EDUCATION
Unit - 1 PHILOSOPHICAL BASES OF EDUCATION
- Meaning and Function of Educational Philosophy, Relationship of Education and Philosophy.
- Indian Schools of Philosophy – Vedanta, Sankhya, Buddhism and with special reference to the concepts of reality, knowledge and values and their educational implications.
- Contributions of Indian Thinkers:- Vivekananda, Aurobindo, Tagore and Gandhi.
- Western schools of Philosophy:- Idealism, Realism, Naturalism, Pragmatism, and Existentialism with special reference to the concepts of reality, knowledge and values, their educational implications for aims, contents and methods of education.
Unit-IISOCIOLOGICAL BASES OF EDUCATION
- Concept and Nature of Educational Sociology and Sociology of Education, Relationship of Sociology and Education.
- Education and Social Change: Meaning, Nature and Factors determining Social change, Constraints of social change in India: Caste, Ethnicity, class, language, religion and regionalism.
- Education and Democracy: Constitutional Provisions for Education, Nationalism and Education; Education for National Integration and International Understanding.
- Education and Social Mobility: Education as related to social stratification and social mobility.
- Education as related to social equity and equality of Educational Opportunities.
- Education of socially and economically disadvantaged sections of society with special reference to scheduled castes and scheduled tribes, women and rural populations.
- Education; economic growth and development: Concept of education as investment; education and modernization; education in the local and global perspectives: implications of globalization for system of education.
Unit - IIIADVANCED EDUCATIONAL PSYCHOLOGY
- Relationship of Education & Psychology. Scope of Educational Psychology Methods of Educational Psychology:- • Experimental • Clinical • Differential
- Concept of Growth and Development • Physical Development during Childhood and Adolescence. • Social Development during Childhood and Adolescence. • Emotional Development during Childhood and Adolescence. • Intellectual Development during Childhood and Adolescence.
- Individual Differences • Meaning and Areas • Determinants: Role of Heredity and Environment in Developing Individual Differences. • Implications of Individual Differences for organizing Educational Programmes.
- Gifted and Mentally Retarded • Meaning and characteristics
Unit -IVPersonality and Education
- Creativity •Concept of Creativity • Characteristics • Role of Teacher in Igniting and Developing Creativity • Importance of Creativity in Education
- Intelligence• Meaning • Theories:- Two Factor Theory (Spearman); Multi Factor Theory, Group Factor Theory, Guilford Model of Intellect, Hierarchical Theory. • Measurement of Intelligence (two verbal and two non verbal tests)
- Personality • Meaning and Determinants • Types and Trait Theories • Assessment of Personality by Subjective and Projective Methods.
- Learning Meaning • Theories of Learning - Pavlov’s Classical Conditioning - Skinner’s Operant Conditioning - Learning by Insight
- Hull’s Reinforcement Theory Lewin’s Field Theory • Gagne’s Hierarchy of Learning Types • Factors Influencing Learning
- Motivation • Concept of Motivation • Theories of Motivation: o Physiological o Psycho-analytical Theory. o Murray’s Need Theory. o Maslow’s Theory of Hierarchy of Needs. o Theory of Achievement Motivation • Factors affecting Motivation
Unit - V RESEARCH METHODOLOGY
- Nature and Scope of Educational Research • Scientific inquiry, scientific method, nature and sources of knowledge. • Meaning, Nature, Need and Scope of Educational Research. • Fundamental, Applied and Action Research • Some emerging trends in educational research.
- Formulation Of Research Problem • Criteria and Sources for identifying research problem • Delineating and operationalising variables • Review of Related Literature: Importance and various sources including internet. • Hypothesis: Concept, characteristics of a good hypothesis, sources and types of hypothesis.
- SAMPLING • Concept of population and sample • Steps and characteristics of a good sample • Sampling errors and how to reduce them • Various methods of sampling : Probability and non-probability
- TOOLS AND TECHNIQUES • Characteristics of a good research tool • Types, characteristics and uses of research tools: Questionnaire, Interview, Observation
- Major Approaches to Research • Descriptive research, Ex-post facto research • Historical research • Experimental research: Experimental Designs • Brief description of Qualitative Research: Scope and areas of application.
Unit -VI STATISTICS IN EDUCATION
- Descriptive Statistics • Nature of educational data, Scales of measurement • Measures of Central Tendency: Mean, Median and Mode • Measures of Dispersion: Range, Quartile Deviation, Average Deviation, Standard Deviation • Measures of Relative Position: Percentiles and Percentile Ranks
- Research Report • Developing a research proposal (synopsis) • Research Report: Characteristics and Steps in report writing.
- Measures of Relationship and NPC • Meaning, Assumption, Computation and Uses of: • Product Moment Correlation • Rank Difference Correlation • Normal probability Curve: Meaning and Characteristics, Skewness and Kurtosis
- Inferential Statistics • Null Hypothesis, Type I and Type II errors, one and two tailed tests • Standard error, Confidence limits. • t-test: Significance of difference between Means, proportions and percentages (Independent samples) • F-test- One- way ANOVA – Concept, assumption, computation and uses
- Non Parametric Tests Chi – square Tests of Equality and Independence: Concept, Computation, and uses.
Unit -VII COMPARATIVE EDUCATION AND CURRICULUM DEVELOPMENT
- Concept aims and scope of Comparative Education.
- Factors influencing education system.
- Approaches to comparative education: Historical, Philosophical, Sociological and Problem Approach.
- Elementary Education: Concept of Universalization, its implications for Indian education, primary education in U.S.A., U.K. and India (Aims, Content, Methods of instruction and Evaluation system).
- Secondary education in U.K., U.S.A., and India. Vocationlization of Secondary Education in U.K., U.S.A., Russia and India.
- Higher Education in U.S.A., U.K. and India.
- Distance Education: its needs and various concepts with reference to U.K., Australia and India.
- Educational Administration in U.K., U.S.A. and India.
- Curriculum: Concept, Factors affecting Curriculum Development: Philosophical, Psychological, Sociological and Discipline Oriented Considerations.
- Curriculum development different Models: Administrative, Grass Root, Demonstration and System Analysis.
- Curriculum Evaluation in terms of learning outcome: Concept, Formative and Summative Evaluation, System of according marks, ratings and grades, Interpretation of Evaluation Results.
