Objectives :
To enable the students to be innovative teachers.
To enable the students to undertake or to take interest in research work in education.
To equip the students for responsible positions in :
Secondary / Higher Secondary School
College of Education
Department of Education
PTC college and DIET
Institutions engaged in Educational Research, Education Planning, Educational Technology and Educational Administration.
To equip the students to offer various educational field such as :
Guidance and Consoling & Psychological Testing.
Distance Education
Educational Management and Evaluation
Educational Management
Curriculum and Syllabus Improvement
Educational Technology
I. T. In Education
Teacher Education
Statistical Method in Education
M.Ed. R.1
Any person who has taken the Degree of Bachelor of Education of this University or a degree of another University recognized as equivalent thereto may be admitted to the examination for the degree of Master of Education, after having fulfilled the requirements as laid down by the University, and NCTE.
M.Ed. R.2
A candidate desiring to appear for the M.Ed. Examination shall (i) if he/she is full-time student, undergo a regular course of study in an institution recognized for the purpose for one academic year after passing the B.Ed. Examination (ii) if he / she is a part-time student, undergo a regular course of study in an institution recognized for the purpose for two academic years after passing the B.Ed. Examination. The lecturers at the rate of three lectures per paper shall be delivered on two or three days in a week during the academic terms for the part-time course only.
M.Ed. R.3
The M.Ed. Programme for full time course will consist of Four compulsory papers and two optional papers, dissertation of 150 marks including 25 marks for viva-voce and 50 marks for filed based experience related to functions of teacher training colleges and will be above one year as follows :
The M.Ed. Programme for part time course will consist of two years teaching of four compulsory papers and two optional papers, a dissertation of 150 marks including 25 marks for viva-voce and 50 marks for field based experience related to functions of teacher training colleges as under.
In the first year of instructions, the reaching of (i) Compulsory Paper-I (ii) either Compulsory paper II, III or Compulsory paper IV and (iii) any one paper of option paper selected by the candidate will be done.
In the second year of instructions, the teaching of (i) remaining two compulsory paper i.e. Paper II, Paper III or Paper IV as the case may be and (ii) remaining of optional papers selected will be done.
Every year the guidance for dissertation will be done. The students will submit the dissertation at the end of Second year.
To pass M.Ed. Examination a student will be required to pass separately in each paper and dissertation.
Students who appeared in examination at the end of first year and failed in one or more subjects or students who did not appear in that Examination at all will be allowed to keep terms in subsequent year for the Second years instruction course such a student will appear in all papers and dissertation examination.
M.Ed. R.4
The dissertation shall be on an educational topic approved by the university. The students shall submit to the university not later than the 31st July, the topic on which he propose to work for his/her dissertation. Such approval should normally be communicated to the student before the end of September following. If a subject suggest by any student is not approved, he will be at library to suggest another, provided that in all such cases a subject is got approved by end October at latest.
M.Ed. R.5
The University teacher, the recognised post - gradute teacher or an assistance Post graduate teacher shall guide the student(s) for the M.Ed. Disertation for at least two period in a week during the academic terms. This two period shall be considered equivalent to two teaching period.
M.Ed. R.6
The Student appearing at M.Ed. Examination (full time course) should submit his or her dissertation at the end of first year and part time course student should submit his/her dissertation at the end of second year. A student can not sppear in written annual examination without submisstion of his/her dissertation.
M.Ed. R.7
Three copies of the dissertation shall be submitted in type-written or printed form.
M.Ed. R.8
The following shall be the detailed syllabus of the theory papers :
1. Theory Papers :
Compulsory Papers (Each Paper of 100 Marks (100 X 4) = 400
1. Elements of Educational Research
2. Psychological Foundation of Education
3. Philosophical And Sociological Foundations of Education
4. Information Technology In Education
Optional Papers (Each paper of 100 Marks (100 X 2) = 200
Group-A Paper-I Educational Administration
Paper-II Educational Leadership and Educational Institution Evaluation
Group-B Paper-I History of Education in Modern India
Paper-II Problems in Modern Indian Education
Group-C Paper-I Educational Planning
Group-D Paper-I Principals and Practice of Teacher Education
Paper-II Planning and Management of Teacher Education
Group-E Paper-I Educational and Vocational Guidance
Paper-II Psychological Testing
Group-F Paper-I Educational Measurement and Evaluation
2. Dissertation (150 Marks)
Dissertation 125 Marks = 150
Viva-voce 25 Marks = 50
3. Field-based Experience (50 Marks)
Three week compulsory field visit for M.Ed. Students Following will be field based experience :
Teaching in B.Ed. Course
Observation of lesson given by B.Ed. Trainee
Guidance of Lesson to the B.Ed. Trainee
Demonstration Lesson
Administration of Co-curriculum activities
Administration of Psychological test of Scoring, Interpretation and Psycological Experiment.
Attending Seminar, Conference & Presented Research Paper or Study Paper.
Standard of passing
M.Ed. R. 9
To pass the M.Ed examination the Candidate must obtain at least 40 per cent of the marks in each paper, 50 per in the aggregate of the six papers and 50 per cent in the dissertation and 50 per cent field base experience. Those of the successful candidate who obtain 70 per cent or more of the Total marks will be placed in the first Class with distinction. who obtain 60 per cent or more of the total marks will be placed in the fist class and obtaining 50 per cent or more in the Second class.
M.Ed. R. 10
If a candidate passes in the dissertation but fails in the aggregate of papers, the marks obtained by him in the dissertation shall be carried over to the subsequent year or years. if candidate passes in aggregate of papers and fails in the dissertation only the marks obtained by him in the papers shall be carried over to the subsequent year or years. If candidate passes in the aggregate of papers and fails in the dissertation only the marks obtained by him in the paper shall be carried over to the subsequent year or years and he shall be at liberty to reserve and re-submit the dissertation or to submit another dissertation in the subsequent year or years.
If a candidate fails in aggregate of papers either in part-I or part-II or both he may exempted from appearing in paper or papers where in he or she has secured minimum 50 percent marks.
Candidate whose marks are carried over under this regulation shall be declared to have passed the examination and shall not be eligible for any university awards.
Objectives :
The Student :
Understand the place of research in education.
Gets acquainted with various resources for research.
Becomes familiar with various methods of research.
Achieves skill in writing and comprehending research reports.
Gets conversant with the problems of research design tools of collecting data and methods and techniques of analysis.
Is initiated into research by undertaking a piece of research and preparing a dissertation.
Syllabus :
1. Research and Education :
Meaning of research and educational research.
Need for educational research.
Characteristic of the research process.
Factors hindering educational research.
Types of research.
Teachers and research.
Ethical consideration in research.
2. Selection The Research Problem :
Source of research problem.
Characteristics a research problem.
Criteria used in selecting a research problem.
Narrowing the rang of the problem.
Drafting a research proposal.
3. Steps In The Research Process :
Identifying a problem
Constructing a hypothesis / objectives / questions.
Reviewing the literature.
Identifying and labeling variables.
Constructing operational definitions.
Manipulating and controlling variables.
Sampling procedures.
Decision regarding tools to be used and preparation thereof.
Data collection.
Statistical analysis and interprepretation.
Writing a research report.
4. The Research Hypothesis :
Meaning a hypothesis.
Criteria for evaluating hypothesis.
Some objections to hypothesis construction.
Writing the research hypothesis.
Types of hypothesis.
Independent and dependent variables of a hypothesis.
Constructing operational definition of variables
Testing a hypothesis.
5. Resource for Research :
Reference books : Encyclopedia, Dictionaries, Almanacs and Yearbooks, Directories, Biographical sources, Bibliographical sources.
Books and monographs : Cards Catalog, Book-lists and Reviews.
Periodical and Pamphlets : News papers, Periodicals, Micro films and other aids.
Dissertations, theses and research journals.
6. Research Work Done In Gujarat :
Institutions conducting research, nature of studies undertaken.
7. Methods of Research :
Historical Methods: Collection of data, primary and secondary sources, external and internal criticism of source materials, interpretations in historical research.
Surveys : Schools surveys, job analysis, documentary analysis, public opinion surveys, community surveys.
Inter-relationship studies : Case study, causal comparative studies, correlation studies.
Development studies : Longitudinal and cross sectional studies, trend studies.
Experimental research : Definition of an experiment, variables in experimental research, criteria for evaluating experimental designs, internal validity methods of equating experimental and control groups, external validity control of the experiment.
8. Sampling Techniques :
Population and sample.
Defining the population.
Importance of sampling.
Characteristics of a good sample.
When should the sample be large.
Sampling biases.
Sampling techniques.
Probability samples: simple random sampling, stratified random sampling, systematic sampling, and cluster sampling.
Judgment samples : Incidental sampling, purposive sampling, quota sampling.
Other sampling techniques; Sampling by pairs, double sampling, sequential sampling.
Mistakes often made in sampling.
9. Tools of Research :
Questionnaire :
Advantages and disadvantages of questionnaires.
Forms of questionnaires.
Types of questionnaires items.
Questionnaire format.
Preliminary tryout.
Techniques for usable returns.
Ratability and validity of questionnaires.
Interview :
Advantages and disadvantages of interview.
Effects of interview on data collection.
Reliability, objectivity, and validity of interview.
Biasing factors in the interview.
Types of interview : individual and group, structured and unstructured.
Conduct of interview.
Observation :
Simple Observation : In controlled, participant and nonparticipant.
Aid in simple observation.
Systematic observation : Control over the observer and the observed.
Rating Scales :
Numerical scales.
Graphic scales.
Descriptive graphic scales.
Rule for constructing scales.
Standardized tests :
Characteristic of a good standardized test.
Factors to be considered in test selection.
Using tests in research.
Different types of standardized test;
Intelligence, aptitudes, achievement, diagnostic, measure of interest, personality, attitude scale.
Tests available in Gujarati version.
Mistakes often committed in selecting, administrating and using standardized tests.
Other tools : Checklist, scorecard, sociometry, Q-sort techniques, the semantic differential, content analysis
10. Treatment of Data :
Classification of data.
Qualification and description of data.
Types of scores: Continuous scores, rank scores, dichotomies, categories.
General descriptive statistics and statistical in reference.
Conclusions and generalizations.
11. Writing Research Report :
Format, style, typing, quotations, footnotes, bibliography, pagination, tables, figures, graph, chapterization (divisions of a report)
Introduction section.
Review of the literature section.
Methods section
Results section.
Summary and discussion section.
References.
Abstract.
Mistakes in preparing research reports
References :
Best, John W., Research in Education : Englewood Cliff, N.J. Prentice-Hall.
Borg, W.R. & Cal M.D. : Educational Research An Introduction (4th ed.) New York: Longman Inc. 1983.
Burroughs, G.E.R. : Design and analysis in Educational Research (2nd. Ed.) Oxford : Allen and Mowbray ltd. 1975.
Desai H. G. Style Manual for Dissertations / Theses, Rajkot : Saurashtra University, 1979.
Gaphart, W. J. & Ingle, R.B. : Educational Research (Selected & reading) Ohio : C.E. Merill Publishing Co.,; 1969
Good, Carter C. And Scates Douglas E.: Method of Research: Educational psychological Sociological. New York : Appleton - Century, Inc., 1964.
Gilbert, S. : Foundations of Educational Research. Englewood Clifs, New Jersey : Prentice Hall, Inc., 1979.
Good, W. J. & Hatt P.K. : Methods in Social Research. New York : Mc-GrawHill Book Co,, 1962.
Hyman, H.H. : Survey Design and Analysis. (Principles, Cases, Procedures) New York : The Free Press, 1955.
Kerlinger, F.N. Foundation of Behavior Research : Educational and psychological Inquiry : New York : Holt & Rinehart and Winston, Inc, 1964.
Levin, J. : Elementary Statistics in Social Research : (2nd ed.) New York : Harper and Row Publishers, 1977.
Lynch, M. D. & Huntsberger, D.V. : Elements of Statical Inference for Education & Psychology : Allyn & Bacon, Inc, 1976.
Rummel J.F. : An Introduction to Research Procedures in Education (2nd ed.) New York : Harper and Row Publishers, 1964.
Sidhu, Kulbir Singh, Methodology of Research in Education, New Delhi : Sterling Publishers Pvt. Ltd. 1985.
Sukhia, S.P. Mehrotra, P.A. & Mehrotra R.N. Elements of Education Research (2nd Ed.) New Delhi : Allied Publishers, 1966.
Travers, R.M.W. : An Introduction to Educational Research. (3rd ed.) London : The MacMillan Co., 1969.
Tuckman, Conducting Educational Research (2nd ed.) New York : Harcourt Brace, Jovenovish, Inc, 1978.
Van Dalen D.B. & Mayer, William J. : Understanding Educational Research - An Introduction. New York. Mc-Graw-Hill Book Co. 1979.
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Objectives :
To enable the students to be familiar with the contributions of schools of Psychology to education.
To enable them to understand the theoretical contributions and conceptual background of theories of Learning, Personality, development and adjustment.
To assist them in developing insight into educational implications of these concepts and principles.
Unit - I Psychology and its bearing on Education.
1.1 Nature, scope and methods of educational psychology
1.2 Basic elemtns of schools of psychology
1.2.1 Gestalt : Max ertheiemer, Kohler, Koffka
1.2.2 Psychoanalytic : Fredd, Adler and Jung
1.2.3 Behavioristic : J.B. Watson.
1.2.4. Hormic : William M.C. Dougall
Unit - II Individual Difference
2.1 Aspects of individual differences : intelligence, Attitudes, interest, Sociability.
2.2 Extent of individual differences and its measurement
2.3 Nature of individual difference
2.4 Implications of individual differences for organizing educational programmes:
(a) Classroom instruction
(b) Exceptional children - gifted, backward, physically and mentally handicapped.
Unit - III Learning and Teaching
3.1 Concepts and Definition.
3.2 Theories of learning.
3.2.1 Stimulus - response theories of learning.
3.2.1.1 Pavlov's classical conditioning
3.2.1.2 Watson's behaviorism.
3.2.1.3 Thorndike's connectionism
3.2.1.4 Guthrie's contiguous conditioning
3.2.1.5 Skinner's Operant conditioning
3.2.1.6 Hull's Systematic theory.
3.2.2 Congnitive theories of learning.
3.2.2.1 Gestalt (Koffka, Kohler, Wertheimer)
3.2.2.2 Kurt Lewin's Field theory.
3.2.2.3 Tolman's Systematic theory.
3.2.3 Gagne's condition of learning.
3.3 Correlates of Learning.
3.3.1 Maturation
3.3.2 Intelligence
3.3.3 Motivation
3.3.4 Aptitudes and Abilities
3.3.5 Interested and Aptitudes.
3.4 Transfer of Learning
3.4.1 Theories of Transfer.
3.4.2 Major experiments on transfer
3.4.3 Conditioning facilitating transfer
3.5 Nature of teaching process, correlates of teaching
Unit - IV Personality, Adjustment and Mental Health
4.1 Definitions of Personality
4.2 Theories of Personality
4.2.1. Freud's Psychoanalytical theory.
4.2.2. Jung's analytical theory
4.2.3. Freud's Psychoanalytical theory.
4.2.4. Aloport's approach of unique organism
4.3 Concept of Adjustment :
4.3.1. Characteristic of well adjusted person.
4.3.2. Characteristic of maladjusted person.
4.3.3. Causes of maladjusted behavior.
4.3.4. The adjustment of process : different adjustment mechanisms.
4.3.5. Juyenile delinquency, handicaps and remedical programs.
4.3.6. Role of counselling in adjustment.
4.3.7. Guidance : Personal, educational, Vocational.
Unit - V Creativity
5.1 Concepts
5.2 Creativity and Intelligence
5.3 Characteristic of a creative Individual
5.4 Education for encouraging creativity.
Bibliography :
Hilgard and Atkinson, Introduction to Psycology, New York, Hercourt Brace Inc. (6th ed.) 1975.
Cronbach L.J. Eudcational Psycology, New York, Hercourt (2nd ed.) 1958.
Kuppuswamy, B. (2nd) Advanced Educational Psychology, Delhi, University Pubilshers, 1964.
Bhatia, H.R. A text book of Educatiobnal Psycology Bombay, Asia Publishing Hourse, 1965.
Heriboreders E- Seven Psycologisteg N.Y. Appleton Centure.
Wood MZ. R.S. : Contemporary schools of Psychology. London, Methuen, 1951.
Dandekar W.N. The Psychological Foundations of Education, Delhi, Mac.Millah, 1976.
Morris Land, Hunt Maurice P.L. Psychological Foundations of Education, An introduction to human development and Learning. - Harper Bros. Publisher N.Y. 1962
Hilgard Earnest R. - Theories of Learning N.Y. Appleton Century Crofts, 1956.
D. Cecco John P. The Psychology and IEarning and Instructions.
Reilly Robert and Ernest Lewis - Educational Psychology Application for classroom Learning and instruction, New York Mac Millan Publishing Co., Inc, 1983.
Beihler, Robert F and Jack Snowman Psychology applied to Teaching, 4th edition Boston, Houghton, Company, 1982.
Bigge, Morns L. Learning theories for Teachers. 5th ed. New York Harper Row Publishers, 1982.
Hilgard Ernest R. Ed. Theories and Learning and instruction - the sixty third year book of the national study of Ed. Chicago University of Illenois press, 1964.
Wilhelams Fred T. Ed. - Evaluation as Feedback and Guide. Washington D.C. Association for Supervision curriculum Development.
Bloom Benjamin S. George F. Madans and J Thomas Hastings. Evaluation to improve Learning. New York. Mc Graw Hill Book Co, 1981.
Shaffer and Sholoen The Psychology of Adjustment, Boston Houghton, Militing Co., 1956.
Bernard H.W. Mental Hygiene for classroom teachers. Mc Graw Hill N.Y. 1961.
Bischof Ledford J. - "Interpreting personality Theories" International student reprint, 1964.
Freud Anna - Introduction of Psychoanalysis for Teachers. George Allen and Unwin London, 1931.
Freud Sigmund "Introductory Lectures in Psychoanalysis." Allen Unwin London, 1940.
Vernon P.E. "Personality Assessment A Critical Survey" Methuen, London 1964.
Dosajh N.L. - Advanced Educational Psychology. 1982. Allied.
Chauhan S.S. - Advanced educational Psychology. 1982 Vikas.
Mukerji K. And Basu M. - Assessments of delinquency. W.E.
Sandeep (ponnala) - Schools and mental ability. New Delhi, Light & Life publishers, 1981 8 + 205 p.
Krishna Shyam. - Personality Characteristic of problem children 1983. Pustakshtha. 1983.
Stutt (Denis) - Helping the Maladjusted child. Keynes, Open Uni. Pr. 1982 P. 8-124.
Donald W. Mckinnon : "The Nature And Nature of Creative Talent". American psychologist, 16 July, 62 484-495.
Jacob. W. And Philip W. : Creativity and Intelligence, N.Y., John Wiley, 1962.
Rogers Carl R. "Toward a Theory of Creativity" in H.H. Anderson (ed) Creativity and its cultivation, N.Y. Harper, 1959.
Torrance, E Paul : Guiding Creative Talent, Englewood cliff, N.T. Prentice Hall, 1962.
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Objectives :
The students understands the scope and application of Educational Philosophy.
Understand the relationship between basic philosophical theories.
Appreciates the role of education in the development of an individual and society in their cultural perspective.
Understands the relationships of the schools and the society.
Cultivates the habits of independent thinking of changing concept and under standing in educational discipline.
Unit - I Philosophy and Education
1.0 Educational Philosophy.
1.1 Concepts of Philosophy of Education.
1.2 Relation between Philosophy and Education.
1.3 Scope of philosophy of Education.
2.0 Education for values - national, social, questhetic and moral.
3.0 A Comparative study of the schools of Philosophy
3.1 Naturalism
3.2 Realism
3.3 Pragmatism
3.4 Idealism
3.5 Existentialism, keeping in view the following aspects :
1. Principles and general maxims.
2. Aims of education
3. Curriculum.
4. Teaching Methods.
5. Disciplines.
6. Pupil teacher relationship and their place in education.
4.0 Impact of educational philosophy o Gandhi, Tagore, Arvind on the aims of education, curriculum and
teaching methods of nationals policy of education.
Unit - II Sociological Aspects of Education
1.0 Basic of Sociology of Education
1.1 The meaning and scope of sociology of Education
1.2 The process of socialization
1.3 Education and social change
2.0 Culture and Education
2.1 Concept of culture
2.2 Impact of culture on education and vice versa.
2.3 Preservation of culture
2.4 National Culture.
3.0 Concepts of sociology of education
3.1 Social stratification and its impact on education
3.2 Caste, social groups, social class and education
3.3 Social mobility and education
3.4 Modernization and education
4.0 Economy and Education
4.1 Education and economic order.
5.0 Education and secularism
6.0 Education and national integration
7.0 Education and international understanding.
Reference Books :
Broudy, Harry S. Building a Philosophy of Education, New Delhi, Prentice Hall, 1961.
Kabir, Humayun, Indian Philosophy of Education, New Delhi Asia publishing House, 1965.
Godfrey, Thomas A Modern Philosophy of Education, London, George G. Harrep & Co., 1957.
West Dorothy And Gibson, Social Perspective in Education John Wiley and sons N.G.N.J.
Brown, Franeis J. Educational Sociology, prentice Hall, New York 1947.
Khellar George F., Introduction to the Philosophy, John Willey and sons., Inc,. N.Y. 1964.
Young Pai and Joseph., Philosophical problems of Education J.B. Hippin Co., N.Y. 1967.
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Objectives :
Students will be able -
To give definition, need, categories, types, properties, values services of information
To describe process, type barriers, and uses of communication to apply communication technology in audio and visual media.
To apply models of teaching in classroom teaching.
To use different technological aids in their instruction
To introduce system peripherals of computer, different software and operating systems.
To introduce terminology of networking and internet.
To use computer in instruction, evaluation and research.
Section - I
1.0 Introduction to information Technology
1.1 Defination and scope of information
1.2 Need : Education, Research, Profession, other Activities,
1.3 Categories : data, Infromation, Knowledge, Intellect
1.4 Types : By Source, By Channel, By Media, By Need
1.5 Properties of Information : Scientific, Technical, Technologicalg, General Economics.
1.6 Resistance to Information flow,
1.7 Information Services; Library, Institute, Internet
1.8 Concept of Information Technology
1.9 Caution against over use of IT.
2.0 Components and Communication of Information.
2.1 Components of Instruction Technology : Objective, Learning Styles, Teaching strategies, Resource
generation.
2.2 Concept of communication : Definition of communication,
Need of Communication : To
communication Information, To communicate Idea, To Communicate Attitude, To Communicate
Feelings.
2.3 Process and model Communication Sender, Reciver, Massage, Channel, Feedback, Encode, Decode,
Shrmon model of Communication.
2.4 Types of Communication :
Message related : verbal, Non varbal
Target related : Intra personal Communication Interpersonal communication, Mass Medias Communication.
Process related : One ways Communication two way Communication.
2.5 Barriers of Communication :
Physical : Noise, discomfort, illhelth, etc.
Language : Varblism, verbosity, graphic & symbols
Psychological prejudice, disinterest, anxiety, etc.
Back ground : provious learning, cultures etc.
3.0 Introduction to computer
3.1 Computer : Definition Meaning, features, classification and usage
3.2 System Architecture
CPU : CU, ALU, Memory, I/P Unit device, O/P Unit, Storage Unit
3.3 System Peripherals
I/P Unit : Key Board, Mouse, Scanner,
O/P Unit : VDU, Printer : Dot Matrix, Inkjet, Laser
Connecting Device : Modem
Storage Units : Floppy disk, Hard disk, Optical dist
I/O Units : FDD, HDD
4.0 Working with computer part-A
4.1 Concept and types of Software
4.2 System Software : Concept of OS, Types, Functions, Booting Process
4.3 Concept of DOS, DOS Command
Internal Commands : Dir, Date, Time, Copy, Delete, CLS
External Commands : Format, Disk Copy, Print.
4.4 Concept of WINDOWS : Introduction of Desk Top, Elements and Functions of Typical Window.
5.0 Working with computer Part - B
5.1 Application Software : Concept and introduction of some useful softwares
Word Processor : Msword
Spread Sheet Package : MS Excel
Presentation Package : Power Point
Painting Tool : Paint
5.2 Utility Software : Virus Scanning, Web Browser, Software Utility NAV, NDD.
Section - II
6.0 Model to Teaching
6.1 Concept, Nature and use Models of Teaching
6.2 Classification of Models of Teaching
6.3 Introduction to the following Models of Teaching
1. Cognitive Growth Model-Jean, Plaget
2. Jurispudential Inquiry Model-Donald and Liver
3. Self-Control Model-B.IP. Skinner
4. Self-Concept Model-A Maslow
7.0 Instructional Technology :
7.1 Usage of Communication Principles in Instructional Technology :
Instruction, Micro teaching and self Instructional Material.
7.2 Technological Aids in Instruction :
Simmulation
Language Laboratory
Team Teaching.
8.0 Communication Media and Information Technology
8.1 Meaning of Communication
8.2 Meaning of Communication
8.3 Psychological Foundations of Communication Media
8.4 Classification of Communication Media
(i) Audio, Visual and Audio-Visual (ii) Static and Motion (iii) Unitary v/s group use, (iv) Premative,
industrial and modern, (v) hardware and software, (vi) One-way & Two way
8.5 Characteristics of Communication Media
8.6 Criterial for Media Selection
8.7 Production/Selection of Software, W.rt. Hardware (Definition, Objectives, Selection, Production,
Feasibility study, appropriateness)
8.8 Production / Selection of Audio media : Broad cast & Non-broad cast mode.
8.9 Production / Selection of Visual media : Still Projection, OHP Transparency, 35mm Slide, Movie
Projection, Video Film Multimedia Presentation.
9.0 Networking and Internet
9.1 Meaning of Computer Networking
9.2 Terminology of Network : LAN, MAN, WAN, Components of LAN, Topology of Networking.
9.3 Benefits of Networking
9.4 Internet : Meaning, Browser, Search Engine, WWW, Search through Internet.
9.5 Tools and services on Internet : E-mail, Telnet, Transferring Files with FTP, Mailing list, digital text.
9.6 Hyper
9.7 Hyper Media
10.0 Computer in Instruction, Evaluation and Research
10.1 Different Types of Usages (Concept) in Instruction : Computer Aided Learning, Computer Assisted
Learning, Computer Managed Learning, Computer Based Training Computer Assisted Instruction,
Concept, E.Book B. Board.
10.2 Different Types usege in Evaluation : Evaluation through computer
programme, Evaluation Using
OCR, OMR, Preparing of Result through computer, Announcement of Result through
computer.
10.3 Computer is problem indentrification : To find research gaps, Spade work in research areas.
10.4 Review of Related Literature : Through internet-Inflibnet through CD Magazines.
10.5 Data Analysis : Classification and Coding of Data, Software for Data Analysis, Ecel, SPSS, Mystat.
10.6 Writing Research Report-world.
Reference Books :-
Ambasana, A.D. Ed. (1988). Computers in Research and Education. Rajkot : Department of Education, Saurashtra University.
Antani, H. (1997). Internet for Beginners, New Delhi : Tata McGraw Hill Publishing Company Ltd.
Berger, A.A. Media Analysis Techniques (1982). Beverly Hills, California : Sage.
(1990) Cripts : Writing for audio and Television, Newbury Park : Sage.
A : Bretz, Rudy(1962). Techniques of Telivison Production. (2nd Ed.) New York : McGraw Hill Book company B : Bruce, Joyace and Marsha Weil(1992). Models of Teaching, New Delhi Prentice Hall of India.
Curtin, (1998). Information Technology the Breaking Wave. New Delhi Tata-McGraw Hill Pulishing Company Ltd.
Objectives :
To enable the students to learn the basic concept of educational administration.
To acquaint the students with the elements of the process of educational administration.
To develop an understanding and an appreciation of the role of different agencies in educational administrations.
To develop understanding of the problems of educational administration in India.
To enable the students to comprehend the significance of educational administration at different levels.
Unit - I Meaning, scope and process of educational administration.
Meaning of educational administration.
Scope and importance of educational administration.
Conceptual difference : (a) Educational Organization (b) Educational administration (c) Educational management. (c) Educational management
Process of educational administration in democratic and communist countries.
Components comprising the emerging new concept of educational administration.
Unit - 2 Institutional Administration :
Principles of personal administration.
Role of the following agencies in effective institutional administration : (a) Management (b) Teachers (c) Guardians
Place of inspections and supervision in the development of the institution.
Ways and means to takle the following administrative problems :
(a) Indifference of the management (b) Lack of co-operation of teachers
(c) Local Politics (d) Lack of financial and other resources
(e) Students Indiscipline.
Unit - 3 Administrative system of Indian Education :
Educational directives and other previsions in Republic constitution of India.
Educational authorities :
(a) Central (b) State (c) Local bodies.
Post independence role of government of India in education.
Evaluation and development of Central Ministry of education.
(a) Organization and activities of Ministry of Education.
(b) The attached autonomous and subordinate bodies.
(c) Advisory and statutory bodies in education i.e.
(i) Central Advisory Board
(ii) University Grant Commission
(ii) N.C.E.R.T.
Unit - 4 Administration of Primary education :
Agencies involved in the administration of primary education.
Role of government of Government of india in the administration of primary education.
State government administration of primary education.
Role of local bodies in the administration of primary education.
Recent schemes and activities of the central Govt.
Advisory bodies.
Some administrative problems of primary education.
(1) Universalization (2) Lack of physical facilities (3) Mid-day meel
(4) Wastage and Stagnation (5) One teacher School.
Unit - 5 Administration of secondary education :
Central Govt. and secondary education.
State government and secondary education
Constitution and functions of secondary education board.
Administrative provisions in secondary edu. Act. 1972.
Advisory Board on secondary Education.
Some administrative problems of secondary education. Including the pattern :
(a) Recruitment (b) Vocationalization (c) Nationalist on vs. private enterprise.
Unit - 6 University Education :
Types of Universities :-
(a) Affiliating (b) Residential etc.
Central University.
Open university.
University and State
Some administrative problems in University Education in India :
(a) autonomy (b) admission (c) student's unrest.
(d) students participation in different administrative. Bodies of the university.
Unit - 7 Administration of Technical Education
Govt. of India and technical education.
All India council for technical education.
Technical education and states.
Technical education and professional societies.
Some administrative problems of technical education :
(a) admissions (b) personnel (c) finance (d) Copitation (e) Private Enterprise
Unit - 8 Administration of Social Education :
Organization of social education
(i) Village level (ii) Taluka level (iii) District level (iv) State level (v) National level
Social Education and voluntary organization.
Some administrative problems of social education :
(i) Organization (ii) Staffing (iii) Finance (iv) admission
Unit - 9 Finance :
Role of the following bodies in financing education :
(i) Govt. of India (ii) State Government (iii) Local Bodies (iv) Private agencies.
Sources of Educational Finance :
(i) Govt. Grant (ii) State Government (iii) Endowment donation, gifts (v) Capitation fees
(iv) Foreign aids etc.
Reference :
Govt. of India, Report of education Commission (1964-66) New Delhi, Ministry of Education, 1966.
Mathur S.S. Educational Administration, Principles and practices, Jullunder, Krinshna Brothers, 1966.
Mukerji S.N. Administration Education, Planning and Finance, Baroda Acharya, Book, Depot, 1962.
Theory of Educational Administration, New Delhi, Dept. of Educational Administration N.C.E.R.T.
Naik J.P. The Role of Govt. of India in Education, Ministry of Education Delhi. 1963.
Shukla P.D. Administration of education in india, New Delhi Vikash Publication, 1982.
Monhan, W.G. Contemporary Educational administration Hengst. H.R. London, Mcmillan Eco. 1982.
Castettel W.B. Personnel Function in Education administration. London, Macmillan & Co., 1980.
Khan and Khan, Educational Administration, New Delhl, Ashish Publication, 1980.
Silver Paula F. Educational Administration : Theoritical Perspectives on practice and research, New York, Harper and Row 1983.
Thakur A.S. & Others, Educational Administration, New Delhi, National Book Trust, 1980.
Objectives :
To provide the students with the critical knowledge of leader's skill, task and the role.
To acquaint students with the role of the principal in maintaining human relationship.
To acquaint the students to understand the role of the leader in the professional growth of the personal.
To develop in students the knowledge the skill of evaluation and appraisal of educational institutional.
Unit - I Educational Leadership
Concept of Leadership
Leadership traits : responsible, self disciplined, innovative, imaginative, good at organization, correct in judgment, visionary etc.
Educational administration leadership skills.
(1) Decision making (2) Planning (3) Co-Ordinating
(4) Communicating (5) Evaluating (6) Feed Back.
Behaviour pattern of Educational leadership :
(1) aloofness (2) production emphasis (3) thrust
(4) consideration (5) Human relationship.
Styles of educational leadership.
(1) automatic (2) Lissez faire (3) democratic
Unit - 2 Educational Leadership
Concept of Leadership
(a) as a policy formulator (b) as a planner
(c) as an organiser (d) as a decision maker
(e) as a co-ordinator (f) maintainer of human relationship with students,
(g) as an innovator teachers, guardians and the community
Blocks to Educational leadership :
(a) Basis of Education (b) Lack of national policy
(c) Resources and priatities (d) Central of non-educationists
(e) Political pressures (f) Social pressures
(g) personal antagenism etc.
Unit - 3 Role of Principal as a change agent and as a democratic leader of the school and local
community.
Unit - 4 Leadership and human relationship :
Importance of human relations in administration
Basic values and principles of human relations.
Ways and means of establishing human relationship with teachers, parents, students etc.
Ways and means to increase staff harmony.
Unit - 5 Professional growth of educational personnel :
Concept of professional growth of personnel in educational institutions.
In service education and professional growth
Role of the leader in professional growth of the personal.
Unit - 6 Innovative practices and management of innovations in teaching and learning.
Unit - 7 Appraisal of educational institutions.
Concept, nature, need and scope of appraisal.
objectives and principles of appraisal.
Types of appraisal.
Criteria for conducting school appraisal :
Physical facilities
Staffing and recruitment,
Educational and other achievements
Innovations,
Co-curricular and other activities etc.
References :
S. N. Mukerji : Administration of Education, Planning and Finance, Baroda, Acharya Book Dept, 1970.
James M. Liphem : Leadership and administrative in Behavioral Science and administration edited by Daniel E. Griffiths, Chicago, Uni. of Chicago Press, 1964.
Campbell R. F. and Gogg R. T. Administrative Behavioral in Education, Harper Brothers, New York, 1957.
James M. Huges, Human Relations in Educational Organization, Harper and Brothers, New York, 1957.
V. Anderson and Danies Davies : Patterns of Educational Leadership, Prentice Hall, 1956.
E. L. Morphel, R. L. Jones and others : Educational Leadership Prentice Hall, 1959.
Griffiths, Daniel E : Human relations in school administration appleton century croft, New York, 1956.
Ronald C. Doll Leadership to improve schools Charles A JOnes Publishing Co., Washington, 1970.
Robert G. Oweus : Organizational Behavior, Prentice Hall. Inc. Englewood Clifs, 1970.
Objectives :
The student gets acquainted with the trend of events in India in the field of Education.
He gets interested in handling original educational documents which is essential for further education.
Course of Study : Paper - I
A. Education in the 19th century :
1.0 Aims and contents of indigenous education.
1.1 Education in the early years of the 19th century
1.2 Charter act of 1813, 1833
1.3 Role of Missionaries in Education.
1.4 Wood's Dispatch 1854.
1.5 Indian Education commission 1882 (Hunter Commission.)
B. Education in the 20th century :
2.1 Lord Curzon policy of education 1904.
2.2 Hartog Committee.
2.3 Recommendation of Dr. Jakir Hussain Committee for basic education.
2.4 Sarjant Plan - 1944.
2.5 Radhakrishnan Commission Recommendations.
2.6 Mudaliar Commission Recommendations.
2.7 Ed. Commission of 1964-66.
2.8 Challenge to education - New ed. policy.
Reference Books :
Syed, Nurullah & Naik, A History of Education in India, (in 1800-1965. Bombay : MacMilan Co., 1958.)
Rawat, P. L. History of Education, Agra : Rempreasad & Sons, 1965.
Chauble, S. P., A History of Education, Allahabad, Bharat Publication, 1955.
Mukerji S. N. Education in India To-day & Tomorrow, Baroda : Acharya Book, Baroda, 1960.
Saiyeddin K. C. Compulsory Education in India, Delhi, University Publication Commission, 1964.
Report of Education Commission, 1964-66.
S. B. Rajor - History of Education.
Hartog Philip, Some aspects of India Education : Past & Present, London, Oxford.
Karbir Humayun, Education in New India, Asia Publishing House, 1961.
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Objectives :
The Students gets familiar with the current important problems regarding the educational set up of India.
He gets conversant with the problems of different stages and aspects of education in India.
Course of Study :
Problems of :
1.0 Education for all, compulsory education from 6 to 14.
1.1 Education for socially and economically backward strata of the society.
1.2 Women Education.
1.3 Handicapped children.
2.0 10+2+3 Pattern of education : 7+3+4 pattern of education.
2.1 Examination in education.
2.2 Science and technological education.
2.3 Indian Education with reference to three language formula and medium of instruction.
3.0 Specific problems regarding finance, organization, administration, students enrolment, quality of instruction
in case of the following :
3.1 Pre-Primary, Primary education and basic education.
3.2 Secondary education.
3.3 Higher Education.
3.4 Teacher Education.
Reference Books :
Mukerji, S. N. : Education in India To-Day and tomorrow, Baroda, Acharya Book Depot, 1968.
Dayal, Bhagwan : The development of Modern India Education, Bombay : Orient Longman, 1955.
Besent, Annie : National Education in Indian, Culcutta, 1958.
Pranjee, M. R. : A Source book of Modern Indian Education, 1938.
Kabir, Humayun : Education in New India : Bombay : Asia Publishing House, 1961.
Shrimati, K. L. : Education in Changing India, Asia Publishing Houses, 1961.
Singh & Singh : Current Problems of Indian Education. Asia Publishing House, 1961.
Aggarwal, J. C., : The progress of Education in Free India, New Delhi, Arya Book Depot, 1960.
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Objectives :
To acquaint the students with the need, scope and purpose of educational planning in terms of national and community needs.
To help them determine and implement objectives of planning on the basis of individual needs of the students.
To develop in them the skills in planning and implementing conventional administrative procedures.
To develop in them the skills and attitudes to utilise human energy in geting the maximum work done.
Unit - 1 Concept, need and process of Educational Planning
Concept, scope and nature of Educational Planning
Need and importance of Educational Planning
Types of Educational Planning
Process of Educational Planning in India.
Unit - 2 Principles and techniques of Educational Planning
Formulation of aims and objectives.
Methods and techniques of planning.
Approaches to Educational Planning.
Social demand approach
Man-power approach
Return of Investment approach
Concepts
Optimal analysis
Input and output
Marginal analysis
Programming
Target and control figures
Tools for Planning
New approach to planning
Planning
Adoption
execution
Unit - 3 Planning Machineries :
Central
State
District
Institutional Planning
Educational Planning
Unit - 4 Five year plans in education :
Beginning of five year Plans-its historical background
Main features of five year plans with special reference to education.
Impact of five year plans on education.
Five year plans- merits and demerits.
Unit - 5 Education and economic growth :
Concepts of economic growth
Role of education in economic development.
Concepts and measures of human capital.
Return of Investment in education.
Inputs and outputs in education.
Planning of manpower.
Unit - 6 Social and cultural bases of educational planning :
Values needed for modernization and technological developments.
Education as an instrument of cultural change.
Equalization of Educational opportunities.
The demographic factors - population forecasts
Education and social mobility.
Unit - 7 Education as an instruments for increasing the quality of the output material and resources :
Role of education in total development of the nation.
Place of education in overall national planning.
Taking account of limited resources of the nation.
Planning, decision making and implementation
Revision and planning.
Unit - 8 Planning at central, state and local levels :
Perspective planning at central, state and local levels.
Priorities to be given at central and state levels.
Schools for all and schools for selected few
Determine facilities to the needs :
School programme
School Building
Teaching training facilities
Location of Schools.
Unit - 9 Some problems of educational Planning :
Calculating cost of education.
Comprehensive approach vs. selective approach.
Public sector vs. private sector
Educational planning and exceptional children, gifted, backward and handicapped.
Educational planning for qualitative improvement.
Analysis of educational expenditure for planning.
Reference :
Fletcher, B. A. 'Planning of Education', Leeds, Institute of Education, 1963.
Government of India Five Year Plans.
Griffiths, V. L. 'Educational Planning', London, O. U. P. 1962.
Krojsma Acjaro, V. T. 'Planning in India', New Delhi : Longmans, 1961.
Rao, V.K.R.V. Education and Human Resources Developments, Delhi, Allied Publishers, 1966.
Naik, J. P. Educational Planning in India, India : Allied Publishers, 1965.
Rajgopal, M. V. Programmes of Educational Improvement at the District level, New Delhi : Asian Institute of Educational Planning and administration, 1969.
Hanson, A. H. The Process of Planning : A Study of India's five year Plans (1950-1964) London : Oxford University Press, 1966.
Schultz, T. W. Education and Economic Growth, Univesity of Chicago, 1960.
Saffer, H. Inverstment in Human Capital, New York : MacGraw Hill, 1961.
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Objectives :
To acquaint the students with the relationship between the financial support of education and quality of education.
To develop familiarity with the various sources of financing education in India.
To develop in them the understanding of school accounting and developing skill in school budgeting.
To develop appreciation of the financial problems of educational administration.
To enable the students to locate human and material resources and utilise them to the maximum benefit for education.
Unit - 1 Educational Finance : Need, Significance and Principles :
Concept of Educational Finance
Need and significance of Educational Finance
Rising Unit costs and resources constraints
Demand for education.
Supply of education.
constitutional responsibility for providing education.
Principles of educational finance :
General theory of public finance :
Allocation of resources - economic and social bases for allocation of resources in education.
Financing education for :
Equality of education - social justice
Efficiency - cost - minimization and quality improvement
Productivity - Relevance of Education to the world of work and create qualified and productive manpower.
Unit - 2 Growth of Educational finance in India after Independence.
Unit - 3 Role of following bodies in financing Education in India :
Government of India.
State Governments
Local Bodies
Private agencies
Voluntary Organizations.
Unit - 4 Sources of Finance :
Government grant (central, state, local)
Tuition fees
Taxes
Endowments, Donation and gifts
Foreign aids.
Unit - 5 Economics of Educational System :
Cost of Education :
Increase in per pupil cost and its relation to per capital income.
Methods of determining educational costs, unit costs, direct cost, opportunity costs.
Decisive factors on costs : Size of class, teaching load, enrolment at different levels etc.
Salary of teachers.
Unit - 6 Educational Expenditure :
The Determinants of expenditure on education :
Public exp. as a percentage of grip
Edu. exp. in relation to government revenue.
Inflation and public expenditure on education.
Clarification of Educational expenditure.
Direct and indirect objects of expenditure :
Direct objects : Primary, secondary higher, professional and technical education.
Indirect objects : Direction and Inspection, stipends and scholarships, building, furniture and equipment, boards of secondary education etc.
Unit - 7 Grant-in-aid systems :
Types of grant-in-aid.
Central grants, state grants and allocation of grants by U.G.C.
Grant-in-aid policy in India and state.
Center-State relationship in financing education.
Unit - 8 School Budget :
Budget making process
Budget as an instrument of
Educational Planning
Capital Improvement
Evaluation
Planning a school budget in relation to govt., grants, resources from the society, tuition fees, donations and local endowments etc.
Unit - 9 Some problems and issues of Educational Finance :
Tuition fees : Merits and demerits of uniform, tuition fees.
Additional resources for education.
Critical review of present grant-in-aid policy of the state government with special reference to secondary education.
The factors affecting increasing the financial burden on local governments.
Ways and means of controlling funds.
References :
Azad, Jagdishlal FInancial of Higher Education in India, New Delhi, Sterling Publishers, 1975.
Misra, Atmanand Financing Education in India, Bombay : Asia Publishing Co., 1964.
John, R. L. and Morphet, B.L.(Ed.) Problems and Issues in public school finance, New York: Columbia University, 1952.
Mort, P. R. and Reusser, W.C. Public School Finance, New York : McGraw Hill, 1960.
Musgrave, R. A., Theory of public Finance : A Study of public Economy, New York : Mcgraw Hill.
Saxton, P. G. Education and Income, New York : Viking Press, 1961.
Vaizeg, J. Costs of Education, London : Allen and Union, 1964.
UNESCO Financing of Education, Paris : 1961.
Objectives :
To develop in the student understanding of the concept, objectives and principles of teacher education.
To acquaint the student with focal points in the development of teacher education in India with reference to its changing concept.
To acquaint the student with existing practices regarding structure, curriculum and evaluation in teacher education at different level.
To enable the student to understand teaching and training techniques.
To enable the student to organise various types of student teaching programme.
To enable the student to organise various types of student teaching programme.
To enable the student to know the concept and practice of evaluation in teacher education.
To aquaint the student with the innovative practice in teacher education.
To develop in the student professional ethics.
Course :
Unit 1 Concept and Objectives of Teacher Education :
Meaning, nature and concept of teacher training and teacher education.
Needs of the educational system and the teacher education programme.
Need of the learner the teacher education.
Objectives teacher education of primary, secondary and college level.
Unit 2 Focal Points in the Development of Teaching Education in India
(a) The Indigenous Efforts :
preparation of teachers in upnishadic, medieval pro-British period, Montitorial system, weaknesses of the system.
(b) Modern period :
Establishment of Teacher Colleges - 1856 and evaluation of a new system. Development of early teachers colleges.
Government of India-Resolution on Indian Education Policy 1904 and initial policy formation on the training of teachers.
The formative decade-Government of India Resolution (1913) and widening horizon of the training programme. Recommendations of Sidler Commission 1917.
Efforts for expansion of training facilities in India in Twenties.
Abbott wood Report (1937) - Reflection on training of teachers. Now ideas in training programme.
(C) Post - Independence period :
The momentous Forties.
Planning Fifties and development of now horizons in teacher education.
Expanding Siteen and Seventies.
Unit 3 Structure and Curriculum of Teacher Education at Different Levels.
Structure of Teacher Education - Levels-Types-Two year under graduate, One year post graduate and Four year integrated.
Silent characteristics of teacher education - Relevance, Flexibility, Integration and Interdisciplinary.
Nature and concepts of teacher education curriculum at primary, secondary and college, level.
Pedagogical theory.
Methodology of teaching school subjects.
Practice teaching / internship.
Other practical work.
Socially useful productive work (SUPW) and working with community.
Note teacher education curriculum - A frame work.
Unit 4 Teaching and Training Techniques :
(a) Nature, assumptions, relevance to objectives of the following techiques.
Seminar/Symposium/Panal discussion
Workshop
Team Teaching
Teaching through A.V. aids
Programme Learning
Supervised Study
Lecture-cum-Demonstration
Totorials
Field Study
Brain Storming
(b) Nature, assumptions, relevance to objectives of the following training techniques.
Systematic observation and feedback
Simulation and Role playing
Micro teaching
System approach
Unit 5 Pattern and Practice of Student Teaching Programmes :
Concept and objectives of student teaching
Patterns of Practice Teaching
Spaced Lesson teaching : nature, assumptions, merits and demerits.
Block student teaching / off campus student teaching programme : nature, assumptions, merits and demerits.
Internship : principles, assumptions, merits and demerits.
Working with cooperating schools/laboratory schools.
Stages in the organization of practice-teaching programme:
Pre-practice teaching preparation phase college based under simulated condition, skill training (micro-teaching)
Assimilation phase intergation - real situation - internship.
Evaluation of practice teaching.
Unit 6 Evaluation in Teacher Education :
Concept of evaluation and measurement
Objectives of evaluation in teacher education
(a) Pedagogical Theory
(b) Practical Work
(c) Practice Teaching
Types of evaluation : formative and summative, programme evaluation
Existing evaluation practices : internal vs. external evaluation
Modes of Evaluation - Essay, objective, citation reference, norm reference testing.
Utilization of evaluation for improvement of teacher education programme
Systematic observation
Question Bank
Unit 6 Evaluation in Teacher Education :
Concept of evaluation and measurement
Objective of evaluation in teacher education
(a) Pedagogical Theory
(b) Practical Work
(c) Practice Teaching
Types of evaluation : formative and summative, programme evaluation
Existing evaluation practices : internal vs. external evaluation
Modes of evaluation - Essay, objective, citation reference, norm reference testing.
Utilization of evaluation for improvement of teacher education programme.
Systematic observation
Question Bank
Unit 7 Research and Innovation in Teacher Education :
Nature and scope of research in teacher education in India
Areas of research in teacher education
Problems of research in teacher education
Trends in research in teacher education
Innovative practices at secondary and elementary teacher education level
Innovations in teacher education at the international level.
Objectives :
To acquaint the student with different agencies of teacher education in India and their rules and functions.
To acquaint the student with the system of teacher education in one of the developed countries.
To asquint the student with the role of professional organization of teacher educators.
To help the student to understand major issues and problems of teacher education.
To acquaint the student with the value-oriented teacher education programme.
To enable the student to understand the need for continuing education of teachers and teacher educators.
To enable the student understand planning, administration and financing of teacher education.
To develop in the student the commitment to the profession.
Course :
Unit 1 Agencies of Teacher Education.
Role and function of following agencies :
(a) National Level
University Grant Commission
National Council of Education Research and Training
National Council for Teacher Education
India Council of Social Science and Research
Tata Institute of Social Science and Research
Centre of Advanced Studies in Educator (MSU)
(b) State Level :
State Institutes of Education
State Councils of Educational Research and Training
Centres of Continuing Education Teachers
State Boards of Teacher Education
University Department of Education
(c) International Level :
UNESCO
Unit 2 Teacher Education in and One of the Developed Countries (U.S.A., U.S.S.R., U K and Japan) :
(a) Organization of Teacher Education :
Structure and Organization
Recruitment and selection of prospective teachers
Training of teachers of special Education
Comparative study and suggestions for teacher education in India
(b) Teacher Education programmes for pre-primary, Elementary and Secondary Levels :
Aims and objectives of teacher education at different levels
Curriculum
Teaching and training techniques
System of evaluation for theory and practical work.
(C) Status of Teacher and Role of Professional Organizations :
Teachers qualification
Status of Teachers
Status of Role of professional Organization
Comparative study and suggestion for teacher Education in India.
(d) In service Education of School Teachers :
Summer Schools
Extension Services Department/Continuing Education Centre
Other types refresher courses
Correspondence Course
Contribution of NCERT/NCTE to inservice education of school teachers
(e) Important experiments in teacher education in advanced countries e.g. The Open University Experiment of
U.K. :
Unit 3 Professional Organization and status of Teacher Education :
(a) Professional Organizations :
Local, State, National and International level of professional organization for teacher educators
Their objectives and activities
Comparative struggle among Teacher Educator's Organizations, need for collective and united action by Teacher Educators
(b) Status of Teacher Educators :
Professional status
Responsibilities and rights
Opportunities for Professional growth.
Academic freedom
Participation in civic rights
Code of ethics and its enforcement
Working conditions
Provision for necessary facilities and equipment
(c) Economic Status :
Salary system
Service conditions
Service requirements
Security of service, welfare measures etc.
(d) Social Status :
Recognition
Participation in the decision making bodies
Relation ship with other educational institutions
Provision of awards etc.
Unit 4 Major Issues and Problems of Teacher Education :
Standards in Teacher Education.
Admission policies and procedures.
Isolation of Teacher Education Institutions.
Preparation of teacher for special fields such as craft, art and physical education, music and teachers for special education.
Issues pertaining to the opportunities for professional development of teacher educators pre-service and in-service programmes.
Issues related to administration of teacher education institutions.
Lack of co-ordination in man-power planning.
Unit 5 Value Oriented Teacher Education :
Clarification of the term 'Value' - Meaning and importance of value.
The different values - economics values, values of physical culture, values of intellectual excellence, moral and spiritual values - uses of these values in personal and social life.
Ideals enshrined in the constitution of India - Justice, Library, Equality and Fraternity.
Values upheld by the different Education Commissions of free India - the University Education Commission of 1948, the Secondary Education Commission of 1952 and the Education Commission of 1964.
Meaning of 'Good' and 'Evil' - Judgment of 'Good' and 'Evil', Components of happy life : 'Truth', 'Beauty' and 'Goodness'.
Perspectives in value-education, source materials : Philosophy, Psychology, Science, History, Literature, Art and Culture, Nature Community.
Methods of value-orientation open-ended questions, Information dialogues, value-clarifying discussions, role-playing, contrived incidents, thought sheers, weekly reaction sheets, autobiographical questionnaires, story-telling/reading and action projects.
Deliberations in value-orientation : writing inspiring stories upholding one or more of the different values, preparation of lists of useful books, selection of passages/questable historical events, recording of achievements of Indian culture, descriptions and interpretations of India sports and games, visits to community service centres.
Unit 6 Continuing Education (In-service Education) of Teachers/Teacher Educators :
Concept and scope of continuing education.
Differential needs of continuing education for teachers and teacher educators.
Extension Services Department : Their nature, role and functions.
Methods and techniques of continuing education for teachers/teacher educators.
Practice of evaluation of continuing education programmes.
Unit 7 Planning, Financing and Control of Teacher Education :
Planning, financing and control of teacher education at elementary and secondary levels.
Centre and state role in planning and financing.
Role of voluntary organizations.
Academic control of teacher education at elementary and secondary levels.
Staffing pattern, qualification and mode of recruitment of academic staff.
Reference :
Altekur, A.S. Education in Ancient India, Nand Kishore Bros, Banaras, 1951.
Buch, M. B. and
Reading in Inservice Education Sardar Patel
Palasane, M.M. University, Anand, 1947.
Basu, A.N. Education in Modern India Orient Book Co., Calcutta, 1947.
Buch, M. B
Second Survey of Research in Education Centre of Advanced Study in Education,
Baroda, 1978.
Buch, M. B.
First Survey of Research in Education Centre of Advanced Study in Education,
Baroda,1947.
Bruner, J.S. Towards a Theory of Instruction the Baltanap Press, Massachuseffs, 1966.
C.E.R.T.
Innovation in In-service Education and Training of Teachers : Practice and
Theory
OECD, Paris, 1978.
Chaurasia, G. New Era in Teacher Education Sterling Ponlication, Delhi, 1967.
Chaurasia, G. Innovations and Challanges in Teacher Education, Vikas Publications, New Delhi, 1977.
Devgowda, A.C. Teacher Education in India, Bangalore Book Bureau, Banglore, 1973.
Dutt, S. The Teachers and His World, Sukumar Dutt, Soamibagh, Agara, 1972.
Ebel,
R.L. (ED) Teacher
Education, Americal Association of Colleges, for Teacher Education, Queenta,
1956.
Goodigs R. et al Changing Priorities in Teacher Education Nichols Publication Co., New York, 1982.
Government of India Secondary Education Commission, Ministry of Education, Govt. of India, New Delhi, 1953.
Government of India University Commission, Government of India, New Delhi, 1947.
Government of India Education and Development : Report of Education Commission (1964-66) Govt. of India, New Delhi, 1966.
Government of India Report of the Working Group to Review Teachers Training Programme in the light of the need for value-orientation, Ministry of Education and Culture, New Delhi, 1953.
Hilgased, FH (ED) Teaching the teachers : Trandsin Teacher Education, George Allen and Union Ltd. London, 1971.
Harvilas, S. and Naik, J.P. A History of Education in India Macmillan and Co. Bombay, 1951.
Jangire, N. K. Teachnology of Classroom Questionning National Publication House, Daryaganj, New Delhi, 1982.
I.A.A.T.C. Symposium on Teacher Education in India, The Indian Publications, Ambala Cantt, 1964.
Jangira, N. K. & Singh, A. Core Teaching Skills : MIcroteaching Approach, NCERT, New Delhi, 1982.
Jangira, N. K. Professional Enculturation : Innovative Experiments in Teaching and training Bookworth of India, New Delhi, 1984.
Jangira, N. K.
Teacher Training and Teacher Effectiveness : An Experiment in Teacher
Education,
National Publication House, Delhi, 1984.
Jingara N.K.
Teacher Training and Teacher Effectivenes : An Experiment in Teacher
Education, National Publication House Delhi, 1978.
Lynch,J and
Teachr Education and Culture Change England France West Ger Plunkett, H.D.
Many
Plunkeet H.D.
George Allen and Unwin Ltd. London 1973.
Mitzal H.E.
Encyclopedia of educational Research ( Section on Teacher Educational
Programmes)
The Foree Press New York, 1982
Mukorji S.N.(ed) Education of teacher of india ( Vol.1) S. Chand and Co. Delhi. 1968
N.C.T.E. Teacher Education Curriculam : A Frame Work,NCERT, New Delhi 1978.
NCERT The Third Indian Year book on education,NCERT, NEW Delhi 1968
NECRT Elementory Teacher Education, NCERT, New Delhi 1970
Pandey B.N. Second National Serve of Secondary Teacher Education in india.NCERT, New Delhi 1969
Pandey B.N. and Student Teaching and
Evaluation, NECRT, New Delhi 1970
Khosla D.N.
Passi, B.K. Becoming Better Teacher : Micro Teaching Approach, sahitya Mudranalya Ahmedabad
Ryon Kevin
Teacher Education- The Seventy Fourth Year Book of National Society For the
Study
of Education (Part II) Chicago 1975.
Sabharwal N. Innovative Practice in Elementary Education institutions in india Vol.I NCERT New Delhi 1979
Sabharwal N. M.Ed. Dissertations on Teacher Education in India ( 1967-75 ), NCERT, New Delhi, 1981.
Sabharwal N. Studies and investigations on Teacher Education in India (1973-75), NCERT, New Delhi,1981
Shrimali K.L. Better Teacher Education ( Ministry of Education, Govt Of india New Delhi )
Shukla R.S. Emerging Trends in Teacher Education Chugh Publication Allhabad 1978
Singh L.C. Micro
Teaching: An innovation in Teacher Education, National Psychological
Corporation
Kacher Ghat, Agra 1979
Singh L.C. Third National Survey of Secondary Education in India, NCERT, New Delhi. 1983
singh T. Diffusion of innovations among Training Collages Bharat Sharati Prakashan Jaunpur 1978.
Stones Eand. Teaching Practice-Problems and active, Bolhuem and Co.Ltd. London 1974.
Stinnett, T.M. Professional Problems of Teachers Mcmillan Co. London, 19
Upasani N.K. Effective College teaching :
Foundation and Strategies S.N.D.T. Women's University,
Bombay 1982
Upasani N,K, Evaluation in Higher Education S.N.D.T. Women's University, Bombay 1982
Upasani N.K. Planning For Better learning S.N.D.T. Women's University, Bombay 1983
Objectives :
Students become familiar with the philosophy, principles and concepts of Guidance
Students are able to setup Guidance service for the school
Student understand the procedures of Guidance work.
Student will be able to administer. score and interpret tests.
Students develop skills in collecting, processing and disseminating occupational information.
Student are able to handle simple cases in guidance and counselling.
Unit-I Meaning of Guidance :
(a) (1) Definition
(2) Aims of Guidance
(3) Scope of Guidance : Philosophical and psychological
(4) Base of Guidance : Philosophical, Psychological, Sociological, Pedagological
(5) Principles of Guidance
(6) Guidance its a Relation to education
(7) A brief History and problems of Guidance in india.
(8) Different Type of Guidance Services :
Individual Service
Educational Service
Vocational Service
Placement Service
Follow-up Service
(b) Theories of Guidance
(c) Individual Guidance
(1) Basic Concepts of personal Guidance
(2) Nature of personal Guidance at different Levels:
Pre-primary Stage
Elementary Stage
Junior high school Stage
High school Stage
Collage and university Stage
(d) Group Guidance
(e) Educational Guidance
Definition
Need for education guidance
how to impart educational Guidance
Educational Guidance and different levels
Unit-II Vocational Guidance :
(a) (1) Definition
(2) Aims and purposes of Vocational Guidance
(3) Needs for Vocational Guidance
(4) How to impart Vocational Guidance.
(5) Vocational Development Concept and meaning
(6) Stages of Vocational development
Ginzeberg
Super
Hovighurst
Holland
(7) Prevalent concepts about a occupational choice
(8) Points to be considered at the time of choosing an occupation
Motivation
Success
Satisfaction and
Maturity
Unit-III Occupational Information :
(a) Collection classification of occupational information
(b) Techniques of disseminating occupational information
career talk
career conference
career visits
personal visit to workers
on-the-job experience
meeting old students
information through school subjects
publication.
Unit-IV Work :
(a) (i) why should we know about the world of work
(ii) why do men and women work
(iii) how do occupations satisfy our needs
(iv) different type of occupations: intelligent, Clerical, Mechanical, Social, Business, Art
(b) Teaching for collecting information
(i) Standardized tests
(ii) Non Standardized Technique ( General description)
anecdotal Record
autobiography
case study
sociometry
Questionnaire
C.R.C.
(c) Interview
definition of interview
stages of interview
types of interview
qualities of interviewer
Unit-V Set up the Guidance Service in the schools and Collages :
Unit-VI Counseling:
(i) Definition of Counseling
(ii) Approaches to the counseling.
Directive
Non-directive
elective
(iii) Qualities of Counsellor
REFERENCE BOOKS
Adams jemes F: Counselling and Guidance : A summary View ( 6th Printing ) New York
Berdie ,R.F. Testing in Guidance and Counselling New York : Mcmillan 1968
Bengalee M.D. : Guidance and Counselling Bombay : Sheth Publisher 1984
Bernard H.W.Principals of Guidance ( 2nd ed.) New York
Burkes H.M. and Steffir B. : Theories of Counseling ( 3 rd ed.) Mc Graw Hill 1979
Crow L.D. and Crow A: An introduction of Guidance New Delhi Eurasia 1962
Farwell G.F. and Paters, H.J.Guidance Reading for Counsellors.Chicago Rand McNally 1960
George R.L. and Cristiani, Theories Methods and Processes Counseling and psychotherpy. Englwood Ciff
Gibson R.L. and mitchell M.H.introduction Guidance Newyork Mcmillan 1981
gingberg E. and Other Occupatinal Choice an Approch to General Theory (2nd ed. ) New York
Holland J.L. The Psychology of Vocational Waltham mass Blassdel 1966
Humphry I.A. and Traxler, A.E. Guidance Services : Chicago since Research Associates inc 1954
Jones, Arthur, J Principal if Guidance ( 6th Ed.) New Delhi tata Mc-Graw hill Publishing Co.1970
Mehdi, B. Guidance in Schools. New Delhi : N.C.E.R.T. 1963
Ohlsen, Meral M.Group Counseling (2nd ed.) New York Holt Renahart and Winston 1977
Pascricha, P Guidance and Counseling in Indian Education New Delhi N.C.E.R.T. 1976
Patterson C.H.: Counseling and Guidance in Schools New Delhi: Harper
Patterson, C.H. Training and Reference Manual for Job Analysis Washington D.C.Department of Labor US.
Rao S.N. : Counseling psycology New Delhi Tata Mc Graw hill 1981
Shertger, B and Stone S. Fundamentals of Guidance ( 3rd ed) Boston hughton miffin co.1976
_____________ fundamentals of Counseling (3rd ed.)Boston Houghton Mifflin Co.1980.
Super B.E. the Psychology of careers. New York : Harper 1957
Super D.E. and crites, J.O. Appraising Vocational by means of Psychological tests. (revised ed) Unicersal book Stall 1968
Traxler A.E. and Worth R.D. : Technigues and Guidance (3rd ed) New York Harper and Row 1966
Warters Jane Technique of Counseling ( 2nd ed) New York Mc Graw hill 1964
____________ Group Guidance New York Mc Graw hill 1960
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Objectives :
The Student :
Understand the meaning and nature of psychological resting and its underlying principles
Select and administers tests
Scores Tests and interpret results
Appreciates the Need to have a wide range of test material in the School
Syllabus :
Unit - I Introduction of Psychological Tests
(a) the Meaning and nature of psychological testing
(b) (i) Defining of a Psychological Test
(ii) Types of Tests (e.g. individual vs Group, Terms referenced Vs Criterio
(iii) Uses of tests
(iv) Characteristics of good Test
(v) misuses of psychological tests and safeguards to avoid them
Unit - II Test construction and standardisation
(a) General procedure from the selection of traits to establishing reliability and validity
(b) (i) classification of what to be measured
(ii) Preparing a List of behaviors-trait selection
(iii) item construction
(iv) tryouts of the tests its objectives
(v) item analysis-qualitative as well as Quantitative
(vi) item selection
(vii) special factors to be considered in test construction, format, time administration mode of answer,
scoring etc.
(viii) Sampling procedures need and purpose, major types sample for pilot studies, item analysis and final
run
(ix) standardisation of administration procedure final run
Unit - III Norms, Reliabilities and validity :
(a) Norms :
Need for norms, its definition
different types of norms and their derivation
Kinds of norms-sex norms age-norms etc
verbal interpretation of different norms i.e. interpretation of test result
(b) Reliability :
concepts of different types of reliabilities, its definition
methods of estimating reliability their advantages and limitations
standard error and measurement
(c) Validity
Definition, different types of validity
Pros and cons of each type of validity
Relation between Reliability and validity
Cross-validation, expectancy tables, cut off scores
Unit - IV Measurement of educational achievement, intelligence and aptitudes :
Tests of educational achievement, proficiency tests, diagnostic tests
Tests of intelligence-meaning, individual scales of Stanford-Binet and wechsler and their Gujarati adaptations, Group Tests of intelligence verbal, non verbal, performance tests.
Attitudes and their testing-meaning Global and unitary approaches of aptitude testing, multifactor test batteries-DAT, GATB, other Tests of special abilities and professional aptitudes
Information about tests of intelligence and aptitude available in Gujarati.
Unit - V Measurement of interests, attitudes, Value and personality :
Nature of interest kinds of interest different approaches for the assessment of interest, relation between interest and aptitude, kuder's and strong's interest inventories, information about about measurement of interest in Gujarati.
Methods of constructing attitude, scale likert, Thurstone and guttman
Types of values and their measurement
Different vies about the concept of personality, different approaches for the approaches personality rating scales, inventories, projective techniques information about Rorschah and TAT, situational tests. work done in Gujarati in the field of personality assessment.
REFERENCE BOOKS:
Anastasi a, Psychological Testing. New York : macmillan Publishing Co.( 5th ed.) 1982.
Buros D.K.(ed.) The seventh mental measurement Year Book. Highland Park, N.G. Gryphone press 1972.
Cronbach, L.J. Essential of psychological testing New york : harper, (3rd ed.) 1970.
freeman F.S.Theory and practice of psychological testing. New delhi Oxford and IBM Co.1968
Gareet H.E. Statistics in psychology and education. Bombay : Vakils,Feffor and Simons pvt. Ltd. 1969
Helms taller, G.C. Principal of psychological measurement. London Methaen Co.Ltd. 1966
Long, L. and mehta P.H. : The first Mental Measurement Hand Book for india New Delhi NCERT. 1966
Nunnally, Psychometric theory. New York McGraw hill Book Co.inc 1967.
Nunnally J.C.: Educational measurement and Evaluation, New York McGraw Hill 1972.
Pareek,U and Soud, S. Directory of Indian Behavioral science Research Delhi :Acharan sahakar 1971
Super D.E. and Crites J.C. Appraising Vocational fitness by means of psychological tests. Delhi Universal Book Stall 1968.
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Group - F
Paper - I
Educational Measurement and Evalution
Objectives :
The Student Gaining ability to
Prepare and use psychological tests and different kinds.
Handle data interpret results
Participate in examination refom.
Carry to examination and evaluation work.
SYLLABUS
1.0 The Essentials to Evaluation
1.1 Concept of measurement
1.2 Concept of evaluation
1.3 Difference between measurement and evaluation
1.4 Types of evaluation
Maximum performance V/s typical performance
Formative, summatice and dignostic evaluation
Criterion referenced V/s nerms Referenced evaluation
1.5 Role of evaluation: dignosis, prognosis survey Guidance placement improvement of teaching
Learning and testing
1.6 Characteristics of evaluation
1.7 Steps in the process in the evaluation
2.0 Defining instructional objectives
2.1 Need of defining objectives
2.2 Method of stating objective
2.3 Inter relation of evaluation, objectives and learning experiences
2.4 Bloom's Taxonomy: Cognitive and psychomotor Domain.
3.0 Qualities desired in any measurement Procedure
3.1 Validity : Nature, Types and problem of validity measures
3.2 Reliabilities :Nature, type and problems of reliability measures
3.3 Usability : Factors affecting the usability of measurement procedure.
4.0 Planning a Test
4.1 Test Items : Essay, Short-answer and objective form ( with reference to kinds, Construction,
characteristics and what they measure )
4.2 Drawbacks-and measure for improvement of essay items
4.3 Test items for measuring complex out comes essay question and interpretative exercises
4.4 Preparation teacher made test and standardized achievement test ( including steps involved )
4.5 Constructing performance test
4.6 Nature, format and use of scholastic aptitude test
5.0 Standardized Tests :
5.1 Nature and use of standardized tests
5.2 General procedure of test standardization
5.3 Administration of standardized tests
5.4 Locating information about standardized tests
5.5 Choosing a standardized test
5.6 Scoring a standardized test.
5.7 Interpretation of test score and norms ( including types of name )
6.0 Planning a testing programme :
6.1 Function of Testing programme.
6.2 Qualities desired in a testing programme
6.3 Planning a testing programme
6.4 Testing programme for primary, secondary and collage Levels.
6.5 Presenting the results of testing to the individual and public.
7.0 Trait Measurement Devices :
7.1 Meaning of attitude, Measurement of attitudes : Thurstone method, Likert method, Summated
rating Scale Q-sort technique
7.2 Meaning of interest, Measurement of interest : Strongcampbell interest inventory, kedure
preference Records.
7.3 Measurement of Behaviour : sociometry, Rating scale, incerview, Check-Lists, Observation,
Anecdotal records, case studies, situational test and self reporting technique
7.4 Meaning of interest, Measurement of intelligence : individual and group test verbal and non-
verbal test and performance test :
7.5 Meaning of personality, measurement of personality : self report technique: rating Scales,
Problems check-lists. Projective techniques : Rorchach and thematic Apperception Test (TaT)
8.0 Using evaluation Result in teaching and marking :
8.1 Motivating learning
8.2 increasing retention and transfer of learning
8.3 Marking and reporting methods ( concept and qurrent use )
Letter grades
Parent-teacher conference
Written description of performance
Number grades
percentage grades
Pass-fail report
Profiles
8.4 Progress report
LIST OF BOOKS :
Blook, et. al Taxonomy of educational objective hand book-1: Cognitive Domain, New York
Bloom hastings & Madus, Handbook of Formative and summative Evaluation of student Learning
Eble Robert, L Measuring Educational Achievement. New Delhi Prentice Hall, 1966
Furst E.J. Constructing Evaluation instruments, New York david mackey
Gronland N.E. Conctructing Achievement tests. (2nd ed ) New Delhi Prentice - hall 1977
Gronland, N.E. Measurement and Evaluation in teaching (3rd ed) New York macmillan co. 1976
Hills, J.R. Measurment and evaluation in the class room .Columbs, Ohio a bell Howell co. 1976
Krathwoh et, al. Taxonomy of educational Objectives : Handbook 2 Affective Domain. New York
Lindquist Evert F (ed) Educational measurement. Washington american Council of Education, 1955
Meherens W.A. & Lehmann J.J., Measurement and Evaluation in Education and Psychology New York Holt Rinehart & winston. inc. 1973
Mager Robert F. Preparing instructional Objectives Fearin Publishers palo alco Callrornia, 1962
Numally, J.C. Educational measurement and Evaluation. New York McGrow-Hill Book Co, 1964
popham W.J. (ed.) criterion Reference measurement. Englewood Cliffs,N.J. Educational technology pub 1971
Thorndike Robert, l & Elizabeth and P.hagen measurement and Evaluation in psychology and education second Ed. New York Wiley, 1961
Thuckman, B.W. Measuring Educational outcomes New York : Harcourt Brace, Jovanovich, 1975.
wrightsone, J.Wayee, Joseph Justman & irawing Robbins Evaluation in Modern Educational, New York American Book Co. 1956
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Objectives :
The Student learns the various statistical method used in the analysis of Data
He Understand the basis concept of statistics.
He develops an abilities to select proper statistics with various data.
He understands the basic assumptions, uses and misuses of various statistics.
He is able to understand statistical interpretations in educational research and to examine the scope of application of research
He develop an ability evaluate ritically the result of analysis of data.
Course of study :
1. Descriptive Statistics :
Tabulation of data and different forms of graphic representation of their uses in educational research.
The frequency distribution, Measures or central tendency and Variability their calculation and use.
The norms of distribution-the normal probability curve its important properties and applications.
2. Correlation :
The coefficient of correlation Linear, be serial, point beserial tetrachoric, contigency, contingency, His
Product . Moment Rank difference, partial and Multiple correlation.
3. Inference and Prediction :
Regression and prediction, Linear regression line in prediction, the regression equation and the accuracy
prediction
The Meaning of statistical inference, the significance of the mean median, the significance of measures of
variability, of percentage, of the correlation coefficient principals of sampling and the use of standard error
formulas, the significance of the difference between means and other statistics
Non Parametric tests : sign Test, Median Test
4. Testing hypothesis :
The hypothesis of chance-the null hypothesis
The chaisquare test and the null hypothesis
5. introduction to analysis of variance and covariance
6. Scaling of test item scaling Judgments.
7. Reliability and validity of statistical evidence.
8. Item analysis.
9. Basic principal of factor analysis.
References :
1. quilford J.P. Fundamental statistics in psychology and education, tokyo : MacGraw Hill, Kogakush, 1973
2. ____________, Psychometric Methods, Bombay Tata Mc.Graw Hill
3. Walker, H.M. & Lev Joseph, Statistical Inference, Calcutta Oxford and IBH, 1965
4. Scheffe Henry, Statistical inference in Non Parametric Case, New York willey.
5. fruchter, B., Introduction to factor Analysis, Bombay John wiley & sons 1972.
6. Mc Nemar, Psycological statistic New York, John willy & Sons 1962
7. Ferguson G.A. Statistical analysis in psychology and Education, New York McGraw Hill, 1976
8. Thomos Godfrey, Factor Analysis of Human ability, London, University of London press Ltd 1960
9. Edwards, A.L. Experimental Desinimg in Psychological Research New Delhi, Amerind publishing Co. Pvt Ltd
(indian Edition) 1971.
10. Gareett, H.E. Statistics in psychology and education, Bombay, Allied Pacific Pvt. Ltd., 1962.
11. Tate, M.W. Stastics in Education New York: Mamthanco.
12. Karte A.K. and savuel T. Mayo Statistical methods in education and psychology New Delhi Naresa Publishing
House
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