculum preparation. Explain any two of them.
a. Explain the role of NCERT and SCERT in curriculum development.
b. What is the need for conducting research in the area of curriculum.
a. What is evaluation of curriculum necessary?
b. How do you evaluate the effectiveness of curriculum?
PART –B
3 X 20 =60
a. What is the role of the teacher in curriculum construction?
b. Explain the role of the community and administrators in curriculum development.
OR
6. a. What is child centred curriculum? What are its advantages?
b. Explain the principles involved in effective implementation of the curriculum.
5.
7. a. Explain the principles of school curriculum.
b. Bring out the importance of co-curriculum.
OR
8. a. Explain the need for evaluation in curriculum implementation.
b. What are the changes needed in the Maths, Science and Social Science curriculum
at the secondary stage?
9. a. How do you say curriculum as a process?
b. Explain the role of educational technology in curriculum development.
OR
10. a. Explain the system concept in curriculum development.
b. Explain briefly the importance of unit plan and unit test.
M.Ed. - 2014-15 onwards – SDE
Page 26 of 27
Second Year M.Ed. Degree Examination, May 2014
(ODL Scheme)
EDUCATION
Paper.5- Teaching : Theory and System
Time : 3 Hours
Max.Marks: 100
Instructions: Answer any two questions from Part –A and all three
questions from
Part-A (1-4) and Part-B. All questions
carry equal marks.
PART –A
2 X 20 =40
1. a. Define Teaching. Describe the characteristics of good teaching.
b. Explain the relationship between teaching and learning.
2. a. Explain the need and functions of theories of teaching.
b. Discuss the approaches for analysis of teaching.
3. a. What are information processing models of teaching? Examine the significance of
concept attainment model of teaching.
b. Analyse the conditions required for social inquiry models of teaching.
4. a. Explain the group teaching strategies. Write in brief the steps involved in group
discussion work.
b. What is interaction analysis in teaching? Explain the Flanders interaction analysis
category system.
PART –B
3 X 20 =60
5.
a. Compare and Contrast Lecture and Demonstration method.
b. Explain Programmed instruction.
OR
6. a. Write a brief note on Activity Based strategies of teaching.
b. Explain any Three micro-teaching skills with its components.
7. a. What is the importance of communication in teaching?
b. Write a brief note on lesson plan.
OR
8. a. How will you assess the teaching effectiveness?
b. Differentiate Achievement test from Diagnostic tests.
9. a. What is individualization of instruction?
b. Explain the nature of assignments.
OR
10. a. What are the uses of models of teaching?
b. Differentiate seminar from symposium.
M.Ed. - 2014-15 onwards – SDE
Page 27 of 27
Second Year M.Ed. Degree Examination, May 2014
(ODL Scheme)
EDUCATION
Paper.6- Evaluation In Education – Theory And Practice
Time : 3 Hours
Max.Marks: 100
Instructions: Answer any two questions from Part –A and all three questions from
Part-A (1-4) and Part-B. All questions carry equal marks.
PART –A
2 X 20 =40
1. a. Elucidate the concept of educational measurement
b. Explain the different scales of measurement.
2. a. Explain need and importance of instructional objectives
b. Explain the blooms taxonomy of educational objectives
3. a. Explain different types of achievement tests
b. Explain steps used for standardizing of test
4. a. Explain the meaning and need for institutional evaluation
b. Explain the need and importance of open book examination.
PART –B
3 X 20 =60
5. a. Discuss about diagnostic test and achievement test
b. Explain observation technique and rating scale
(OR)
6. a. Explain marking and grading system
b. write short note on Question bank
7. a. write short note on models of evaluation
b. what is aptitude scale
(OR)
8. a. Explain socio-metric techniques
b. Briefly explain the need of review of examination system
9. a. Explain the principles of remedial instruction
b. Explain briefly different types of reliability tests.
(OR)
10. a. Explain different evaluation schemes
b. Write short note on affective domain related taxonomy of instructional objectives