UNIVERSITY OF NORTH BENGAL DEPARTMENT OF EDUCATION SYLLABUS FOR M.A. IN EDUCATION (UNDER CBCS) CREDIT PER SEMESTER: 16 TOTAL CREDITS IN FOUR SEMESTERS: 64 (TO BE IMPLEMENTED FROM THE SESSION 2022-23) M.A. IN EDUCATION CBCS STRUCTURE (W.E.F. 2022-23)‘of Education, Programme Name: M.A. in Educ Semester 1 Course | Choice Course Title Course | Total Type . - = credit_| Credit Core | None T. Philosophical Foundation of Education 4 16 2. Psychological Foundation of Education 4 3. Introduction to Educational Research 4 DSE | Choose 1 T- Introduction to Teacher Education 2 2. Educational Management ‘AEC | Choose from 2 Basket | ‘Semester 2 None 4. Theories & Practices of Educational Philosophy 4 Core 5. Theories & Practices of Educational Psychology | 4 6. Quantitative Methods in Edueational Research | 4 16 DSE | Choose 1 3. Evolution & Development of Teacher Education | 2 4, Educational Administration SEC [Choose 1 from 2 Basket 2 ‘Semester 3 Core _[ None 7,_Educational Sociology 4 DSE | Choose 3 3. Educational Measurement xI=6 4. Comparative Education 5. Curriculum Construction & Development 6. Special Education : 7. Value & Human Rights Education 8, Educational Development in North Bengal ‘AEC | Choose | from 2 Basket 3 GE | Choose I 1, Environmental Education == i¢ 2. Women Educ ‘Semester 4 Core | None &. History of Indian Education 4 9. Educational Technology 4 DSE | Choose T 9. Educational Evaluation 2 16 10. Modern Trends in Curriculum SEC | Choose T from z Basket 4 GE Choose F 3. Inclusive Education 4 4, Guidance & Counselling in EducationM.A. IN EDUCATION SYLLABUS TF Sensterof As Elton | oints/Mar Tearning eee Cony Course Ematemlarts Experiences Credit F assignment | attendance | TER | tou | (oor MEDLCT. | Poop Foundation oF 4 101 Education ‘ uJ a ee weed MEDL.CT | Ppt Foundation of 4 = s moe cs Bsn Suen | erodcton we Edaeona wepuce [Roan 3 2» 5 3 | wo} 6 MEDCDSER rey Introduct Teach nmin to TecerEduaien | : ; a |» 2 actos Mazagement “oral ret u Total Mars ssa Samer of Ae Baan earning PeiniNarks Course Experiences Cours Code Course Tile ; - Credit | anignmeat | auendance | Te [toa | our) [Mepect- | Mores & Pastis of x 20 Educational Philosophy ‘ as ‘ *% ‘0 ad Mepu.ct- | Mis & Prctcesof ; 202 Educational Psychology ‘ * ‘ *% wo “ MEDU-CT. | quaniaine Mods in Edun | P s slim) ot | Roach Frlution & Deeopment of Teach Edecon lor or 2 5 3 2 50 2 MeOU-DSET | EdacoonslAdminittion he | otal Cre “ “Tota Marks 3s037 Semester of M.A, in Education Points/Marks earning Course Code Course Tile ad aperences Credit | Assignment | Attendance | TSH" | rota | (ours) MEDU.CT. | Educational Sociology ; a c ie a 301 MEU. | Educational Meaarement DSET-302 olor MEDU | Comparative Education Dser-302 or lor MEDU- | Curiulum Constucion & DSET-I04 | Development, olor 6 Is 9 126 | 150 96 MEDU- | Special Education DSEr-i0s ‘or lor MeDU- | Value Human pset-i0s | or ‘Or | Educational Development in Nom MEU. | Benga! pser-s07 TIEDU-GET- | Enironmental Education 08 or Jor MEDU-GET- 2 309 ‘Women Education ‘ 2 5 * ‘oo a Total Credit “ Total Marks 350 F Semener of MCA. fn Elation Pointarks earning course Code Course Title S Credit | assignment | attendance | TE" [rot | tours MEDU-CT- | History of Indian Education Du. 4 20 s 1s | 10 “ MEDU-CT- | Educational Technology 7 . : aS = 202 EDU. Eacattnat EvaTuaion DsET-40n or for 2 s 3 a | so a MepU- | Modem Trends in Cureulum DSET-404 MR DUGET- | inclusive Education o 4 5 15 100, 64 or vweotroer. | Shines & Coosling 2» i in Education otal Creat 4 Total Marks 3918 SEMESTER OF M.A. MEDU-CT-101: Philosophi Maximum Marks: 100 Learning Hours: 64 IN EDUCATION ‘al Foundation of Education Brief Course Deser MEDU-CT-10lemphasises on the basics of philosophy, on different Indian and Western schools of philosophy, on the great Indian Philosophical thinkers and on the national values in relation to education, Prerequisite: 1. Prior knowledge on educational philosophy. Course Objectives: Knowledge Level On completion of the course, itis expected that the students will be able to: * state the basics of Philosophy and Education, * recognize the Indian Schools of Philosophy, identify Great Indian Thinkers, recognize Western Schools of Philosophy, reproduce National Values in education. Skill Level On completion of the course, it is expected that the students will be able to. + help leamers conceptualize the need for philosophy in education, ‘+ emphasize the potential of different educationists as advocated in the course, ‘+ outline the different approaches proposed by the diverse schools of philosophy, ‘illustrate the contributions of different Indian educationists, summarize the various Indian schools of philosophy. Competency Level On completion of the course, it is expected that the students will be able to * appraise the importance, contribution and significance of studying philosophical enquiry as foundation of education, «review the propositions of different philosophical schools in educational theories and practices, + analyse the contributions of great Indian thinkers to educational philosophy, + respond to National Values in education. Course Content: Unit-1: Basies of Philosophy and Education: Meaning, Nature, Scope and Objectives of n &Philosophy - Relationship between Philosophy &Education - Concepts of Educational Philosophy &Philosophy of Education. Unit-Hl: Indian Schools of Philosophy: Nyaya, Sankhya, Yoga with special reference to the concept of Knowledge, Reality, Values and their Educational implications (Aims, Curriculum and Methods of Teaching).Unit-II: Great Indian Thinkers: Contributions of Swami Vivekananda, Rabindranath Tagore, Aurobind, M. K. Gandhi and J. Krishnamurthy to Educational Philosophy. Unit-IV: Western Schools of Philosophy: Idealism, Realism and Naturalism with special reference to the concept of Knowledge, Reality, Values and their Educational implications (Aims, Curriculum and Methods of Teaching). Unit-V: National Values in Education: National Values as enshrined in the Indian Constituti - Socialism, Secularism, Justice, Liberty, Democracy, Equality and Freedom with special reference to Education, References: 1, J.C. Aggarwal, Basic Ideas in Education, Shipra Publications, New Delhi, 2006. 2. S. P. Chaube & A. Chaube, Foundations of Education, Vikas Publications, New Delhi, 2010. 3. J.C. Aggarwal & S. Gupta, Great Philosophers and Thinkers on Education, Shipra Publications, New Delhi, 2006. 4. S. H. Ansari, Philosophical Foundations of Education, Sanjay Prakashan, New Delhi, 2003. 5. J. C, Aggarwal, Philosophical Foundations of Education, Book Man Publishers, New Delhi, 2017. 6. YK. Singh, Philosophical Foundation of Education, APH Publishing House, New Delhi, 2007. 7. K. K, Shrivastava, Philosophical Foundations of Education, Kanishka Publishers, New Delhi, 2003. 8. S.C. Chatterjee & D. M. Datta, An Introduction to Indian Philosophy, Rupa Publications, Kolkata, 2012, 9. VP. Verma, Studies in The Philosophy of Education, Gyan Books Pvt. Ltd., New Delhi, 2002. 10. J. Sinha, Outlines of Indian Philosophy, Central Book Agency, New Delhi, 2013. 11. V. R. Taneja, Educational Thoughts and Practices, Sterling Publishers Pvt. Ltd., New Delhi, 1995. R.R. Rusk, The Philosophy Bases of Education, University of London Press, 1962. MEDU-CT-102: Psychological Foundation of Education Maximum Marks: 100 Learning Hours: 64 Brief Course Descript MEDU-CT-102 emphasises on basics of educational psychology, human growth and development, Jeamning as a process, education of children with special needs and other related topics, Prerequisite: |. Prior knowledge on educational psychology. Course Objectives: Knowledge Level On completion of the course, itis expected that the students will be able to.«state the Basics of Educational Psychology, # recognize the stages of Human Development, * identify the Learning Process * recognise the process of Transfer of Learning, * recall about Education of Exception Childrei Skill Level On completion of the course, itis expected that the studen * conceptualise the basics of educational psychology, © summarise the concept of human knowledge, + illustrate the process of learning and its theories, © interpret the transfer of learning, * construct a detailed perspective on the education of exceptional children. will be able to: Competeney Level On completion of the course, itis expected that the studems will be able to: * synthesize psychological basis of education, + review the concept of individual differences of the learners in the light of various, dimensions of human development and their educational implications, iplement the psychological principles, techniques, theories of lean transfer of learning to facilitate teaching- learn; * express the emerging demands of education of exceptional children. 1g process and Course Syllabus: Unit-I: Basies of Educational Psychology: Meaning, Nature, Scope and Objectives of Educational Psychology - Relationship between Psychology & Edueation - Schools of Psychology (Structuralism, Functionalism, Behaviourism, Gestalt, Psychoanalysis, Humanistic and Cognitive), their basic concepts &Educational Contributions. Unit-I: Human Development: Concept of Growth &Development -Characteristics &Stages of Development - Factors influencing Development (Genetic, Biological and Environmental) ~ Various Dimensions of Human Development (Physical, Motor, Language, Emotional and Aesthetic Development) - Development of Concept formation, Logical reasoning, Problem solving and Creative thinking - Theories of Development (Piaget's Theory of Cognitive Development, Erickson’s Theory of Psycho-Social Development, Kohiberg’s Theory of Moral Development and Freud’s Theory of Psycho-Sexual Development) & their Educational Implications Unit-III: Learning process: Concept, Nature and Types of Leaming -Factors influenci Leaming -Attention & Intcrest - Maturation & Motivation - Remembering & Forgetting — Behaviourist Learning Theories (Thorndike, Pavlov and Skinner), Gestalt Theory, Cognitive field Theories (Tolman & Lewin) Drive reduction (Hull), Reception learning (Ausubel), Modeling &Observation Learning (Bandura), Social Constructivist Learning (Vygotsky), Conditions of Learning (Gagne), Discovery Learning (Bruner) - Educational Implications, Unit-IV: Transfer of Learning: Concept, Importance, Nature and Types - Contemporary views of General transfer & Specific transfer -Theories of Transfer of learning (Thorndike, Judd, Gestalt and Bagley) - Methods of enhancing Transfer in teaching-learning.Unit-V: Education of Exceptional Children: Concept, Nature, Detection or Identification and Remedial Education Techniques of Exceptional Children - Creative, Gifted, Backward, Mentally Retarded and Children with Learning disabilities (Reading, Writing and Calculating). References: 1 S. K. Mangal, Advanced Educational Psychology, Prentice-Hall of India Pvt. Ltd., New Delhi, 2000. 2. S.K. Mangal, Essentials of Educational Psychology, Prentice-Hall of India Pvt. Ltd., New Delhi, 2011. 3. S.S. Chauhan, Advanced Educational Psychology, Vikas Publishing House Pvt. Ltd., New Delhi, 1996. 4. J.C. Aggarwal, Essentials of Educational Psychology, Vikas Publishing House Pvt.Ltd., New Delhi, 2011. 5. S, Dandapani, Advanced Educational Psychology, Second Edition, Anmol Publications Pvt. Ltd, New Delhi, 2001 6. A. Anastasi& S. Urbina, Psychological Testing, Fourth Edition, Pearson Education, New Delhi, 2004, 7. A. Woolfolk, Educational Psychology, Nincth Edition, Pearson Education, New Delhi, 2004. 8. A. Woolfolk, G. Misra&A.K. Jha, Fundamentals of Educational Psychology, Eleventh Edition, Pearson Education, New Delhi, 2012. 9. E.R. Hilgard& G. H, Bower, Theories of Leaming, Fourth Edition, Prentice-Hall of India Pvt. Ltd., New Delhi, 1977. 10. E. B. Hurlock, Adolescent Development, McGraw-Hill Inc., New York, U.S., 1973. MEDU-CT-103: Introduction to Educational Research Maximum Marks: 100 Learning Hours: 64 Brief Course Description: MEDU-CT-103 emphasises on basics of educational research, research designs (Qualitative, Quantitative and Mixed), planning and process of educational research, writing a research report and other related topics. Prerequisite: Prior knowledge on educational research, Course Objectives: Knowledge Level On completion of the cour it is expected that the students will be able to: recognize the Basics of Educational Research, define Qualitative Research Design, state the Planning of Educational Research, identify Sampling and Data Collection, write a Research Report. Skill On completion of the course, it is expected that the students will be able to: vel‘+ clarify the basics of educational research, + cultivate in-depth perspective on qualitative research design, + outline the planning of educational research, + illustrate the concept of sampling and data collection, * construct a research report. Competency Level On completion of the course, it is expected that the students will be able to: + analyse the basic concepts, qualitative research designs and planning of educ: research, ‘+ apply sampling and data collection, ‘+ develop a research report and attain the code of ethics in research. nal Course Syllabus: Unit-1: Basics of Educational Research: Concept, Nature (Replicability, Precision, Falsifiability and Parsimony), Types (Exploratory, Explanatory and Descriptive) of Scientific Research- Concept, Aims, Scope, Steps and Types (Fundamental, Applied &Action Research, Longitudinal & Cross-sectional Research, Quantitative, Qualitative &Mixed method Research), Research Designs (Descriptive, Experimental and Historical) of Educational Research - Qualities of a Researcher Unit-I1: Qualitative Research Designs: Grounded Theory Designs (Nature, Types, Steps, Merits and Demerits) - Narrative Research Designs (Concept, Nature and Steps), Case Study (Concept, Nature, Components, Types, Steps, Merits and Demerits), Ethnography &Mixed Method Designs (Concept, Nature, Types, Steps, Merits and Demerits) - Qualitative Data Analysis (Data Reduction & Classification, Analytical Induction & Constant Comparison and Triangulation) III: Planning of Educational Research: Sources, Selection, Statement and Evaluation of a Research Problem - Steps of Writing Research Proposal - Concept, Nature, Sources, Types, Formulation and Testing of Hypothesis. 1n: Concept of Population & Sample - Selection of a good Sample, Techniques of Sampling & Sampling Error - Concept & Types (Independent, Dependent, Extraneous, Intervening and Moderator) of Variables - Experimental Research Design (Nature & Types) - Criteria of a Good Experimental Design - Concept & Types of Data - Scales of Measurement (Nominal, Ordinal, Interval and Ratio scale) - Tool Development & Adaptation (Reliability &Validity) - Methods of Data Collection (Rating & Attitude Scale, Aptitude & Achievement Test, Inventory, Questionnaire, Schedule, Checklist, Observation, Interview and Projective Techniques). Unit-V: Writing a Research Report: Format of Research Report - Referencing style & Bibliography - Code of Ethies in Rescarch & Plagiarism - Publication of Research findings References: |. L. Koul, Methodology of Educational Research, Fourth Edition, Vikas Publishing House Pvt. Lid., New Delhi, 2009, 2. S. K, Mangal, Statistics in Education & Psychology, Second Learning Private Ltd,, New Delhi, 2002. tion, Prentice Hall IndiaH.E, Garrett, Statistics in Psychology and Education, Sixth Edition, Paragon International Publishers, New Delhi, 2009. 4. C.R. Kothari, Research Methodology: Methods and Techniques, New Age Intemational Pvt Ltd., New Delhi, 2004, 5. S.P. Sukhia, P. V. Mehrotra& R. N. Mehrotra, Elements of Educational Research, Allied Publishers Ld., New Delhi, 1976, 6. Y. P. Aggarwal, Statistical Methods: Concepts, Application and Computation, Sterling Publishers Pvt, Ltd., New Dethi, 2012 7. M. D. Gall, J. P. Gall & W. R, Borg, Educational Rescarch-An Introduction, Eighth Edition, Pearson Education, Boston, MA, 2007. J. W. Best & J. V. Kahn, Research in Education, Tenth Edition, Pearson Education, Boston. MA, 2006. 9. 3. W. Creswell, Educational Rescarch- Planning, Conducting, and Evaluating Quantitative and Qualitative Approach, Pearson Education, Boston, MA, 2012. 10.1. Cohen, L. Manion & K, Morrison, Research Methods in Education, Sixth Edition, Routledge Publishers, London, 2007. IF. N. Kerlinger, Foundations of Behavioural Research: E Inquiry, Holt, Rinchart and Winston Inc., New York, 1964 12.D. B. Van Dalen, Understanding Educational Research: An Introduction, Fourth Edition, McGraw-Hill Inc., New York, 1979. fucational and Psychological MEDU-DSET-104: Introduction to Teacher Education Maximum Marks: 50 Learning Hours: 32 Brief Course Description: MEDU-DSET-104 emphasises on introduction to teacher education, structure of teacher education, technology in teacher education and other related topics, Prerequisite 1. Prior knowledge on ICT, lesson planning and teaching-leaming process, Course Objectives: Knowledge Level On completion of the course, it is expected that the students will be able to: © define Teacher Education, * recognize the Structure of Teacher Education, * slate the Technology in Teacher Education. Skill Level On completion of the course, it is expected that the students will be able to: * conceptualise the fundamentals of Teacher Education, ‘* summarise the structure of Teacher Education, * illustrate technologies used in Teacher Education program, Competency Level On completion of the course, itis expected that the studems will be able to:* develop understanding about the basic concepts of Teacher Education, * provide the differences between pre-service and in-service Teacher Education, * analyse numerous technologies used in Teacher Education program, Course Syllabus: Unit: Introduction to Teacher Education: Concept, Nature, Scope and Types of Teacher Faueation - Changing notion of Teachers in India (from Guru to Professional) - Teacher Training Vs Teacher Education - Teacher Education view point of Schulman, Deng and Luke & Habermas) < Models of Teacher Education (Behaviouristic, Competency-based and Inquiry Oriented)-Teacher Education Transactional Approaches (for foundation courses) Expository, Collaborative and Experiential leaning Unit-ll: Structure of Teacher Education: Concept, Purpose, Scope, Planning & Budgeting of Preservice & In-service Teacher Education, Concept & Levels of teaching - Instructional Objectives - Lesson Planning, Leaming Design, Pedagogical Analysis, Core teaching skills, TLMs, Micro teaching, Simulation, Role Playing and Action Research- - Personal &Contextual factors affecting Teacher Development Unit: Technology in Teacher Education: Construction of Rubrics for Self and Peer evaluation - - Guidance as Feedback Devices (Assessment of Portfolios, Reflective Journal, Field Engagement using Rubrics and Competency Based Evaluation)- Methods of Teaching ~ Application of ICT in teaching-leaming situation - Teaching Internship &Evaluation - Reflee Teaching & its Strategies - Research on Teacher Education in India References: 1. J.C. Aggarwal, Teacher and Education in a Developing Society, Vikas Publishing House, New Delhi, 2010, 2. S.P. Sharma, Teacher Education, Principles, Theories and Practices, Kanishka Publishers, New Delhi, 2003, D. B. Rao, Teacher Education in India, Discovery Publishing House, New Delhi, 2015, R. Mohan, Teacher Education, PHI Leaming Pvt, Ltd., New Delhi, 2011 P. Aggarwal, Teacher Education, Saurabh Publishing House, New Delhi, 2010, S. M. Tomar, Teacher Education: Making Education Effective, Isha Books, New Delhi, 2004. L. Ali, Teacher Education, APH Publishing Corporation, New Delhi, 2011. 8. S. Pany & S. P. Mohanty, Teacher Education in India, Shipra Publication, New Delhi,2014. 9. NCFTE, National Curriculum Framework of Teacher Education, New Delhi, 2009. 10. NCERT, Teacher Education for Curriculum Renewal, New Delhi, 2006. 11. NCTE, Policy Perspectives in Teacher Education, New Delhi, 1998, 12. B. Joyce & M. Weil, Models of Teaching, Seventh Edition, Allyn and Bacon Boston, 2003, MEDU-DSET-105: Educational Management Maximum Marks: 50 Learning Hours: 32 urse Description: U-DSET-105 emphasises on concept of educational management, change in management and quality in education, economies of education and other related topicsPrerequisite: L. Prior knowledge on educational management. Course Objectives: Knowledge Level On completion of the course, it is expected that the students will be able to. ‘* define Educational Management, * recognize the Change Management and Quality in Educa * state the Economies of Education. Skill Level On completion of the course, itis expected that the students will be able to: * clarify the concept of educational management, ‘* emphasise the Change Management and quality in education, ‘+ summarise the Economics of Education, Competency Level On completion of the course, itis expected that the students will be able to: ‘+ express the understanding of management in education, * analyse the Change Management and quality, * synthesise Economies of Education, nal Management: Concept, Principles, Functions and Importance -Conceptual Framework of Educational Management as Inputs, Process and Products- Institutional Management: Management as a System- Aspects of Educational Management: Planning, Organising, Supervision and Control- Organisational Compliance, Development and Climate. POSDCORB, CPM, PERT, SWOT analysis and Taylorism, Unit Il: Change in Management & Quality in Education: Concept & Need for Planned change Quality in Education (Indian &Intemational perspective) - Three-Step-Model of Change - The Japanese Models of Change (Just-in-Time & Poka yoke) - Evolution of Quality (Inspection, Quality Control, Quality Assurance, TQM and Six sigma) - Thinkers of Quality Management (Walter Shewart, Edward Deming and C. K. Pralhad) : Economics of Education: Concept of Economics of Education, Educational Finance & 8 < Educational Finance at Micro & Macro Levels - Economic returns to Higher Education (Signaling Theory Vs Human Capital Theory) - Cost of Quality (Appraisal, Failure and Preventable Costs, Cost Benefit Analysis, Cost Effective Analysis) - Indian & Intemational Quality Assurance Agencies - Objectives, Functions, Roles, Performance Indicators and Initiatives (NAAC, QCI, INQAAHE). References: 1. R. Jaygopal, Human resource development: Conceptual analysis and strategies, Sterling Publishing Pvt. Lid., New Delhi, 1997. 2. R.P. Bhatnagar& V. Agarwal, Educational Administra inancing, R Lall Book Depot, Meerut, 2003, 3. A. Goelde S. L. Goel, Educational Administration and Management: An Integrated Approach, Deep & Deep Publications, New Delhi, 2009, n, Supervision, Planning &4-/N. Bhatt, Higher Education Administration & Management, Sublime Publications, Jaipur 2004. 5. C.S. Premila, Educational planning & management, Sterling Publishers, New Delhi, 1994, 6. J. Mohanty, Educational Administration, Supervision and School Management, Deep and Deep Publications, New Delhi, 2002. 7. B. D. Bhat& S. R. Sharma, Education Administration: Emerging Trends, Kaniskha Publishing House, New Delhi, 2007 8. E. Mark Hanson, Educational Administration and Organisational Behaviour, Allyn and Bacon, Boston, 1996. 9. T. Bush & L. Bell, The Principles and Practice of Educational Management, SAGE, U.K., 2002. 10. D. Middlewood & J. Lumby, Human resource management in schools and colleges, Paul Chapman, University of Michigan, 1999.