Syllabus Of Master Of Education Programme (M.Ed.)

University School of EducationGuru Gobind Singh Indraprastha UniversitySyllabus of Master of EducationProgramme (M.Ed.)(Two Years)andScheme of Examination(Session 2017-18 onwards)

Master of EducationM.Ed. 2 Years CurriculumCurriculum Framework and Scheme of ExaminationFrom Session 2017 onwards(A) Credit Distribution in M.Ed.Semester ISemester IISemester IIISemester 2424242496*For a course of 4 credits the splitting is Three Lectures (3L) and One Tutorial (1T)-1: M.Ed. Curriculum (Two Years)CreditsS. No. Major Components Areas Covered Description1(i)Common logy,EducationalStudies, Curriculum Studies,Human Rights and Education,EnvironmentalEducation,Advanced Curriculum Theory44(ii)ToolsBasic & Advanced level Ed.Research, Academic writing& Communication skills,ETICT, Self Development14(iii)TeacherLinked with field/internshipEducation (TE) in a TE institutionCourses8Total Credits662Guru Gobind Singh Indraprastha UniversitySector-16 C, Dwarka, New Delhi

Master of EducationS.No.2(i)(ii)(B)-2: M.Ed. Curriculum (Two Years)Major Components Areas issertation)Courses in School StageSpecific Specializations Elementary level& SecondarySchool level Related to specialization CreditsCore Courses16Specializations(any one)to14ISB-I(2credits) *ISBII (2 credits)*Semester IV(4 credits)Total Credits(B) -1: Semester – I (August to Dec.)Sl.No.Course Code of Title of the Theory CourseTheory Course12MED601MED603345910Educational PsychologyHistorical and Political Perspectives ofEducationMED605Educational StudiesMED607Research Methodology in EducationMED609Human Rights and EducationTotal CreditsCourse Code of Title of the Practical CoursePracticalCourseMED651MED653Communication & Expository WritingSelf-DevelopmentTotal credits30Credits444420Credits2243Guru Gobind Singh Indraprastha UniversitySector-16 C, Dwarka, New Delhi

Master of Education(C)-2: Semester – II (January to May)Sl.Course Code of Title of the Theory CourseNo.Theory CourseCredits1MED 602Philosophical Foundations of Education42MED 604Sociology of Education43MED 606Curriculum Studies in Education44MED 608Teacher Education4Total CreditsCourse Code of Title of the Practical CoursePractical Course1656MED652MED664448Sl.No.(C)-3: Semester – III (August to Dec. )Course Code Title of the Theory CourseofTheoryCourse1.1 (a)1 (b)22 (a)2 (b)34567DissertationInternship in TEITotal creditsSpecialization Courses- I(any one of the tration and ManagementMED703Aspects, Planning & Management atSecondary & Senior Secondary level.Specialization Courses- II(any one of the following)MED705Issues & Curricular Concerns atElementary levelMED707Issues & Curricular Concerns atSecondary & Senior Secondary levelCompulsory CoursesMED709Advance Research MethodsMED711In- Service Teacher Education in IndiaTotal CreditsCourse Code Title of the Practical Courseof PracticalCourseMED763Internship in SchoolMED765DissertationMED767Academic WritingTotal creditsCredits44441642284Guru Gobind Singh Indraprastha UniversitySector-16 C, Dwarka, New Delhi

Master of Education(C)-4: Semester – IV (January 2017 to May 2017)S.Course Code ofTitle of the Theory CourseNo.Theory 732MED734MED736MED738MED740MED742MED744Course Code ofPractical Course4MED752Compulsory CourseAdvance Curriculum TheoryEnvironmental EducationSpecialization –III(any one of the following )Policy, Planning and Financing ofEducationEducation Policy, Planning andFinancing of Education at Secondaryand Senior Secondary levelIssues, Planning and Policies ofElementary EducationSpecialization- IV(any one of the following )EducationManagementandPlanning at Secondary levelTowards Academic Leadership atSecondary School levelInformationandCommunicationTechnology in EducationInclusive EducationPeace EducationEducational TechnologyIssues and Challenges inSecondary EducationContemporaryConcerns inElementary EducationEducational,VocationalGuidance and CounsellingEducational AdministrationSupportingEducationofStudents from Disabilities andDisadvantaged GroupsValue EducationEducational EvaluationScience EducationLanguage EducationSocial Science EducationBusiness EducationGender StudiesTitle of the Practical CourseCompulsory Course WorkDissertationTotal CreditsCredits44448245Guru Gobind Singh Indraprastha UniversitySector-16 C, Dwarka, New Delhi

Master of Education(D) Scheme of Examination:S.NSem. ISem. IISem.IIISem. IV.15 Courses X 100 500 4 Courses X 4 Courses X 100 400 4 Coursesmarks100 400 marksmarksX 100 400marks22 Practicals X 100 200 2 Practicals X3 Practicals X 100 1 Practicalsmarks100 200 marks 300 marksx 100 100marks3Total 700 marks(a)Total 600 marks Total 700 marks (c)(b)4Grand Total:(a) (b) (c) (d) 2500marksTotal 500marks(d)(F) Proposed M.Ed. Curriculum (Two Years)Taught, Dissertation, Workshops & Seminars are the modalities through which the coursewill be transacted. Each Credit in a taught course is equal to one hour of teaching or two hours ofseminars/group work/field work/workshop per week for 16 weeks. The programme should have a provision for regular field visits across the semesters.Total No. of Credits offered in all four semesters -96The student will require to earn 92 credits for the award of the degree. The student will nothave the option to drop any course covered in the scheme of the examination he/she will berequired to register all the courses listed in the scheme of the examination of the programme.Scheme of Examinationa) The Two year M.Ed. Programme is of 96 credits.; the student shall have to earn 92credits.b) In a Four credit course, Three credits are assigned for lecture component and onecredit for tutorial.c) In a theory course , one credit is equivalent to one hour of teachingd) In the practical course, one credit is equivalent to two hours of engagement inteaching and learning.e) For theory courses, breakup of marks is given under;(i)100 marks75 Theory Exam20 Minor exam.05 Internal Assessmentf) For a Practical course, the ratio of External and Internal marks is 60:40.g) For passing in any course, minimum 50% marks are required to be secured.6Guru Gobind Singh Indraprastha UniversitySector-16 C, Dwarka, New Delhi

Master of EducationSemester ICourse Title: Educational PsychologyCourse Code:MED601Credits: 4 ( 3L 1T)Objectives: The students will be able to Understand the relevance of psychological perspective of education. Get acquainted with the process of assessment of personality. Understand the dynamics of intelligence and learning. Apply the learning principles in classroom situations.Unit I: Psychological perspective of education Nature, Meaning and scope of Educational Psychology. Concept, principles, sequential stages of development with special reference toAdolescence, factors influencing development and their relative roles, generalcharacteristics. Problems of Indian Adolescent including Delinquency: theories and remedial steps.Unit II: Relevance of Psychological Principles to Pedagogical Interventions Concept and nature of personality. Role of heredity and environment in the development of Personality. Theories of Personality with special references to developmental and factor-analyticalapproaches. Assessment of Personality: subjective, objective, and projective methods. Personality Inventories.Unit III:PsychologyofLearningandIntelligenceLearner and Learning Nature, meaning and scopeApproaches to learning: Behaviouristic, Cognitive and HumanisticConstructivism and Learning, learning styles and their relevance to learningRole and Function of Educational Technology for effective learning.Unit IV: Salient features of Pavlov's, Skinner's and Gestalt theories of learning. Detailedstudyof:(a) The Social Cognitive Theory with special reference to Bandura, Dollard andMiller.(b) The Information Processing Theory with special reference toAusubelandBruner.(c) Piaget's Genetic Epistemological Approach to Cognitive Development.(d) Gardner's Multiple Intelligence Theory. Creativity.Emotional Intelligence.7Guru Gobind Singh Indraprastha UniversitySector-16 C, Dwarka, New Delhi

Master of EducationReferences: Fontane, David (1981). Psychology for Teachers, London, McMillan Press Ltd. Gage and Berlinger. (1984). Educational Psychology, Boston, Houghton Miffinb Co. Hayes, J.R. (1978). Cognitive Psychology: Thinking and creating. Homewood, Illinis:The Dorsey Press. Henson K.T. & Eller B.F. (1999). Educational Psychology for Effective Teaching.Wadsworth, Publishing Co. Belmont (U.S.A.). Lahey B.B. (1998). Psychology: An Introduction. Tata McGraw-Hill PublishingCo.Ltd. New Delhi. Olson,M.H. & Hergenhann (2013).Theories of Learning.New Delhi:PHI LearningPvt.Ltd. Salvin R.E. (1997). Educational Psychology (Theory & Practice): London, Allan &Bacon. Santrock John W. (2001). Educational Psychology, McGraw Hill (InternationalEdition) Boston. Travers Robert M.W. (1973). Educational Psychology, New York, the McMillan Co. Wads Worth B.J. (1989). Piaget's Theory of Cognitive and Affective Development,New York, Longman Incorporated Fourth *******************8Guru Gobind Singh Indraprastha UniversitySector-16 C, Dwarka, New Delhi

Master of EducationCourse Title: Historical and Political Perspectives of EducationCourse Code: MED603Credits:4(3L 1T)Objectives: The students will be able to Understand the pre-independence and post-independence development of education inIndia. Understand the factors from historical perspective that contributed to presenteducation system. Explain the important features of various reports, commissions and policies ofeducation during pre and post-independence development of Education - in India. Understand that development of Education is influenced by political forces of thetime.Unit I: Historical perspectives of education in India till 1854 A brief study of the main characteristics of the Vedic, Buddhist and Islamic systemsof education with reference to their aims, features, curricula, methods, practices andagencies of education. Development of Education from 1813 (Charter Act), 1835 Lord Macaulay's minutesand 1854 Woods Despatch, 1882 Hunter Commission to the end of the 19th Century,with reference to important landmarks in education, bringing out the political designsof the British rulers; and the impact of education on political, social, economic and thecultural life of the people and vice-versa.Unit II: Indian Education in 20th CenturyThe growth of Education from 1947 onwards, with special reference to the reports of theUniversity Education Commission, the Secondary Education Commission, the EducationCommission: 1964-66, and the National Policy on Education 1986 and its reviewCommittees, NCF 2005, NCFTE 2009.Unit III: Constitutional provisions regarding education The Preamble to the Indian Constitution with its implications for education. Implications of Justice, Liberty & Equality in Education. Directive Principles of State Policies & Education (Part IV of Indian Constitution). Fundamental Rights with special emphasis on Right to Education, Article 21A alongwith impediments in the path of implementation of RTE.Unit IV: Political Perspectives of Education: Colonial concept of Education & its implications for Current Educational Studies. Provision of Equal Opportunity of Education to woman, Scheduled Castes, ScheduledTribes & Other Disadvantaged sections including Disabled Children. Recent political developments and its impact on Indian Education System. International agencies such as UNESCO, World Bank, funding bodies etc. and theirrole in education.9Guru Gobind Singh Indraprastha UniversitySector-16 C, Dwarka, New Delhi