+3 arts (education honours and pass) with choice based ... · syllabus for education honours and...
TRANSCRIPT
SYLLABUS FOR
+3 ARTS (EDUCATION HONOURS AND PASS)
With
Choice Based Credit System
2014-2017
DEPARTMENT OF EDUCATION RAVENSHAW UNIVERSITY, CUTTACK
The Course Structure for +3 (Honours and Pass Education) The duration of +3 Education Course is three academic sessions. There will be two semesters in each academic session. In total there will be SIX SEMESTERS i.e. I, II, III, IV, V & VI. and One Paper for Choice Based Credit System
Paper Title: Trends And Issues in Education: State Perspective --- Page No: 01-02
SEMESTER-I
+3 IST YEAR EDUCATION (HONOURS)
S. No Paper Code
Name of the Papers Full Marks Page No. 3-9 Term
Paper Semester Total
Paper-I AH:1.1.1 Philosophical Foundation of Education
10 40 50 3-5
Paper-II AH: 1.1.2 Education and Society 10 40 50 6-8 Paper-III AH:1.1.3 Practicum: Field Visit 10 40 50 9
Total Marks 150 +3 IST YEAR EDUCATION (PASS)
S. No Paper
Code Name of the Papers Full Marks Page No.
10-11 Term Paper
Semester Total
Paper-I AP:1.1.1 Philosophical and Sociological Foundation of Education
10 40 50 10-13
Paper-II AP:1.1.2 Practicum: Survey 10 40 50 13 Total Marks 100
SEMESTER-II +3 IST YEAR EDUCATION (HONOURS)
S. No Paper Code
Name of the Papers Full Marks Page No. 14-20 Term
Paper Semester Total
Paper-IV AH:1.2.4 Educational Psychology 10 40 50 14-15 Paper-V AH:1.2.5 Pedagogical Perspectives in
Education 10 40 50 16-19
Paper-VI AH:1.2.6 Practicum: Developing Lesson Plans
10 40 50 20
Total Marks
150
+3 IST YEAR EDUCATION (PASS)
S. No Paper Code
Name of the Papers Full Marks Page No. 21-24 Term
Paper Semester Total
Paper-III AP:1.2.3 Educational Psychology 10 40 50 21-23 Paper-IV AP:1.2.4 Practicum: Developing
Lesson Plans 10 40 50 24
Total Marks 100
SEMESTER-III +3 2ND YEAR EDUCATION (HONOURS)
S. No Paper
Code Name of the Papers Full Marks Page No.
25-28 Term Paper
Semester Total
Paper-VII AH: 2.3.7 Education and Indian Heritage
10 40 50 25-32
Paper-VIII AH: 2.3.8 Education in Odisha 10 40 50 28-31 Paper-IX AH: 2.3.9 Practicum: School
Internship 10 40 50 32
Total marks 150 +3 2ND YEAR EDUCATION (PASS)
S. No Paper
Code Name of the Papers Full Marks Page No.
33-37 Term Paper
Semester Total
Paper-V AP: 2.3.5 Education and Indian Heritage
10 40 50 33-36
Paper-VI AP: 2.3.6 Practicum: Case Study 10 40 50 37 Total marks 100
SEMESTER-IV +3 2ND YEAR EDUCATION (HONOURS)
S. No Paper Code
Name of the Papers Full Marks Page No. 38-45 Term
Paper Semester Total
Paper-X AH:2.4.10 Assessment in Education 10 40 50 38-40 Paper-XI AH:2.4.11 Educational Technology 10 40 50 41-44 Paper-XII AH:2.4.12 Practicum: Perception Study 10 40 50 45 Total marks 150
+3 2ND YEAR EDUCATION (PASS) S. No Paper
Code Name of the Papers Full Marks Page No.
46-49 Term Paper
Semester Total
Paper-VII AP:2.4.7 Assessment in Education 10 40 50 46-48 Paper-VIII AP:2.4.8 Practicum: Preparation of
Blue Print 10 40 50 49
Total marks 100 Grand Total Pass 400
SEMESTER-V +3IIIrd YEAR EDUCATION (HONOURS)
S. No Paper
Code Name of the Papers Full Marks Page No.
50-64 Term Paper
Semester Total
Paper-XIII AH 3.5.13 Statistics In Education 10 40 50 50-52 Paper-XIV AH 3.5.14 Curriculum Construction 10 40 50 53-55 Paper-XV AH 3.5.15 ICT in Education 10 40 50 55-59 Paper-XVI AH 3.5.16 Educational Management 10 40 50 60-62 Paper-XVII AH 3.5.17 Practicum: Achievement
Survey 10 40 50 63
Paper-XVIII AH 3.5.18 Practicum: Developing Instructional Materials using ICT Tools
10 40 50 64
Total marks 300 SEMESTER-VI
+3IIIrd YEAR EDUCATION (HONOURS) S. No Paper
Code Name of the Papers Full Marks Page No.
65- Term Paper
Semester Total
Paper-XIX AH 3.6.19 Contemporary Trends and Issues in Education
10 40 50 65-67
Paper-XX AH 3.6.20 Introduction to Guidance and Counseling
10 40 50 68-70
Paper-XXI AH 3.6.21 Research Methodology in Education
10 40 50 71-72
Paper-XXII AH 3.6.22 Alternative and Innovative Education
10 40 50 73-76
Paper-XXIII AH 3.6.23 Practicum: Case Study 10 40 50 77 Paper-XXIV AH 3.6.24 Practicum: Seminar
Presentation 10 40 50 78
Total marks 300 Grand Total (Honours) 1200
Syllabus for Education Honours and Pass, 2014-2017
Department of Education, Ravenshaw University, Cuttack 1
CHOICE BASED CREDIT SYSTEM. 2014-2017
Paper Title: TRENDS AND ISSUES IN EDUCATION: STATE PERSPECTIVE
Unit-I: Policy Perspective and Elementary Education in Odisha
A. Efforts to Universalise Elementary Education
• District Primary Education Programme (DPEP) and decentralisation of educational planning
• Sarva Shiksha Abhiyan (SSA) and Elementary Education for Equity and Quality
• Right of Children to Free and Compulsory Education Act (RTE Act), 2009
B. Paradigm Shift in Elementary Education
• Move from Traditional Classroom with focus on Teaching to Activity based Classroom with focus on Learning
• Move from Subject Centred Curriculum to Activity based Curriculum
• Continuous and Comprehensive Evaluation and a shift from Examination to Assessment
• School Management Committee and Community in School
C. Status of Elementary Education in the State: Trends, Issues and Challenges
Unit-II: Policy Perspective and Secondary Education in Odisha
A. Efforts for Quantitative and Qualitative Expansion of Secondary Education
• Rastriya Madhyamik Shiksha Abhiyan (RMSA) : A new beginning for Secondary Education
• National Curriculum Framework-2005: A breakthrough in the area of Curriculum Development
• Examination reforms: An attempt to break systemic rigidity
• Issues and challenges related to Higher Secondary Education
B. Steps to impart Skill-oriented Education and Vocational Education at Higher Secondary Level
C. Status of Secondary and Higher Secondary Education in Odisha: Trends, Issues and Challenges
Syllabus for Education Honours and Pass, 2014-2017
Department of Education, Ravenshaw University, Cuttack 2
Unit-III: Policy Perspective and Tertiary Education in Odisha
A. Efforts to upgrade the quality of Higher Education.
• National Assessment and Accreditation Council (NAAC)
• Rastriya Uchattar Shiksha Abhiyan (RUSA)
• National Eligibility Test (NET)
• Teacher Eligibility Test (TET)
B. Status of Higher Education in Odisha: Trends, Issues and Challenges.
C. Status of Teacher Education in Odisha: Trends, Issues and Challenges
• National Policy on Education-1986,
• National Council for Teacher Education (NCTE)
• National Curriculum Framework for Teacher Education (NCFTE), 2009
• Shifting focus from Teacher Training to Teacher Education
***
Syllabus for Education Honours and Pass, 2014-2017
Department of Education, Ravenshaw University, Cuttack 3
+3 1st Year Education Honours
Semester-I
Paper-I (AH-1.1.1)
Philosophical Foundation of Education
Full Marks-10+40
Backdrop
The Philosophical foundation is a unique educational charity whose aim is to bring
philosophy to schools and the wider community. Through doing philosophy in the
classroom the primary concern is to improve the educational practices and provide
opportunities for the disadvantaged. Philosophical enquiry develops speaking and
listening skills vital for literacy and emotional development, helps children who find
it difficult to access other classes, and encourages critical and creative thinking
essential in the 21st Century. And it will prepare students to apply knowledge,
sensibility, skills and dispositions of philosophical inquiry, analysis, and
interpretation to educational practices.
Course Objectives
• On completion of the course the students shall be able to:
• explain the concept of education and its relationship with philosophy
• list areas of philosophy and narrate their educational implications.
• describe the contribution of Philosophy to the field of education.
• appreciate the contribution of various Indian Schools of Philosophy to the
field of education.
• evaluate the impact of Western Philosophies on Indian Education.
• narrate the contribution of the Great Indian Thinkers.
Course Contents
Unit-I: Philosophical bases of Education
• Meaning, Nature and Scope of Education
• Aims of Education: Individual and Social.
Syllabus for Education Honours and Pass, 2014-2017
Department of Education, Ravenshaw University, Cuttack 4
• The functions of Education
• Relationship Between Education and Philosophy
• Branches of Philosophy and their Educational Implications-Metaphysics,
Epistemology and Axiology
Unit-II: Indian Schools of Philosophy and their Implications
• Samkhya, Vedanta, Nyaya, Buddhism, Jainism, Islamic Traditions–with
special reference to their educational implications.
• Emergence of educational thoughts- Contribution of Utkalamani
Gopabandhu Das, M.K. Gandhi, R.N.Tagore, Sri Aurobindo and J.
Krishnamurthy and their Influence on the Practices of School Education
with special reference to (a) Aims and Ideals of Education, (b)
Curriculum, (c) Discipline and (d)Method of Teaching.
Unit-III: Western Schools of Philosophy
• Western Schools of Philosophy and their Educational Implications:
Idealism, Naturalism, Realism and Pragmatism- their contribution to
present day education.
• Modern Concept of Philosophy: Logical analysis, Logical Empiricism,
Positive Relativism and their Educational Implications.
• Educational philosophy of Aristotle, Plato, Rousseau and Dewey
Essential Readings
Gutek, Gerald L. (2009). New Perspectives on Philosophy and Education. New
Jersey, USA: Pearson
Nayak, B.K Text Book of Foundation of Education. Cuttack, Odisha: Kitab Mhal.
Ozman, Howard A., & Craver, Samuel M., Philosophical Foundations of Education.
Boston, USA: Allyn & Bacon.
Saiyadain, K.G. Education and social order. Bombay: Asia Publishing House.
Taneja, V. R. (2000). Educational Thought and Practice. New Delhi: Sterling
Publishers.
Wingo, G. Max. Philosophies of Education. New Delhi: Sterling Publishers.
Syllabus for Education Honours and Pass, 2014-2017
Department of Education, Ravenshaw University, Cuttack 5
Suggested Readings
Bigge, Morris, L. Educational Philosophies for Teachers. Columbus, USA: Charies
E. Merril Publishing Co.
Brubacher, John. S. Modern Philosophies of Education. New York, USA: McGraw
Hill Book Company Inc.
Butler J. Donald, Four Philosophies and their practices in Education and Religion.
New York, USA: Harper & Row.
Kneller, George F. Introduction to Philosophy of Education. New York, USA: John
Wiley and Sons, Inc.
Premnath, Bases of Educations. Delhi, India: S. Chand and Co.
Ross, James S., Ground Work of Educational Theory. London, U.K: Oxford
University of London Press Ltd.
Rusk, Robert R., Philosophical Bases of Education, London, U.K: Oxford University
of London Press Ltd.
Web Sources
http://www.educao.pro.br/;links.htm: Encyclopedia of Philosophy of Ed.
http://www.siu.edu/~dewyctr/: The Center for Dewey Studies
http://www.plato.stanford.edu/: Stanford Encyclopedia of Philosophy
http://www.objectivistcenter.org/cth--409-FAQ:_Philosophy.aspx
***
Syllabus for Education Honours and Pass, 2014-2017
Department of Education, Ravenshaw University, Cuttack 6
+ 3 1st Year Education Honours
Semester-I
Paper-AH-1.1.2
Education and Society
Full Marks-10+40
Backdrop
Education is a sub-system of the society. The aims of education are determined by
the aims of the society. The relationships between the two concepts i.e., education
and society are so strong that it is not possible to separate them because what happens
to one affects the other. It is impossible to think purposefully about many
contemporary problems and issues of education without thinking about the society.
Educational institutions are micro-societies, which reflect the entire society. The
education system in any given society prepares the child for future life and instils in
him those skills that will enable him to live a useful life and contribute to the
development of the society. Education as a social phenomenon does not take place in
a vacuum or isolation; it takes place in the society. This paper will deal with the
functioning of education vis-a-vis the society. Education as a sub-system of society
and how other sub-systems affect education will be discussed. Various agencies
which are involved towards promotion of education will be discussed at length.
Special emphasis is placed on issues relating to equality of educational opportunity
with specific reference to the Scheduled Castes/Tribes and women. Special attention
is also given how education plays an important role towards social change, national
integration and international understanding in a diverse social context.
Course Objectives
After completion of this paper, students shall be able to:
• justify education as a social process and explain its function.
• describe the aims of education from sociological perspective.
• list various agencies of education and their function.
Syllabus for Education Honours and Pass, 2014-2017
Department of Education, Ravenshaw University, Cuttack 7
• justify education as a sub-system of society and how other sub-systems affect
education;
• appreciate the importance of education for social change, national integration and
international understanding in a diverse social context.
Course Contents:
Unit-I: Sociology and Education in the Indian Context
• Sociological bases of education; Education as a social process.
• Functions of education – Individual development, Transmission of cultural
heritage, Acquisition of skills, Value inculcation, Socialization and Social
cohesion.
• Education as a Social Sub-System; other subsystem of the society- family,
school, community, state, media, religion and economy.
Unit-II: Education and Society
• Agencies of education: Formal, Informal and Non-formal.
• School-Community Relationship: SMC and SMDC
• Role of Education as an Instrument of Social Change.
• Education for National Integration and International Understanding.
• Human rights education with special reference to child’s rights.
• Culture and Education: Meaning, characteristics of culture and its
relationship with education; Indian cultural Heritage and education as an
instrument for preservation and promotion of culture; Cultural lag,
Cultural conflict and Cultural pluralism.
Unit-III: Current Social Problems Relating to Education
• Equalization of educational opportunities
• Scheduled Caste, Scheduled Tribe, Women and Minority
• Constitutional Provision for Education
• Impact of Liberalization, Privatization Globalization (LPG) on Education
Essential Readings
Abraham, M.F. (2008). Contemporary Sociology. New Delhi: Oxford University
Press.
Syllabus for Education Honours and Pass, 2014-2017
Department of Education, Ravenshaw University, Cuttack 8
Anand, C.L. et.al. (Ed.) (1983). Teacher and Education in Emerging in Indian
Society. New Delhi: NCERT.
Dewey, John (1973). The School and Society. Chicago: University of Chicago Press.
Mathur, S.S. (1966). A Sociological Approach to Indian Education. Vinod Pustak
Mandir, Agra.
Nayak, B.K. Text Book of Foundation of Education. Cuttack: Kitab Mahal.
NCERT (1983). Teacher and Education in Emerging Indian Society. New Delhi:
Author.
Ottaway, A.K.C. (1966). Education and Society. London: Routledge and Kegan Paul.
Suggested Readings
Deshpande, S. (2004). Contemporary India: A Sociological View. New Delhi:
Penguin
Dewey, John (1963). Democracy and Education. New York: Mac Millan.
Gore, M. S., Desai, I.P. and Chitnis, S. (Eds.). (1967). The Sociology of Education in
India. New Delhi : National Council of Educational Research and Training.
Mohanti, J. (1987). Democracy and Education in India. New Delhi: Deep and Deep
Publishers.
Patnaik, P. (2009). Challenges before Higher Education in Developing Societies.
Social Scientist, 37 (7-8), 21-32.
Saiyidain, K. G. (1970). Facts of Indian Education. New Delhi: NCERT.
Shukla, S. and Kumar, K. (Eds.) (1985). Sociological Perspectives in Education: A
Reader. Delhi: Chanakya Publications.
Tilak, Jandhyala B.G. (2006). Education: A Saga of Spectacular Achievements and
Conspicuous Failures in India: Social Development Report. New Delhi.
Oxford University Press.
Tilak. Jandhyala B.G. (2003) Education, Society and Development. New Delhi: APH
publishing Corporation for NUEPA.
***
Syllabus for Education Honours and Pass, 2014-2017
Department of Education, Ravenshaw University, Cuttack 9
+ 3 1st Year Education Honours
Semester-I
Paper-AH-1.1.3
Practicum: Field Visit
Full Marks-10+40
The students will visit one of the following seats of learning and prepare a report in
groups of 2-3 students each, specifying the origin, objectives, teacher-pupil
relationship, curriculum, students’ assessment, practice and school-community
relationship. The students are required to consult the local community members,
teachers, students and library and prepare the report under the supervision of faculty
members:
1. Vanavidyalaya at Satyabadi, Sakhigopal, Puri, Odisha established by Pandit
Gopabandhu Das
2. Shantiniketan at Bolepur, West Bengal established by R. N.Tagore
3. Jeevana Vidyalaya, Champatimunda, Dist. Angul, Odisha established by
Prof. Chittaranjan Das
Distribution of marks will be as follows:
Item Total
Preparation of records 25
Viva-voce 25
Total 50
The assessment of students’ performance will be made jointly by the external and
internal examiners.
References
Chittaranjan Das: Jeevana Vidyalaya 1st Part (1960), 2nd Part (1962)
Websites
http://orissadiary.com/personality/writer/CHITTARANJANDAS%20.asp)
http://sch.sagepub.com/content/41/3/359.full.pdf+html
http://www.arvindguptatoys.com/arvindgupta/chittababu.pdf
***
Syllabus for Education Honours and Pass, 2014-2017
Department of Education, Ravenshaw University, Cuttack 10
+ 3 1st Year Education Pass
Semester-I
Paper-AP-1.1.1
Philosophical and Sociological Foundation of Education
Full Marks-10+40
Backdrop
Education has always been accorded an honored place in our society. Great many
people have stressed the fundamental role of education and its significance for
national development. Nevertheless, the concept, theories, principles, methods,
problems and issues of education cannot be understood without having a sound
knowledge about philosophy and sociology. This paper will be dealing with the
foundation of education and of schooling, their philosophies beliefs and realities –
placing practice in the theoretical perspective. It would provide opportunities to learn
how to read a text critically so as to be able to take an informed stand on educational
concerns. This paper would assist the students to comprehend education as a
discipline in a wider epistemic context of knowledge and the emerging curriculum.
This may be done through foundational study of education as it is informed by
discourse in sociology and dialectic and thought in philosophy with a view to
placing education in a theoretical context. Educational thoughts of prominent
thinkers in education who have influenced modern ideas of education and schooling
and who have experimented in education in India will also find expression in the
paper. Education as a sub-system of society and how other sub-systems affect
education will be discussed. Special attention is also given how education plays an
important role towards social change, national integration and international
understanding in a diverse social context.
Course Objectives:
After completion of this paper, students shall be able to:
• develop understanding of the meaning, aims, objectives, and functions of
education.
Syllabus for Education Honours and Pass, 2014-2017
Department of Education, Ravenshaw University, Cuttack 11
• develop an understanding of the roles of Philosophy and Sociology in
Education.
• develop an understanding of the attempts of some great educators for the
evolution of sound philosophy of education and a better understanding of the
process of education.
• develop understanding of major components in education and their
interrelationship.
Course Contents:
Unit-I: Concept of Education
• Meaning, Nature and Scope of Education
• Types of Education : Formal & Non-Formal
• Aims of Education: Individual and Social aims of education.
• The functions of Education in emerging Indian society
UNIT II : Major Educational Philosophy and Thoughts
• Relationship Between Education and Philosophy
• Some major schools of Philosophy: Idealism, Naturalism, and Pragmatism-
their contributions to present day education.
• Emergence of educational thoughts like: Rousseau, Dewey, Gopabandhu,
Tagore, Sri Aurobindo and Gandhi with Special Reference to (a) Aims (b)
Curriculum (c) Methods of Teaching (d) Role of teacher and (e) Discipline.
UNIT III: Education and Society
• School as a Social System, Social Structure, Social Stratification and Social
Mobility
• Role of Education in the New Social Order.
• Concept and Characteristic of Social Change; Factors Influencing Social
Change.
• Role of Education as an Instrument of Social Change.
• Education for National Integration and International Understanding
• Human Rights Education
Syllabus for Education Honours and Pass, 2014-2017
Department of Education, Ravenshaw University, Cuttack 12
Essential Readings:
Mathur, S.S. (1966). A Sociological Approach to Indian Education. Vinod Pustak
Mandir, Agra.
Nayak, B.K. Text Book of Foundation of Education. Cuttack: Kitab Mahal.
NCERT (1983). Teacher and Education in Emerging Indian Society. New Delhi:
Author.
Premnath, Bases of Educations. Delhi, India: S. Chand and Co.
Saiyadain, K.G. Education and social order. Bombay: Asia Publishing House,.
Seetharamu, A. S. (1989). Philosophy of Education. New Delhi: Ashish Publishing
House.
Taneja, V. R. (2000). Educational Thought and Practice. New Delhi: Sterling
Publishers.
Suggested Readings:
Brubacher, John. S., Modern Philosophies of Education. New York, USA:McGraw
Hill Book Company. Inc.
Butler J. Donald, Four Philosophies and their practices in Education and Religion.
New York, USA: Harper & Row.
Deshpande, S. (2004). Contemporary India: A Sociological View. New Delhi:
Penguin
Dewey, John (1973). The School and Society. Chicago: University of Chicago Press.
Kneller, George F. Introduction to Philosophy of Education. New York, USA: John
Wiley and Sons, Inc.
Ozman, Howard A., & Craver, Samuel M., Philosophical Foundations of Education.
Boston, USA: Allyn & Bacon.
Shukla, S. and Kumar, K. (Eds.) (1985). Sociological Perspectives in Education: A
Reader. Delhi: Chanakya Publications.
Ottaway, A.K.C. (1966). Education and Society. London: Routledge and Kegan Paul.
***
Syllabus for Education Honours and Pass, 2014-2017
Department of Education, Ravenshaw University, Cuttack 13
+ 3 1st Year Education Pass
Semester-I
Paper- AP-1.1.2
Practicum: Survey
Full Marks-10+40
The students will visit one school and conduct a survey on Enrolment trends,
Classroom practices, assessment practices, school community relationship. The
students are required to consult the local community members, teachers, students,
library and prepare the report under the supervision of faculty members:
Distribution of marks will be as follows:
Item Total
Preparation of records 25
Viva-voce 25
Total 50
The assessment of students’ performance will be made jointly by the external and
internal examiners.
***
Syllabus for Education Honours and Pass, 2014-2017
Department of Education, Ravenshaw University, Cuttack 14
+ 3 1st year Education Honours
Semester-II
Paper- AH 1.2.4
Educational Psychology
Full Marks-10+40
Backdrop
Educational Psychology plays a pivotal role in understanding Childs’ unique
character in teaching learning process. No child is alike from physical,
psychological, and social point of view. So a classroom teacher must understand
unique characteristics of children and the factors affecting children’s learning. This
course will enable the learners to understand the Childs’ innate potentialities and
apply educational psychology in teaching learning process.
Course Objectives:
After completion of this paper, students shall be able to:
• establish relationship between education and psychology.
• understand various methods used to study individual behaviour.
• explain the application of educational psychology in teaching learning
process.
• understand individual difference from intelligence, creativity, and personality
point of view
• explain the concept of learning and factors affecting learning.
• reflect the contribution of various learning theories in teaching learning
process.
Course Contents
Unit I: Concept and Methods of Educational Psychology
• Meaning, nature and scope of educational psychology.
• Methods of studying individual behavior: observation, case study and
experimental.
Syllabus for Education Honours and Pass, 2014-2017
Department of Education, Ravenshaw University, Cuttack 15
• Relevance of educational psychology for learners, learning process, teachers
and parents.
Unit II: Understanding Learners
• Individual differences: concept, types, determinants and educational
implications
• Intelligence: Concept, Determinants, Theories (Two Factor, Multiple Factor,
Group factor, Guilford’s Model of Intelligence).
• Creativity: Meaning and nature; characteristics of creative person.
• Personality: Concept and Theories; Measuring Personality; Nurturing
balanced personality
Unit III: Learning Process
• Concept of learning: Meaning and Nature
• Theories of Learning: Behaviouristic (Trial and Error, Classical Conditioning,
Operant Conditioning, Insightful learning); Constructivist approach to
Learning; Humanistic approach to learning.
• Factors affecting Learning
• Role of teacher in promoting learning
Essential Reading:
Bigge, M.L. Psychological Foundations of Education. Harper and Row, New York. Chauhan, S.S.(1998). Advanced Educational Psychology. Vikash Publishing House,
New Delhi. Choube, S. P. & Choube. (1996). Educational Psychology and Experiments. Himalay
Publishing House New Delhi. Mangal S.K. (1997). Advanced Educational Psychology. Presentice Hall of India,
New Delhi. Woolfolk, A.E. (2011). Educational Psychology. Derling Kinderslay (India) Pvt. Ltd. Suggested Reading: Cronbach, L.J. Essential of Psychological Testing. Harper Collins Publisher, New
York. Dash, U.N & Mohanty, M.M (1990). Schooling and Cognition. Harper Collins
Publisher, New York. Maslow, A.H. (1970). Motivation and Personality (2nd edition). New York: Harper
& Row. ***
Syllabus for Education Honours and Pass, 2014-2017
Department of Education, Ravenshaw University, Cuttack 16
+ 3 1st year Education Honours Semester-II
Paper- AH 1.2.5
Pedagogical Perspective in Education
Full Marks-10+40
Backdrop
It is important to note that ‘education’ is not synonymous with ‘school’. It has
always been the case that a range of activities that are educational in nature can,
indeed should, occur outside the school, even from the earliest age given the
educative role of the parents. The Delors Commission Report on education for the
21st century proposed ‘learning to live together’ as one of the four pillars of
education. It advocates learning to live together by developing an understanding of
other people and an appreciation of interdependence – carrying out joint projects and
learning to manage conflicts in a spirit of respect for the values of pluralism, mutual
understanding and peace (UNESCO, 1996). The policy context in India and around
the globe is moving towards recognition of the educational value of newer form of
pedagogy in the 21st Century which will enable the children to develop critical
reasoning power, justify their views, independent decision making power, expression
of thoughts, and empathy to others’ feelings. Recently NCERT (2005) and NCTE
(2009) have changed their curriculum framework and accordingly revised their text
books and teacher orientation process to empower the prospective teachers to cope up
with emerging pedagogies and to promote higher order learning of the learners like,
creative expression, authenticity, abstraction of ideas, and multiple thinking, etc. This
paper is intended to give insight to the students on importance of pedagogy in
education.
Course objectives
After completion of the course, the students shall be able to:
• explain the concept of pedagogy;
• differentiate pedagogy from other allied concepts;
Syllabus for Education Honours and Pass, 2014-2017
Department of Education, Ravenshaw University, Cuttack 17
• describe different approaches of teaching namely behaviorism,
cognitivism and constructivism evolved over times;
• prepare lesson plans by following different formats Herbartian approach,
ICON Design and 5-E approach;
• reflect over the learning process as suggested by Piaget, Bruner and
Vygotsky;
• asses the value of different forms of learner engagement in constructive
learning environment; and
• Appreciate the use of local resource for better teaching-learning process.
Course outline:
Unit I: Pedagogical Approaches
• Concept of pedagogy and allied concepts such as, teaching, instruction,
indoctrination, conditioning and andragogy
• Concept of Critical Pedagogy
• Approaches to student learning: Behaviorism, Cognitivism and
Constructivism.
• Planning the lesson: Herbartian Approach, ICON Design and 5-E
Approach.
Unit II: Learning Process
• Learning as construction of knowledge; understanding constructivist
learning
• Role of the teacher, learner, peers and community members
• Multiple ways of organizing learning: individualised, self-learning, group
learning, cooperative learning.
• Views of Piaget, Bruner and Vygotsky on learning
Unit-III: Forms of Learner Engagement
• Forms of learner’s engagement in the process of knowledge construction:
Observation, Demonstration, Exploration, Discovering, Analysis,
Contextualization, Collaboration, Multiple Interpretations.
• Use of local knowledge to link with school knowledge.
Syllabus for Education Honours and Pass, 2014-2017
Department of Education, Ravenshaw University, Cuttack 18
Essential Readings
Bruner, J. (1977). The Process of Education. USA: Harvard University Press.
Caggart, G.L. (2005). Promoting Reflective Thinking in Teachers. Crowin Press.
Dewey, J. (1916). Democracy and Education. New York: Macmillan.
Gardner, H. (1983). Frames of Mind: The theory of multiple intelligence. New York:
Basic Books.
Irvine, J.J. (2003). Educating teachers for diversity: Seeing with a cultural eye. New
York: Teachers College Press.
Linda Darling Hammond & John Bransford (ed) (2005). Preparing Teachers for a
Changing World. San Francisco: Jossey-Bass
Martin, D. J. & Kimberly S. Loomis .(2006). Building Teachers: A constructivist
approach to introducing education. USA: Wadsworth Publishing.
NCERT (2005) National Curriculum Framework. New Delhi: (Author).
Piaget, J. (1999). Play, Dreams and Imitation. London: Routledge.
Schon, D. (1987): Educating the Reflective Practioner: Towards a New Design for
Teaching and Learning in the Professions. New York: Basic Books.
Vygostsky. L. (1986). Thought and language (A. Kazulin, Trans). Cambridge, M.A.:
MIT Press.
Vygotsky, L.S. (1978). Mind in Society: The Development of Higher Order
Psychological Processes. USA: Harvard University Press.
Suggested Readings
Anderson, J.R. (1983). The architecture of cognition. Cambridge, MA: Harvard
University Press.
Bower, G.H. and Hilgard, E.R. (1981). Theories of learning. Englewood Cliffs, New
Jersey: Prentice Hall, Inc.
Dececo, J.P. (1977). The Psychology of learning and instruction. Delhi: Prentice
Hall.
Bruner, J.S. (1990). Acts of meaning. Cambridge, M.A.:Harvard University Press.
Bruner, R.F. (1978). Psychology applied to teaching. Boston: Houghton Mifflin.
Syllabus for Education Honours and Pass, 2014-2017
Department of Education, Ravenshaw University, Cuttack 19
Gardner, H. (2006). Five Minds for the Future. Boston: Harvard Business School
Press.
Lampert, M. (2001). Teaching problems and the problems of teaching. New Haven:
Yale University Press.
Piaget, J. (1999). Judgment and reasoning in the child. London: Routledge.
***
Syllabus for Education Honours and Pass, 2014-2017
Department of Education, Ravenshaw University, Cuttack 20
+ 3 1st year Education Honours
Semester-II
Paper- AH 1.2.6
Practicum: Developing Lesson Plans
Full Marks-10+40
Each students will prepare 10 (Ten) Lesson Plan on a school subject following 5 E’s
and/or Interpretation Construction (ICON) design approach under the supervision of
a faculty member of the Department.
Distribution of marks will be as follows:
Item Total
Preparation of Lesson Plans 25
Viva-voce 25
Total 50
The assessment of students’ performance will be made jointly by the external and
internal examiners.
***
Syllabus for Education Honours and Pass, 2014-2017
Department of Education, Ravenshaw University, Cuttack 21
+ 3 1st year Education Pass
Semester-II
Paper- AP-1.2.3
Educational Psychology
Full Marks-10+40
Backdrop
Educational Psychology is plays a pivotal role in understanding Childs’ unique
character in teaching learning process. No child is alike from physical,
psychological, and social point of view. So a classroom teacher must understand
unique characteristics of children and the factors affecting children’s learning. This
course will enable the learners to understand the Childs’ innate potentialities and
apply educational psychology in teaching learning process.
Course Objectives
On completion of this course the students shall be able to:
• establish the relationship between education and psychology.
• list down and explain various methods used to study individual behaviour.
• explain the application of educational psychology in teaching learning
process.
• understand individual difference from intelligence, creativity, and
personality point of view
• explain the concept of learning and factors affecting learning.
• examine the contribution of various learning theories in teaching learning
process.
Course Contents:
Unit I: Concept and Methods of Educational Psychology
• Meaning, nature and scope of educational psychology.
• Methods of studying individual behavior: observation, case study and
experimental.
Syllabus for Education Honours and Pass, 2014-2017
Department of Education, Ravenshaw University, Cuttack 22
• Relevance of educational psychology for learners, learning process,
teachers and parents.
Unit II: Understanding Learners
• Individual differences: concept, types, determinants and educational
implications
• Intelligence: Concept, Determinants, Theories (Two Factor, Multiple
Factor, Group factor, Guilford’s Model of Intelligence).
• Creativity: Meaning and nature; characteristics of creative person.
• Personality: Concept and Theories; Measuring Personality; Nurturing
balanced personality
Unit III: Learning Process
• Concept of learning: Meaning and Nature
• Theories of Learning: Behaviouristic (Trial and Error, Classical
Conditioning, Operant Conditioning, Insightful learning); Constructivist
approach to Learning; Humanistic approach to learning.
• Factors affecting Learning
• Role of teacher in promoting learning
Essential Readings
Bigge, M.L. Psychological Foundations of Education. Harper and Row, New York.
Chauhan, S.S.(1998). Advanced Educational Psychology. Vikash Publishing House,
New Delhi.
Choube, S. P. & Choube. (1996). Educational Psychology and Experiments. Himalay
Publishing House New Delhi.
Mangal S.K. (1997). Advanced Educational Psychology. Presentice Hall of India,
New Delhi.
Mathur, S.S. Educational Psychology. Binod Pustak Mandir, Agra.
Woolfolk, A.E. (2011). Educational Psychology. Derling Kinderslay (India) Pvt. Ltd.
Suggested Readings
Cronbach, L.J. Essential of Psychological Testing. Harper Collins Publisher, New
York.
Syllabus for Education Honours and Pass, 2014-2017
Department of Education, Ravenshaw University, Cuttack 23
Dash, U.N and Mohanty, M.M (1990). Schooling and Cognition. Harper Collins
Publisher, New York.
Maslow, A.H. (1970). Motivation and Personality (2nd Edition). New York: Harper
& Row.
***
Syllabus for Education Honours and Pass, 2014-2017
Department of Education, Ravenshaw University, Cuttack 24
+ 3 1st year Education Pass
Semester-II
Paper- AP-1.2.4
Practicum: Developing Lesson Plans
Full Marks-10+40
Each students will prepare 10 (Ten) Lesson Plan on a school subject following 5 E’s
and/or Interpretation Construction (ICON) design approach under the supervision of
a faculty member of the Department.
Distribution of marks will be as follows:
Item Total
Preparation of Lesson Plans 25
Viva-voce 25
Total 50
The assessment of students’ performance will be made jointly by the external and
internal examiners.
***
Syllabus for Education Honours and Pass, 2014-2017
Department of Education, Ravenshaw University, Cuttack 25
+3 Second Year Education Honours
Semester-III
Paper-AH: 2.3.7
Education and Indian Heritage
Full Marks-10+40
Backdrop
In heritage of Indian education, you need to know the key words, Heritage and
Education. The Indian heritage witnesses the most fabulous contributions in the field
of education. It is believed that in the ancient days, education was imparted orally by
the sages and the scholars and the information was passed on from one generation to
the other. The Gurukuls were the traditional Hindu residential schools of learning
which were typically in the teacher's house or a monastery. At the Gurukuls, the
teacher imparted knowledge on various aspects of the religion, the scriptures, the
philosophy, the literature, the warfare, the statecraft, the medicine astrology and the
history. As the students of Education, you all need to learn the system of education
starting from the ancient India till the today’s globalised knowledge society through
the hierarchy of time. The paper will develop a sense of appreciation and pride about
the Indian Cultural and Educational heritage.
Course objectives
On completion of this course the students shall be able to:
• narrate the concept of education in the context of Indian heritage.
• describe education in ancient India, particularly, Vedic Education,
Upanishadic Education, and the Buddhist Education.
• critically examine the education system in Medieval India
• elaborate the role of teacher, school and community in preservation of
Indian heritage and achievement of national goals.
• Evaluate the education system during British period with special emphasis
on the commissions and committees.
• Elaborate the status of education during post-independence period with
special emphasis on the commissions and committees.
Syllabus for Education Honours and Pass, 2014-2017
Department of Education, Ravenshaw University, Cuttack 26
UNIT-I: Education during Ancient India
• Vedic Education: Key features of Vedic education and its significance.
Concept of Purushartha and its educational significance.
• Post Vedic Education: Main features of Post Vedic Education and its
educational significance.
• Buddhist Education: Basic teachings of Buddhism; Features of Buddhist
education and its relevance
• Islamic Education: Features and its relevance
UNIT-II: Education during Pre-Independent India
• Macaulay’s Minutes-1835
• Woods’ Despatch-1854
• Report of Hunter Commission-1882
• Gokhale Bill for Compulsory primary Education-1910-12
• Calcutta University Commission-1917
• Hartog Committee Report-1929
• Zakir Hussain Committee Report-1937
• Sargent Report-1944
UNIT-III-Education during Post-Independent India
• University Education Commission-1948
• Secondary Education Commission -1952-53
• Education Commission (Kothari Commission)-1964-66
• National Policy on Education-1968
• National Policy on Education-1986 and POA-1992.
• National Advisory Committee (Yaspal Committee)-1993
• National Curriculum Framework-2005
• National Knowledge Commission-2006
Essential Readings
Aggarwal, J.C. (2010) Landmarks in the History of Modern Indian Education (7th
Ed) New Delhi: Vikash Publishing Pvt Ltd.
Syllabus for Education Honours and Pass, 2014-2017
Department of Education, Ravenshaw University, Cuttack 27
Das, K.K. (1993).Development Of Education in India.New Delhi: Kalyani
Publishers.
Dash,B.N. (1991). Development of Education in India. New Delhi: Ajanta Prakashan.
Keay, F. E. & Mitra, Sukumar (1978). A History of Education in India. New Delhi:
Oxford University Press.
Mookherjee, R.K. (1988). Ancient Indian Education. New Delhi: Motilal
Banarsidass.
Mookherjee, R.K. (1989). The Gupta Empire. New Delhi: Motilal Banarsidass.
Naik, J.P. & Narullah, S. (1996) A Student’s History of Education in India New
Delhi: Mc Millan India Ltd.
Rawat, P.L. (1989). History of Indian Education New Delhi: Ram Prasad & Sons.
Suggested Readings
Das Gupta, S.N. (1988). A History of Indian Philosophy. (5 Vols.) Delhi: Motilal
Banarasi Dass.
Ghosh, S.C. (1989). Education Policy in India since warren Hastings. Calcutta: N-
Prakashan.
Altekar, A.S. (1934). Education in Ancient India, Banaras: Indian book Shop.
Ministry of Education, GOI (1964-66). Education and National Development. Report
of the Education Commission (1964-66). New Delhi: The Author
MHRD, GOI (1993) Learning without Burden. Yashpal Committee Report (1993).
New Delhi: The Author.
MHRD, GOI (1986). National Policy on Education. New Delhi: The Author
Shanker, Uday (1984). Education of Indian Teachers. New Delhi: Sterling Publishers
Pvt. Ltd.
Singh. R.P. (1970). Education in Ancient and Medieval India. Delhi: Arya Book
Depot.
Sen, Bimal (1989). Development of Technical Education in India and State Policy-A
Historical Perspective. Indian Journal of History of Science, 24 (2): 224-248.
Sen, S.N. (1988). Education in Ancient and Medieval India. Indian Journal of
History of Science, 23 (1): 1-32.
Syllabus for Education Honours and Pass, 2014-2017
Department of Education, Ravenshaw University, Cuttack 28
+3 Second Year Education Honours
Semester-III
Paper-AH: 2.3.8
Education in Odisha
Full Marks-10+40
Backdrop
Historically, Odisha has been at the forefront of education and research. The ruins of
a major ancient university, Puspagiri, were recently discovered in Odisha. Scholars
from far away such as Greece, Persia and China used to study philosophy,
astronomy, mathematics and science at this famed university. Along with
Takshashila and Nalanda universities, Puspagiri was among the oldest universities in
the world. Odisha’s education prospered under Hindu and Buddhist rule. However, it
went into a period of decline under the Sun dynasty, after 1568. The Muslims and the
Marathas, who occupied Odisha before the British, did little to spread education.
The colonialization of Odisha by the British East India Company in 1803 proved
disastrous to the traditional education system. Yet, Odisha being one of the last
Indian territories to come under the British rule became exposed much later than
other parts of India to the system of education they introduced. Under the East India
Company, Christian missionaries contributed to some growth in education. The first
primary school was created in 1822 by missionaries. The Cuttack Zilla school,
Odisha's first modern school up to matriculation level, was established in 1866.
Educational development in Odisha took different directions and orientation during
the British Period. The changes effected during the colonial rule in the education
system were not uniform. It aimed at the furtherance of British hegemony through
education in English language.
Emergence of Pandit Gopabandhu Das in the early part of the 20th century gave a
new direction not only to the system of education in Odisha but also to the system of
Indian education. He was a great national educational planner in our country.
Goapbandhu was sincerely interested in the educational advancement of Odisha. To
impart education based on an indigenous line, Gopabandhu established Satyabadi
Syllabus for Education Honours and Pass, 2014-2017
Department of Education, Ravenshaw University, Cuttack 29
Vihar in 1909, which made remarkable contribution in the social, cultural and
national life of the then Odisha.
After independence, education in Odisha is witnessing a rapid transformation. Its
capital city, Bhubaneswar, is emerging as a knowledge hub in India with several new
public and private universities, including the establishment of an Indian Institute of
Technology, one of India's new National Universities by the government, as well as
Vedanta University, one of the world's largest private universities. Many flagship
programmes of government of India, including Sarva Shiksha Abhiyan, Mid Day
Meal, KGBV, and NPEGEL are being implemented in the State through mission
mode. All these have resulted in the substantial promotion of enrolment and
retention, literacy; and reduction of dropouts at all levels of education. Odisha has
fared reasonably well in terms of literacy rates. The overall literacy rate according to
Census 2011 is 73.5%, which is marginally behind of the national average of 74.04%.
The contents outlined in this paper titled: Education in Odisha, intends to provide the
students a holistic picture of the system of education through which they have been
travelling; critically analyze the strengths, weaknesses, opportunities, and threats the
system has encountered over time; and to identify the socio-economic and political
dynamics that have ushered into the system at different points of time. The ultimate
goal of the paper is to promote among the readers a sense of love for their indigenous
system of education, while appreciating the relevant inputs/interventions derived
from the west and other parts of the globe.
Course Objectives
On completion of the course the students shall be able to:
• grasp the structure of educational system of Odisha
• state the function of institutions/units at the state and district levels
• appreciate the contribution of Utkalmani Gopabandu Das to the thoughts and
practices of Indian Education
• narrate the objectives and implementation process of the major education
schemes of central as well as state government being implemented in the state
of Odisha
Syllabus for Education Honours and Pass, 2014-2017
Department of Education, Ravenshaw University, Cuttack 30
• explain the role of various state and district level institutions in education
• analyze the scenario of higher and technical education of Odisha
• establish linkage between higher education and development of the state
Course Contents
Unit-I: History, Structure and Functions of School Education
• Evolution of Education system in Odisha: Pre-independence and Post-
independence period
• Contribution of Pandit Gopabandhu Das to the system of education in Odisha.
• Structure of School and Mass Education Department of Odisha and functions
of different units at State and District Levels: Board of Secondary Education,
State Resource Centre for Adult Education, OPEPA, RMSA, SCERT, DIET.
Unit-II: Major Interventions for UEE
• Implementation of the following Programmes/ Schemes for Universalization
of Elementary Education with reference to their objectives, strategies and
present status:
• DPEP
• SSA: RTE Act-2009
• Mid-Day Meal
• Girls Education (NPEGEL, KGBV)
• Multi-Lingual Education
Unit-III: Higher and Technical Education
• Structure and objectives of Higher and Technical Education in Odisha
• Growth of Higher & Technical Educational institutions in Odisha: Status,
Problems and Prospects
• Vocationalisation of Education
• Odisha Higher Education Vision 2020
• RUSA and qualitative improvement of Higher Education
Essential Readings
Syllabus for Education Honours and Pass, 2014-2017
Department of Education, Ravenshaw University, Cuttack 31
Govt. of Odisha, Department of S & ME (2011). School Education at a Glance-
2011-12, Bhubaneswar
Samal, J. K., History of Education in Odisha (1905-1936), Calcutta, 1984, P-171
Satapatahy, Nityananda (ed.) Gopabandhu Parikrama, P.132.
www.shodhganga.inflibnet.ac.in/bitstream/10603/.../08_chapter%202.pdf: Education
in Odisha-1850-1900: Retrieved on dt.25.07.2012
www.en.wikipedia.org/wiki/Odisha: Odisha - Wikipedia, the free encyclopedia/
Retrieved on dt.25.07.2012
www.newkerala.com/states-of-india/Odisha.php: Odisha: Info on geography, history,
government, districts, business ..: Retrieved on dt.25.07.2012
www.Odisha.gov.in/e-magazine/Odishareview/2011/Jan/engpdf/57-61.pdf:
Gopabandhu Das: The National Education Planner of Odisha: Retrieved on
dt.25.07.2012
www.dheOdisha.in/ Higher Education Department - Online Admission - e-Admission
for ...: Retrieved on dt.25.07.2012
www.Odisha.gov.in/highereducation/index.htm: Higher Education Department.... -
Government of Odisha: Retrieved on dt.25.07.2012
www.Odisha2020.org/home/Odisha-higher-education-task-force: Odisha Higher
Education Vision 2020: Retrieved on dt.25.07.2012
***
Syllabus for Education Honours and Pass, 2014-2017
Department of Education, Ravenshaw University, Cuttack 32
+3 Second Year Education Honours
Semester-III
Paper-AH: 2.3.9
Practicum: School Internship
Full Marks-10+40
Each student will deliver 10 (Ten) Lessons in an elementary school on a school
subject through proper lesson plans following 5 E’s and/or Interpretation
Construction (ICON) design approach already developed during the Semester-II. The
students are required to improvise the lessons at this stage by integrating appropriate
technology and assessment tools, preferably the latest ones, e.g., MS PowerPoint for
presentation; Rubrics and Concept Map for assessment.
Distribution of marks will be as follows:
1. Preparation of records: 25 marks
2. Viva-voce : 25 marks
The assessment of students’ performance will be made jointly by the external and
internal examiners.
***
Syllabus for Education Honours and Pass, 2014-2017
Department of Education, Ravenshaw University, Cuttack 33
+3 Second Year Education Pass
Semester-III
Paper-AP 2.3.5
Education and Indian Heritage
Full Marks-10+40
Backdrop
In heritage of Indian education, you need to know the key words, Heritage and
Education. The Indian heritage witnesses the most fabulous contributions in the field
of education. It is believed that in the ancient days, education was imparted orally by
the sages and the scholars and the information was passed on from one generation to
the other. The Gurukuls were the traditional Hindu residential schools of learning
which were typically in the teacher's house or a monastery. At the Gurukuls, the
teacher imparted knowledge on various aspects of the religion, the scriptures, the
philosophy, the literature, the warfare, the statecraft, the medicine astrology and the
history. This system is referred as the oldest and the most effective system of
education. The major seats of learning were Takshasila, Nalanda, and Ujjain which
imparted education in general and specified subjects. History of Education in Modern
India was implanted by British rulers from its colonial beginnings in 1757 through
the birth of an Independent India in 1947 till the early years of the new millennium.
In 1835, Lord Macaulay introduced modern education in India. It was the
introduction of Wood’s dispatch of 1854, known as Magna Carta of Indian education
that laid the foundation of present system of education and changed the scenario.
Starting from University education commission 1948, in Independent India, till the
RTE act 2009, the entire system of education brought developments in the Indian
society. As the students of Education, you all need to learn the system of education
starting from the ancient India till the today’s globalised knowledge society through
the hierarchy of time. The paper will develop a sense of appreciation and pride about
the Indian Cultural and Educational heritage.
Course objectives
On completion of this course the students shall be able to:
Syllabus for Education Honours and Pass, 2014-2017
Department of Education, Ravenshaw University, Cuttack 34
• narrate the concept of education in the context of Indian heritage.
• describe education in ancient india, particularly, Vedic Education,
Upanishadic Education, and the Buddhist Education.
• critically examine the education system in Medieval India
• elaborate the role of teacher, school and community in preservation of Indian
heritage and achievement of national goals.
• Evaluate the education system during British period with special emphasis on
the commissions and committees.
• Elaborate the status of education during post-independence period with
special emphasis on the commissions and committees.
UNIT-I: Education during Ancient India
• Vedic Education: Key features of Vedic education and its significance.
Concept of Purushartha and its educational significance.
• Upanishadic Education: Main features of Upanishadic education and its
educational significance.
• Buddhist Education: Basic teachings of Buddhism; Features of Buddhist
education and its relevance
• Islamic Education: Features and its relevance
UNIT-II: Education during Pre-Independent India
• Macaulay’s Minutes-1835
• Woods’ Despatch-1854
• Report of Hunter Commission-1882
• Gokhale Bill for Compulsory primary Education-1910-12
• Calcutta University Commission-1917
• Hartog Committee Report-1929
• Zakir Hussain Committee Report-1937
• Sargent Report-1944
Syllabus for Education Honours and Pass, 2014-2017
Department of Education, Ravenshaw University, Cuttack 35
UNIT-III-Education during Post-Independent India
• University Education Commission-1948
• Secondary Education Commission -1952-53
• Education Commission (Kothari Commission)-1964-66
• National Policy on Education-1968
• National Policy on Education-1986 and POA-1992.
• National Advisory Committee (Yaspal Committee)-1993
• National Curriculum Framework-2005
• National Knowledge Commission-2006
Essential Readings
Aggarwal, J.C. (2010) Landmarks in the History of Modern Indian Education (7th
Ed) New Delhi: Vikash Publishing Pvt Ltd.
Das, K.K. (1993).Development Of Education in India.New Delhi: Kalyani
Publishers.
Dash,B.N. (1991). Development of Education in India. New Delhi: Ajanta Prakashan.
Keay, F. E. & Mitra, Sukumar (1978). A History of Education in India. New Delhi:
Oxford University Press.
Mookherjee, R.K. (1988). Ancient Indian Education. New Delhi: Motilal
Banarsidass.
Mookherjee, R.K. (1989). The Gupta Empire. New Delhi: Motilal Banarsidass.
Naik, J.P. & Narullah, S. (1996) A Student’s History of Education in India New
Delhi: Mc Millan India Ltd.
Rawat, P.L. (1989). History of Indian Education New Delhi: Ram Prasad & Sons.
Suggested Readings
Das Gupta, S.N. (1988). A History of Indian Philosophy. (5 Vols.) Delhi: Motilal
Banarasi Dass.
Ghosh, S.C. (1989). Education Policy in India since warren Hastings. Calcutta: N-
Prakashan.
Altekar, A.S. (1934). Education in Ancient India, Banaras: Indian book Shop.
Syllabus for Education Honours and Pass, 2014-2017
Department of Education, Ravenshaw University, Cuttack 36
Ministry of Education, GOI (1964-66). Education and National Development. Report
of the Education Commission (1964-66). New Delhi: The Author
MHRD, GOI (1993) Learning without Burden. Yashpal Committee Report (1993).
New Delhi: The Author.
MHRD, GOI (1986). National Policy on Education. New Delhi: The Author
Shanker, Uday (1984). Education of Indian Teachers. New Delhi: Sterling Publishers
Pvt. Ltd.
Singh. R.P. (1970). Education in Ancient and Medieval India. Delhi: Arya Book
Depot.
Sen, Bimal (1989). Development of Technical Education in India and State Policy-A
Historical Perspective. Indian Journal of History of Science, 24 (2): 224-248.
Sen, S.N. (1988). Education in Ancient and Medieval India. Indian Journal of
History of Science, 23 (1): 1-32.
***
Syllabus for Education Honours and Pass, 2014-2017
Department of Education, Ravenshaw University, Cuttack 37
+3 Second Year Education Pass
Semester-III
Paper-AP 2.3.6
Practicum: Case Study
Full Marks-10+40
Each students will conduct Case-study of 05 (Five) units of any one or more from the
following and prepare reports on each.
1. Student( High Achiever/ Low Achiever/ Students with Behavioural Problems)
2. School Management Committee
3. School
4. Programmes
Distribution of marks will be as follows:
1. Preparation of records: 25 marks
2. Viva-voce : 25 marks
The assessment of students’ performance will be made jointly by the external and
internal examiners.
***
Syllabus for Education Honours and Pass, 2014-2017
Department of Education, Ravenshaw University, Cuttack 38
+3 2nd Year Education Honours
Semester-IV
Paper- AH 2.4.10
Assessment in Education
Full mark: 10+40
Backdrop
Assessment is considered to be one of the most crucial aspects of any teaching-
learning process, as it helps the teacher to record the growth of their students,
planning for instructional strategy and most importantly helps to assess their own
growth over the years. An effective method of assessment in the classroom helps to
create conducive learning environment and a teacher must have to know different
techniques of assessment which may improve students’ learning. The key issues that
involve in assessment are how to assess, when to assess, and what will be its
implication on students learning. The paper outlines the above mentioned questions
and different issues that involves in assessment.
Course Objectives
After completion of the course the students shall be able to:
• describe the role of assessment in education.
• differentiate measurement, assessment and evaluation.
• establish the relationship among measurement, assessment and
evaluation.
• explain different forms of assessment that aid student learning.
• use wide range of assessment tools and techniques and construct these
appropriately.
• classify educational objectives in terms of specific behavioral form
• prepare a good achievement test on any school subject
Syllabus for Education Honours and Pass, 2014-2017
Department of Education, Ravenshaw University, Cuttack 39
Course Content
Unit-I: Measurement, Assessment and Evaluation in Education
• Measurement: Concept, Purpose and Scales of Measurement
• Evaluation: Concept, Types and its role in education; Different Approaches of
Evaluation
• Assessment: Concept, Norm Referenced Vs Criterion Referenced Assessment,
role of assessment in education
• Interrelationship among measurement, assessment and evaluation
Unit-II: Tools and Techniques of Assessment
• Different Tools and Techniques of Assessment: Standardized vs. Non-
Standardized, Test, Observation, Assignment, Portfolios, Rubrics, Anecdotal
Records, Check List, rating Scale, Concept Mapping and Project
• Taxonomy of Educational Objectives
• General principles of test construction and standardization
• Teacher made test and Standardized test
Unit-III: Characteristics of a Good Test
• Reliability- Concept, Methods and Factors Affecting Reliability
• Validity- Concept and Methods of Validation
• Objectivity and Practicability
Essential Readings
Aggrawal, J.C. (1997). Essentials of Examination System, Evaluation, Tests and
Measurement. New Delhi: Vikas Publishing House Pvt Ltd.
Banks, S.R. (2005). Classroom Assessment: Issues and Practices. Boston: Allyn &
Bacon.
Blooms, B.S.(1956). Taxonomy of Educational Objectives. New York: Longman
Green and Company
Cooper, D. (2007). Talk About Assessment, Strategy and Tools to Improve Learning.
Toronto: Thomson Nelson
Syllabus for Education Honours and Pass, 2014-2017
Department of Education, Ravenshaw University, Cuttack 40
Earl, L.M. (2006). Assessment as Learning: Using Classroom Assessment to
Maximize Student Learning. Thousand Oaks, California: Corwin Press
Gronlund, N.E. (2003). Assessment of student Achievement. Boston: Allyn & Bacon.
Kaplan, R.M. & Saccuzzo. D.P. (2000). Psychological Testing, Principles,
Applications & Issues. California: Wordsworth.
Linn, R.L. & Gronlund, N.E. (2000). Measurement and Assessment in Teaching.
London: Merrill Prentice Hall.
Suggested Readings
Noll, N.H. S cannell, D.P. & Craig, RC. (1979). Introduction to Educational
Measurement. Boston: Houghton Miffin.
Macmillan, J.H. (1997). Classroom Assessment, Principles and Practice for Effective
Instruction. Boston: Allyn and Bacon
Hopkins, KD. (1998). Educational and Psychological Measurement and Evaluation.
Boston: Allyn and Bacon.
Cohen, R.J., Swerdlik, M.E., & Phillips, S.M. (1996). Psychological testing and
Assessment. An Introduction to the Tests and Measurement. California:
Mayfield Publishing Co.
NCERT (2005). National Curriculum Framework, 2005. New Delhi: NCERT
NCERT (2006). Focus Group Position Paper: Examination Reforms. New Delhi:
NCERT
***
Syllabus for Education Honours and Pass, 2014-2017
Department of Education, Ravenshaw University, Cuttack 41
+3 2nd Year Education Honours
Semester-IV
Paper- AH 2.4.11
Educational Technology
Full mark: 10+40
Backdrop
Educational technology (ET) is the efficient organization of any learning system
adapting or adopting methods, processes, and products to serve identified educational
goals (NCERT, 2006). This involves systematic identification of the goals of
education, recognition of the diversity of learners’ needs, the contexts in which
learning will take place, and the range of provisions needed for each of these. Our
schools should move from a predetermined set of outcomes and skill sets to one that
enables students to develop explanatory reasoning and other higher-order skills.
Educational technology is a powerful tool towards developing such reasoning and
skills. It should enable students to access sources of knowledge, interpret them and
create knowledge rather than be passive users. It should enable the teachers to
promote flexible models of curriculum transaction. It should encourage to use
flexible curriculum content and flexible models of evaluation as well. Present paper
will give an exposure to students to understand the meaning, nature and scope of
educational technology. They will be sufficiently oriented about nuances of
communication and their implications in educational context. They will understand
the underlying principles of instructional design. Students will develop the ability to
prepare lesson plans based on constructivist approach. They will be oriented about
the need and importance distance education in India.
Course Objectives
On completion of this course, the students will be able to:
• understand the meaning, nature and scope of educational technology
• explain with examples various approaches to educational technology
• describe systems approach and its application in educational context
Syllabus for Education Honours and Pass, 2014-2017
Department of Education, Ravenshaw University, Cuttack 42
• explain the concepts, principles, modes, process and barriers of
communication and their implications in educational context
• explain the instructional design and its underlying principles
• develop lesson plans based on 5-E Approach and Interpretation Construction
(ICON) Design model
• describe different models of teaching and their use in effective classroom
teaching
• explain need and importance of distance education in the country
• list down different contemporary system of distance education in India.
• discuss different student support services in distance education.
Course Content
Unit I: Education and Technology
• Educational technology- Meaning, Nature and Scope
• Approaches to educational technology: Hardware, Software and System
approach
• Classroom Communication (Verbal and non-verbal)
• Concepts, principles, modes, Process and barriers of communication
• Major institutions of educational technology in India–CIET, SIET
• Consortium for Educational Communication (CEC) and their role in
education.
• Case Studies: Hole in the Wall; SITE-1976; EDUSAT; and CLASS-2000.
Unit II-Instructional Design
• Instructional Design: Concept, dimensions and evolution.
• Models of Instructional Design: ADDIE Model; Instructional Design for
Competency Based Teaching; Development of Self Learning Materials;
• Models of Teaching: Overview of different families (Social, Information
Processing, Behavioural Systems and Personal Family)
Syllabus for Education Honours and Pass, 2014-2017
Department of Education, Ravenshaw University, Cuttack 43
Unit III- Distance Education
• Different Contemporary System viz.-Correspondence, Distance and Open
Learning;
• Need and importance of Distance Education in India;
• Student Support Services in Distance Education
• Instructional Materials in Distance Education
• Institution for Distance Learning: IGNOU, NIOS
Essential Readings
Sampath et. al. (1981): Introduction to Educational Technology. New Delhi: Sterling
Publishers Pvt. Ltd.
Senapaty, H.K. and Pradhan, N. (2005). Designing Instruction for Constructivist
Learning. Staff and Educational Developmental International. 9 (2&3), 93-
102
Singh, L. C. (2010). Educational Technology for Teachers and Educators. New
Delhi: Vasunandi Publication.
Garg, S., Puranik, C., Venkaiah, V., & Panda, S. (Eds) (2006). Four Decades of
Distance Education in India: Reflections on policy and practice. New Delhi:
Viva Books.
NCERT (2006). National Curriculum Framework 2005 Position Paper National
Focus Group on Educational Technology. New Delhi: Author.
Suggested Readings
Garg, S., Panda, S., Murthy, C. R. K. & Mishra, S. (Eds) (2006). Open and Distance
Education in Global Environment. New Delhi: Viva Books.
Kulkarni, S.S. (1996). Introduction to Educational Technology. New Delhi: Oxford
and IBH.
Kumar, K.L. (2008): Educational Technology. New Delhi: New Age International
Pvt. Ltd.
Mukhopadhyay, M. (2001). Educational Technology: Challenging Issues. New
Delhi: Sterling.
Syllabus for Education Honours and Pass, 2014-2017
Department of Education, Ravenshaw University, Cuttack 44
Mukhopadhyay, M. (2001). Instructional Science in Indian Schools. in Rajput J.S.
and others (Eds), Experiences in School Education,NCERT,NewDelhi.
Panda, S. (Ed.) (1999). Open and Distance Education: Policies, practices and quality
concerns. New Delhi: ABI.
Roblyer, M.D. (2008). Integrating educational technology into teaching. New Delhi:
Pearson.
Venkataiah, N. (1996): Educational technology. New Delhi: APH Publishing
Corporation.
Walia, J.S. Essentials of Educational Technology. Jalandhar: Ahim Paul Pub.
***
Syllabus for Education Honours and Pass, 2014-2017
Department of Education, Ravenshaw University, Cuttack 45
+3 Second Year Education (Honours)
Semester-IV
Paper-AH: 2.4.12
Practicum: Perception Study
Full Marks-10+40
The students in group of 3-4 are required to collect the perception of students /
teachers / community members about the relevance and implementation issues in
respect of an educational initiative / programme of Government of Odisha with the
help of a schedule and prepare a report on it under the supervision of faculty
members.
Issues:
1) RTE Act-2009
2) Mid Day Meal Programme
3) Educational Programme for children with special needs
4) Girls Education
5) Higher Secondary Vocational School
Distribution of marks will be as follows:
1. Preparation of records: 25 marks
2. Viva-voce : 25 marks
The assessment of students’ performance will be made jointly by the external and
internal examiners.
***
Syllabus for Education Honours and Pass, 2014-2017
Department of Education, Ravenshaw University, Cuttack 46
+3 Second Year Education Pass
Semester-IV
Paper- AP 2.4.7
Assessment in Education
Full mark: 10+40
Backdrop
Assessment is considered to be one of the most crucial aspect of any teaching-
learning process, as it helps the teacher to record the growth of their students,
planning for instructional strategy and most importantly helps to assess their own
growth over the years. An effective method of assessment in the classroom helps to
create conducive learning environment and a teacher must have to know different
techniques of assessment which may improve students’ learning. The key issues that
involve in assessment are how to assess, when to assess, and what will be its
implication on students learning. The paper outlines the above mentioned questions
and different issues that involves in assessment.
Course Objectives
After completion of the course the students shall be able to:
• describe the role of assessment in education.
• differentiate measurement, assessment and evaluation.
• establish the relationship among measurement, assessment and
evaluation.
• explain different forms of assessment that aid student learning.
• use wide range of assessment tools and techniques and construct these
appropriately.
• classify educational objectives in terms of specific behavioral form
• prepare a good achievement test on any school subject
Syllabus for Education Honours and Pass, 2014-2017
Department of Education, Ravenshaw University, Cuttack 47
Course Content
Unit-I: Measurement, Assessment and Evaluation in Education
• Measurement: Concept, Purpose and Scales of Measurement
• Evaluation: Concept, Types and its role in education; Different Approaches of
Evaluation
• Assessment: Concept, Norm Referenced Vs Criterion Referenced Assessment,
role of assessment in education
• Interrelationship among measurement, assessment and evaluation
Unit-II: Tools and Techniques of Assessment
• Different Tools and Techniques of Assessment: Standardized vs. Non-
Standardized, Test, Observation, Assignment, Portfolios, Rubrics, Anecdotal
Records, Check List, rating Scale, Concept Mapping and Project
• General principles of test construction and standardization
• Teacher made test and Standardized test
Unit-III: Characteristics of a Good Test
• Reliability- Concept, Methods and Factors Affecting Reliability
• Validity- Concept and Methods of Validation
• Objectivity and Practicability
Essential Readings
Aggrawal, J.C. (1997). Essentials of Examination System, Evaluation, Tests and
Measurement. New Delhi: Vikas Publishing House Pvt Ltd.
Banks, S.R. (2005). Classroom Assessment: Issues and Practices. Boston: Allyn &
Bacon.
Blooms, B.S.(1956). Taxonomy of Educational Objectives. New York: Longman
Green and Company
Cooper, D. (2007). Talk About Assessment, Strategy and Tools to Improve Learning.
Toronto: Thomson Nelson
Earl, L.M. (2006). Assessment as Learning: Using Classroom Assessment to
Maximize Student Learning. Thousand Oaks, California: Corwin Press
Gronlund, N.E. (2003). Assessment of student Achievement. Boston: Allyn & Bacon.
Syllabus for Education Honours and Pass, 2014-2017
Department of Education, Ravenshaw University, Cuttack 48
Kaplan, R.M. & Saccuzzo. D.P. (2000). Psychological Testing, Principles,
Applications & Issues. California: Wordsworth.
Linn, R.L. & Gronlund, N.E. (2000). Measurement and Assessment in Teaching.
London: Merrill Prentice Hall.
Suggested Readings
Noll, N.H. S cannell, D.P. & Craig, RC. (1979). Introduction to Educational
Measurement. Boston: Houghton Miffin.
Macmillan, J.H. (1997). Classroom Assessment, Principles and Practice for Effective
Instruction. Boston: Allyn and Bacon
Hopkins, KD. (1998). Educational and Psychological Measurement and Evaluation.
Boston: Allyn and Bacon.
Cohen, R.J., Swerdlik, M.E., & Phillips, S.M. (1996). Psychological testing and
Assessment. An Introduction to the Tests and Measurement. California:
Mayfield Publishing Co.
NCERT (2005). National Curriculum Framework, 2005. New Delhi: NCERT
NCERT (2006). Focus Group Position Paper: Examination Reforms. New Delhi:
NCERT
NCERT (2008). Source Book on Assessment for class I-V: Social Sciences. New
Delhi: NCERT
***
Syllabus for Education Honours and Pass, 2014-2017
Department of Education, Ravenshaw University, Cuttack 49
+3 Second Year Education Pass
Semester-IV
Paper-AP: 2.4.8
Practicum: Preparation of Blue Print
Full Marks-10+40
Each student is required to formulate instructional objectives; prepare blue print; and
construct test items on any one school subject.
Distribution of marks will be as follows:
1. Preparation of records: 25 marks
2. Viva-voce : 25 marks
The assessment of students’ performance will be made jointly by the external and
internal examiners.
***
Syllabus for Education Honours and Pass, 2014-2017
Department of Education, Ravenshaw University, Cuttack 50
+3 3rd Year Education Honours
Semester-V
Paper- AH 3.5.13
Statistics in Education
Full mark: 10+40
Backdrop
The fundamental principles and techniques of statistics provide a firm foundation to
all those who are pursuing courses in education, psychology and sociology. The role
of statistics is essential for collection, analysis, grouping and interpreting the
quantitative data. Research and innovations are very essential in the field of
education for enrichment, progress and development of the knowledge society. A lot
of surveys and research works are carried out in the field of education. Statistical
methods help the researchers in carrying out these researches successfully. Therefore,
the basic knowledge of statistical method is very vital for conducting any survey,
research and project work. Students at undergraduate level must have to develop the
basic knowledge of statistical methods used in education.
Course Objectives
After completion of this course, the students shall be able to:
• Describe the importance of statistics in field of education
• Convey the essential characteristics of a set of data by representing in tabular
and graphical forms.
• Compute relevant measures of average and measures of variation
• Spell out the characteristics of normal probability of distribution
• Examine relationship between and among different types of variables of a
research study
Syllabus for Education Honours and Pass, 2014-2017
Department of Education, Ravenshaw University, Cuttack 51
Course Contents
Unit-1: Fundamental of Educational Statistics
• Meaning, Nature and Scope of Educational statistics
• Organizing Data: Grouped Distribution, Cumulative Frequency Distribution
and Graphical Representation of Data( Histogram, Frequency polygon and
Pie-Diagram)
• Measures of Central Tendency: Computation and uses of Mean, Median and
Mode
• Measures of Variability: Computation and uses of Range, Quartile Deviation,
Average Deviation and Standard Deviation
Unit-2: The Normal Curve and Standard Scores
• Normal Probability Curve- Concept, properties and its application
• Measures of Divergence from Normality- Skewness and Kurtosis
• Interpretation of Standard Scores- Z scores, and T scores
Unit-3: Co-relational Statistics
• Examining Relationship- Meaning and types of correlation.
• Computation of co-efficient of correlation: rank difference and product
moment; Interpretation of co-efficient of correlation
Essential Readings
Mangal, S.K. (2008). Statistics in Education and Psychology. New Delhi: Prentice-
Hall of India Private Limited
Garrett, H.E. (1971). Statistics in Psychology and Education. New Delhi: Paragon
International Publisher
Ferguson, G.A.(1971). Statistical Analysis in Psychology and Education. Kogakusha,
Tokyo: McGraw-Hill
Guilford, J.P. & Fruchter, B. (1981). Fundamental Statistics in Psychology and
Education. New York: McGraw Hill
Sigel. S. & Castel Ian N.J. (1988). Non-parameter statistics for the Behavioral
Science. Singapore: Graw- Hill Book Co.
Syllabus for Education Honours and Pass, 2014-2017
Department of Education, Ravenshaw University, Cuttack 52
Suggested Readings
McCall, R. (1993). Fundamental Statistics for the Behavioral Science. New York:
Harcourt Brace
Ravid, Ruth. (2000). Practical Statistics for Education. New York: University Press
of America
Grbich, C. (2006). Qualitative Data Analysis: An Introduction. London: Sage
Publication
***
Syllabus for Education Honours and Pass, 2014-2017
Department of Education, Ravenshaw University, Cuttack 53
+3 3rd Year Education Honours
Semester-V
Paper- AH 3.5.14
Curriculum Construction
Full mark: 10+40
Backdrop
The organization of schooling and further education has long been associated with
the idea of a curriculum. But what actually is curriculum, and how might it be
conceptualized? We explore theory and practice of curriculum design and its relation
to informal education. Curriculum theory and practice to some must sound like a dull
but required course activity. Curriculum theory at its best is a challenging and
exciting intellectual puzzle. It is a vibrant field full of contradictions, challenges,
uncertainties and directions. Yet it is a critical field, the outcome of which does
matter. When we teach, whether from preschool to high school; from children to
adult, whether educating or training, what we do must make a difference. We cannot
waste our audiences time with training that doesn't help, with educating that doesn't
educate, or teaching that which may be irrelevant or even wrong. If a surgeon makes
a mistake, his patient dies. If teachers, educators, professors, trainers make a mistake,
we do not readily see the consequences, and indeed may never see the consequences.
Ask yourself: Have you hurt anyone lately by giving misinformation? Did you really
make a difference in your teaching, say yesterday? How do you know? Does the
curriculum that you help design and deliver really do the job it is supposed to? This
course deals with the theory and practice of curriculum design. Participants will want
to ask "How do I do curriculum design?" "What are the theoretic underpinnings
which inform the practical problems of making curriculum?" For this course,
however, the underlying theoretical foundations which inform how and what one
does will bias our discussions into particular directions. There are clear and specific
ways to design develop and evaluate a curriculum, and these form the very practical
base by which we move from vagueness into specificity. The present paper is
developed with an idea to give an orientation about the concept of curriculum, and
give a philosophical, psychological and sociological base of curriculum development.
Syllabus for Education Honours and Pass, 2014-2017
Department of Education, Ravenshaw University, Cuttack 54
Course Objectives:
On completion of this course, the students shall be able to:
• define and explain the concept of curriculum.
• list different types of curriculum with examples.
• suggest bases of curriculum such as, philosophical, psychological and
sociological.
• describe different considerations for curriculum planning;
• elucidate different process of curriculum development;
• explain the role of teacher in curriculum development.
• identify major issues and trends in curriculum;
• discuss the need for curriculum evaluation;
• identify different sources of curriculum evaluation;
• use of different methods to evaluate a curriculum depending on the stage of
development of curriculum; and
• restructure a given curriculum after careful analysis
Unit-I: Concept of Curriculum
• Meaning, Nature and Scope of Curriculum
• Principles of curriculum development
• Types of curriculum: Subject Centre, Child Centered and Experience Centered
• Bases of curriculum: philosophical, psychological and sociological.
Unit-II: Curriculum Development
• Basic Considerations for curriculum planning
• Process of curriculum development
• Role of teacher in curriculum development
• Some issues in curriculum development
Unit-III: Curriculum Evaluation
• Concept of curriculum evaluation
• Sources of curriculum evaluation
Syllabus for Education Honours and Pass, 2014-2017
Department of Education, Ravenshaw University, Cuttack 55
• Aspects of curriculum evaluation
• Models of curriculum evaluation
Essential Readings
Beane, JA, Conrad, E.P. Jr. & Samuel JA, Jr. Curriculum Planning and Development,
Allyn & Bacon, Boston, 1986.
Brady, L. Curriculum Development, Prentice Hall, 1995.
Doll, R.C., Curriculum Improvement: Decision - Making and Process, Allyn and
Bpston, 1996.
Marsh, C.J. & Willis, G., Curriculum - Alternative Approaches, Ongoing Issues,
Merhill I Prentic~ - Hall, 1999. York,1992.
Ornstein, A.C. & Hunkins, E, Curriculum. Foundations, Principles and Issues, Allyn
& Bacon, Boston, 1998.
Pratt, D., Curriculum Design and Development, Mcmillan, New York, 1980.
Saylor, J.G. Alexander, W.M. & Lewis, A.J., Curriculum Planning for Better
Teaching for Better Tea.ching and Leaming, Hott, Rinehart & Winston, New
York, 1981.
Suggested Readings
Taba, H., Curriculum Development- Theory and Practice, . Harcourt brace, New
York, 1962.
Tanner, D. & Tanner, L.N., Curriculum Development. Theory into Practice
Macmillan New York, 1980.
Walker, D., Fundamentals of Curriculum, Harcourt Brace Jovanovich, San Diego,
1990.
Wiles, J. & Bondi, J.C., Curriculum Development - A Guide to Practice, Merrill,
Columbus, 19~9.
Zais, R.S., Curriculum: Principles and Foundations, Harper & Row, New York, 1976.
***
Syllabus for Education Honours and Pass, 2014-2017
Department of Education, Ravenshaw University, Cuttack 56
+3 3rd Year Education Hons
Semester-V
Paper- AH 3.5.15
Information and Communication Technology (ICT) in Education
Full mark: 10+40
Backdrop
Information and Communication Technology (ICT) now hold great potential for
increasing the access to information as well as a means of promoting learning. ICT
has tremendous potentiality in transforming classrooms into more engaging,
collaborative and productive learning environments in which instructions can be
customized to students’ specific needs, interests and learning styles. It is also
redefining the way educators teach as well as the way the students learn. The present
paper is based on above assumptions. The paper will orient the learners about the
need and importance of ICT in education. It will describe about the importance of
open source software in education particularly, in developing country like, India.
Students will be given an exposure about the various approaches and stages towards
the use of ICT in education. Students are expected to develop reasonably good ICT
skills in terms of use of various computer software and ICT tools.
Course Objectives
On completion of this course, the students shall be able to:
• Explain the concept, nature and scope of ICT in education
• Differentiate Web. 1.0 and Web 2.0
• Describe the importance of open source software in education
• List and explain various approaches in adoption and use of ICT in education.
• List and explain various stages of ICT usages in general and pedagogical
usages in particular in education.
• Describe the needed teacher competencies for ICT usage in the classroom.
• Demonstrate the use of various computer software such as Word-processing ,
Spreadsheets, and Presentation.
Syllabus for Education Honours and Pass, 2014-2017
Department of Education, Ravenshaw University, Cuttack 57
Course Contents
Unit I: ICT in Education
• ICT in Education: Meaning, Nature and Scope.
• Web. 1.0 and Web 2.0
• Free and Open Source Software (FOSS)
• Open Educational Recourses (OER)
Unit II: Approaches, Stages and Competencies
• Approaches in adoption and use of ICT in education: Emerging, Applying,
Infusing, and Transforming.
• Stages of ICT usage: awareness, learning how, understanding how and when,
and specializing in the use of ICT tools
• Pedagogical Usages of ICT: supporting work performance, enhancing
traditional teaching, facilitating learning and creating innovative learning
environments
• Teacher Competencies: Integration of Content, Pedagogy and Technology
Unit III: ICT Tools
• Computer Software: Application Word Processing, Spread sheet, Presentation
tools
• Web 2.0 Tools: Email, Blogs, Wikis, Social Networking, Social Book
Marking, Podcasting, Vodcasting and Concept Map.
• Assessment Tools: Rubistar and Hot potatoes.
Essential Readings
NCERT (2006). National Curriculum Framework 2005 Position Paper National
Focus Group on Educational Technology. New Delhi: Author.
Syllabus for Education Honours and Pass, 2014-2017
Department of Education, Ravenshaw University, Cuttack 58
Senapaty, H.K. (2009). ICT Integrated Learning Materials on Basic School Subjects
from Constructivist Perspectives. Bhubaneswar: Regional Institute of
Education, NCERT (Monograph).
Senapaty, H.K. (2011). Pedagogy-Technology Integration for the Professional
Development of Teacher Educators. Bhubaneswar: Regional Institute of
Education, NCERT (Monograph).
Singh, L. C. (Ed.) (2010). Educational Technology for Teachers and Educators. New
Delhi: Vasunandi Publication.
UNESCO (2002). Information and communication technology in education: A
curriculum for schools and programme of teacher development. Paris:
UNESCO.
UNESCO (2008). Capacity Building for ICT Integration in Education. Retrieved
from http://portal.unesco.
UNESCO (2008). ICT Competency Standards for Teachers: Policy Framework.
Retrieved from http://portal.unesco.
Suggested Readings
Mishra, P. and Koehler, M. (2007). Technological pedagogical content knowledge
(TPCK): Confronting the wicked problems of teaching with technology. In C.
Crawford et al. (Eds.). Proceedings of Society for Information Technology and
Teacher Education International Conference 2007. Chesapeake, VA:
Association for the Advancement of Computing in Education. (pp. 2214-
2226).
Mishra, P. and Koehler, M.J. (2006). Technological pedagogical content knowledge:
A framework for integrating technology in teacher knowledge. Teachers
College Record, 108 (6), 1017-1054.
Mishra, S. (2008). Developing E-Learning Materials: Some Pedagogical Concerns.
Indian Journal of Open Learning, 17 (2).
Resta, P. (Ed.) (2002). Information and Communication Technologies in Teacher
Education: A Planning Guide. Paris: UNESCO.
Roblyer, M.D. (2008). Integrating educational technology into teaching. New Delhi:
Pearson.
Syllabus for Education Honours and Pass, 2014-2017
Department of Education, Ravenshaw University, Cuttack 59
Stodel, E.J. et al. (2006) Learners’ Perspectives on What is Missing from Online
Learning: Interpretations through the Community of Inquiry Framework. The
International Review of Research in Open and Distance Learning, 7(3).
http://www.irrodl.org/index.php/irrodl/article/view/325/743. Retrieved on 19
Feb., 2007.
UNESCO (2002). Information and Communication Technologies in Teacher
Education A Planning Guide. Paris: Author
UNESCO (2005). How ICT can create new, open learning environments:
Information and communication technologies in schools: A handbook for
teachers. Paris: UNESCO.
***
Syllabus for Education Honours and Pass, 2014-2017
Department of Education, Ravenshaw University, Cuttack 60
+3 3rd Year Education Hons
Semester-V
Paper- AH 3.5.16
Educational Management
Full mark: 10+40
Backdrop
Management is a universal phenomenon. Knowledge of management is indispensable
for successful accomplishment of goals of an organization. Knowledge of
management is required to ensure efficiency and better output of an organization and
its functioning. As we know education plays a significant role in the socioeconomic
development of the country, proper management of educational institutions requires
managerial skills among all the people entrusted with the responsibilities of
education. The paper deals with various concepts, principles and functions of
educational management. It emphasizes on educational planning, finance and school
management and focuses on trends in educational management. The paper will
develop an interest towards the educational management.
Course Objectives
On completion of the course the students shall be able to:
• explain the concept, nature and scope of educational management
• describe the functions of educational management and administration
• list down various types of educational administration
• elaborate the principles of educational management
• narrate the role of Headmaster in educational management
• state various aspects of school management such as, educational finance,
leadership and planning
• comprehend the process of instructional management such as, management
of time table, curricular and co-curricular activities, school plant, etc.
• evaluate the importance of school community relationship in educational
management
• justify importance of Total Quality Management (TQM) in education
Syllabus for Education Honours and Pass, 2014-2017
Department of Education, Ravenshaw University, Cuttack 61
Course Contents
Unit-I: Concept of Educational Management
• Concept of educational management: Meaning, Nature, and Scope
• Functions of Educational Management.
• Types of educational Management: Democratic and Authoritarian, centralized
and decentralized administration.
Unit-II: Principles of Educational Management
• Principles of delegation, hierarchy, coordination, supervision and unity of
command and span of control in educational management.
• Leadership Styles: Role of Headmaster in educational management.
• Educational Finance and planning; basic principles.
Unit-III: Instructional Management
• Management of time table, curricular and co-curricular activities, school plant.
• School Community Relationship
• Performance Appraisal of learners and teachers
• Monitoring and Supervision
• Institutional Evaluation
Essential Readings
Deshmukh, A.V. and Naik A.P.(2010). Educational Management. Mumbai:
Himalaya Publishing House.
Bhatnagar, R.P. & Verma, L.B. (1978). Educational Administration. Meerut, India:
Loyal Book Depot.
Fadia, B.L. (2010). PublicAdministration. New Delhi: PHI.
Kochar, S.K. (2011). School Administration and Management. New Delhi: Sterling
Publishers Private Limited.
Safaya, R & Saida, B.D. (1964). School Administration and Organisation. Jalandhar,
India: Dhanpat Rai & Sons.
Syllabus for Education Honours and Pass, 2014-2017
Department of Education, Ravenshaw University, Cuttack 62
Suggested Readings
Anderson, C.A. & Bowman, M.J. (1971). Educational Management. London:
Frankas
Chau, Ta-Ngoc. (2003). Demographic Aspects of Educational Planning. Paris:
International Institute for Educational Planning.
Hariss, B.M.(1963). Supervisory Behaviour in Education. USA: Englewood Cliffs.
Livack, et al. (1998). Rethinking Decentralization in Developing Countries.
Washington, D.C.: World Bank.
Naik, J.P. (1965). Educational Planning in India. New Delhi: Allied
Naik, J.P. (1982). The Educational Commission and After. New Delhi: Allied.
Oliva, O. (1960). Supervision for Today’s School. New York: Harper & Row.
Ramani, K.V. (2004). A Text Book of Educational Management. New Delhi:
Dominant Publisher.
Shukia, P.O. (1983). Administration in India. New Delhi: Vikas Publication.
Tilak,J.B.G. (1992). Educational Planning at Grassroots. NewDelhi: Ashish
Publishing House.
***
Syllabus for Education Honours and Pass, 2014-2017
Department of Education, Ravenshaw University, Cuttack 63
+3 3rd Year Education Hons
Semester-V
Paper- AH 3.5.17
Practicum: Achievement Survey
Full Marks-10+40
Each students is required to collect the learning achievement Scores of the Class
7th/8th/9th students of at least 02 (Two) schools in basic school subjects ( English,
Odia, Mathematics, General Science) and calculate Mean, Median of these scores in
case of individual subjects as well as all subjects taken together. They are also
required to calculate percentage of learners at different level of attainment (Low,
Average and High) and present them in Chart preferably using Microsoft Excel.
Distribution of marks will be as follows:
1. Preparation of records: 25 marks
2. Viva-voce : 25 marks
The assessment of students’ performance will be made jointly by the external and
internal examiners.
***
Syllabus for Education Honours and Pass, 2014-2017
Department of Education, Ravenshaw University, Cuttack 64
+3 3RD Year Education Hons
Semester-V
Paper- AH 3.5.18
Practicum: Developing Instructional Materials Using ICT Tools
Full Marks-10+40
Each student will be required to develop leaning materials using any one of the
following tools:
SL.No Name of the Materials Proposed Tool
1 Concept Map C.Map
2 Rubric Rubistar
3 Question Items Hot potatoes
Distribution of marks will be as follows:
1. Preparation of records : 25 marks
2. Viva-voce : 25 marks
The assessment of students’ performance will be made jointly by the external and
internal examiners.
***
Syllabus for Education Honours and Pass, 2014-2017
Department of Education, Ravenshaw University, Cuttack 65
+3 Second Year Education Honours
Semester-VI
Paper- AH 3.6.19
Contemporary Trends and Issues in Education
Full mark: 10+40
Backdrop
To remain current, to widen understanding levels holistically, and to thoroughly
prepare learner for the world in which they will ultimately live and work, they must
continually examine current practices in search of better solutions and needed
change. The intent of this course is to familiarize learner to historical roots of
Universalisation of Elementary education and initiative so far taken by Govt. to
materialize this reality. Further, paper generally discusses the effort of Govt. to
extend the provision of free and compulsory education at secondary level and
developing a sound approach to dealing with the rapid pace of reform and change
from the teacher’s perspective. The paper also deliberates over role and functions of
various quality controlling agencies from elementary to higher education levels
(NCERT, NCTE, SCERT, IASEs, CTEs, DIETs, UGC, NAAC and NUEPA).
Emphasis is placed on examining over various emerging issues, problems and
strategies of current trends relating to Liberalization, Privatization and globalization
of education (LPG), Women education, Vocationalisation of secondary education.
Course Objectives
On completion of the course the students shall be able to:
• explain the concept of universalization of elementary education
• describe universalization of elementary education and secondary education
implementation strategies
• describe teachers education programme and organizations involved in it
• explain present scenario of higher education and agencies for improvement
• explain the concept of privation and globalization in education
Syllabus for Education Honours and Pass, 2014-2017
Department of Education, Ravenshaw University, Cuttack 66
Unit-I: Current Trends in Education
• Sarva Shiksha Abhiyan(SSA): Background, Scope, Objectives and it’s
Framework
• Quantitative expansion and qualitative improvement of secondary education
in India
• Rashtriya Madhyamik Shiksha Abhiyan (RMSA): background, scope,
objectives and guiding principles.
• Teacher Education: preservice and in-service programme
• Higher Education in India: present scenario and future prospects
Unit-II: Agencies for Qualitative Improvement of Education
• Role of different agencies of school and teacher education: NCERT, NCTE,
SCERT, IASEs, CTEs and DIETs.
• Agencies for qualitative improvement of higher education: UGC, NAAC and
NUEPA
• Recommendation of National Knowledge Commission (NKC)
Unit-III: Issues, Strategies of Current Trends
• Privatization of Education
• Autonomy and Accountability in Education
• Early Childhood Care and Education (ECCE)
• Peace Education
• Continuous and Comprehensive Education (CCE)
• Adolescence Education
Essential Reading
Aggarwal, J.C (2010). The Progress Of Education In Free India. New Delhi: Arya
Book Depot.
Bhatnagar, T.N (1995) Teacher Education in India. New Delhi: NCERT.
Dash,M & Nanda, G.C (1998). Trends and Issues in Indian Education . Cuttack:
S.N.Publication
Syllabus for Education Honours and Pass, 2014-2017
Department of Education, Ravenshaw University, Cuttack 67
Safeya, R.N (1998) Development, planning and problems of Indian education, Delhi:
Dhanpat Rai and Sons.
Saxena, N.R, Misha, B.K & Mohanty, R.K (2005) Teacher Education.Meerut:Surya
Publication
Tilak, Jandhyala B.G. (2006). Education: A Saga of Spectacular Achievements and
Conspicuous Failures in India: Social Development Report. New
Delhi. Oxford University Press.
Tilak. Jandhyala B.G. (2003) Education, Society and Development. New Delhi: APH
publishing Corporation for NUEPA.
Suggested Readings
Kochhar, S.K (1989) Pivotal Issues in Indian Education. New Delhi: Sterling
Publishers Private Limited.
MHRD, Govt. of India (2008). Report of ‘The Committee to Advise on Renovation
and Rejuvenation of Higher Education’. New Delhi: Author.
Mohanty, S.B (1996) Education in Changing Indian Society. Cuttack: Vidyapuri
Nanda, S.K (1991) Indian Education and its Problems Today. New Delhi: Kalyani
Publishers
Qureshi, M.U (2000) Problems of Indian Education, New Delhi: Anmol Publications
UGC (2012). Higher education in India at a glance. New Delhi: Author.
Walia, J.S (2004). Modern Indian Education and Its Problems. Punjab: Paul
Publishers
***
Syllabus for Education Honours and Pass, 2014-2017
Department of Education, Ravenshaw University, Cuttack 68
+3 Second Year Education Honours
Semester-VI
Paper- AH 3.6.20
Introduction to Guidance and Counseling
Full mark: 10+40
Backdrop
The main aim of education is to bring all round development of child’s personality.
For this we have to identify the potentialities of each and every child. There is an
individual difference in teaching learning process with regard to sex, interest,
intelligence, aptitude, achievements and problems in learning. Students need
guidance in various ways and in various forms to solve their problem. Educational
guidance is helpful for all categories of students. Today it has become a separate
discipline due to its growing needs. The present paper emphasized the study of
various concepts of guidance and counselling and its importance in teaching learning
process. The paper will give an idea about various tools and techniques of guidance
and counseling.
Course Objectives
On completion of the course the students shall be able to:
• Understand the nature,scope and bases of guidance
• Elaborate the importance of various types of educational guidance.
• Develop right perspectives in guidance
• Know about various tests and techniques of guidance.
• Know about counselling techniques in guidance.
Course Contents
Unit-I: Concept of Guidance
• Meaning, nature and scope of guidance.
• Need and importance of guidance
Syllabus for Education Honours and Pass, 2014-2017
Department of Education, Ravenshaw University, Cuttack 69
• Types of guidance –their functions and purposes
• Bases of guidance in education: philosophical, sociological and vocational
Unit-II: Process of Guidance
• Tests in guidance-interest, aptitude, personality, intelligence and attitude.
• Cumulative record cards
• Case study of school children.
• Guidance services: Individual Inventory, Placement and Follow-up
Unit-III: Counseling Process
• Meaning, nature and functions of counselling.
• Guidance Vs Counselling.
• Types and process of counselling.
• Qualities of a good counsellor.
Essential Readings
Anand, S.P. (2000). ABC’S of Guidance in Education. Bhubaneswar, India: A Page
Setter Publication.
Aggrawal, J.C. (1998). Educational,Vocational Guidance and Counselling. New
Delhi,India:Doaba House.
Kochar,S.K.(1998).Guidance Counselling in Colleges and Universities. New Delhi,
India: Sterling Publishers.
Anand, S.P. (2005). Educational Guidance and counselling in Schools.Bhubaneswar,
India: Arpita Commercial.
Anand, S.P. (2007). Guidance in Schools.Bhubaneswar,India: Global Printers.
Downing, L.N. (1964). Guidance and Counselling Services, New York, U.S.A:
McGraw Hill.
Kochar, S.K (1979). Guidance in Indian Education, New Delhi, India: Sterling
Publishers Pvt.Ltd.
Kochar, S.K (1984) .Guidance and Counselling in Colleges and Universities. New
Delhi: Sterling Publishers Pvt.Ltd.
Syllabus for Education Honours and Pass, 2014-2017
Department of Education, Ravenshaw University, Cuttack 70
Suggested Readings:
Crow, L.O & Fulinmer, O.W. (1951).An Introduction to Guidance Principles and
Prctices.New
Gibson, R.L & Mitchell, M.H. (2005). Introduction to Counselling and Guidance.
New Delhi:
Miller, F.W. (1961).Guidance Principles and Services. Ohio, USA: Charles E.Merrill
Prentice Hall of India.
Tolbert, E.L. (1978). An Introduction to Guidance.Boston: Little Brown & Co.
York: American Book Company.
***
Syllabus for Education Honours and Pass, 2014-2017
Department of Education, Ravenshaw University, Cuttack 71
+3 3rd Year Education Hons
Semester-VI
Paper- AH 3.6.21
Research Methodology in Education
Full mark: 10+40
Backdrop
Research is a creative work undertaken systematically to increase the stock of
knowledge, including knowledge of humanity, culture and society, and the use of this
stock of knowledge to devise new applications. It is used to establish or confirm
facts, reaffirm the results of previous work, solve new or existing problems, support
theorems, or develop new theories. A research project may also be an expansion on
past work in the field. The primary purposes of research are documentation,
discovery, interpretation, or the research and development of methods and systems
for the advancement of human knowledge. Approaches to research depend on
epistemologies, which vary considerably both within and between humanities and
sciences. In the present paper, students will be given an orientation about the nature,
purpose, scope of research in education. A brief overview of different types of
research in education will be given to the students. Students will be exposed to
different methodology of research in education. Students can use appropriate tools
and techniques for the collection of data and understand and apply various methods
of sampling.
Course Objectives
On completion of this course the students shall be able to:
• Describe the nature, purpose, scope of research in education
• Identify types of research in education
• Explain the characteristic of qualitative, quantitative and mixed research
• Select and explain an appropriate method for a research study
• Select appropriate tools and techniques for the collection of data
• Understand and apply various methods of sampling
Syllabus for Education Honours and Pass, 2014-2017
Department of Education, Ravenshaw University, Cuttack 72
Unit-I: Concept and Types of Research
• Meaning, nature and scope of educational research
• Types of Research: Basic, Applied and Action Research; Qualitative and
Quantitative Research
• Review of Related Literature- Needs and Sources
• Steps of Educational Research
• Formulation of Problems and Hypotheses
Unit-II: Major Approaches of Research
• Historical
• Descriptive
• Experimental
• Case Study
Unit-III: Methodology of Educational Research
• Sampling- Probability and Non-probability designs
• Tools and Techniques of Data Collection- Questionnaire, interview,
observation, tests and scales
• Data Analysis: Qualitative and Quantitative processes
References
Ary, D., Jacobs, L. (2002). Introduction to Research in Education. Belmont-USA:
Wadsworth Thomason Learning
Best J.W. (1986). Research in Education. New Delhi: Prentice Hall of India.
Borg, W.R. & Gall, M.D.( 1989). Educational Research: An Introduction. New
York: Longman.
Corey, S. M. (1953), Action Research to Improve School Practice, New York:
Teachers College Press
Creswell, J.W. (2007). Qualitative Inquiry and Research Design: Choosing Among
Five Approaches. London: SAGE Publication
Syllabus for Education Honours and Pass, 2014-2017
Department of Education, Ravenshaw University, Cuttack 73
+3 3rd Year Education Hons
Semester-VI
Paper- AH 3.6.22
Alternative and Innovative Education
Full mark: 10+40
Backdrop
Education has always been accorded an honoured place in our society. Many
philosophers, educationists, sociologists have stressed the fundamental role of
education and its unique significance for development of the individual as well as the
nation. However, it also suffers from severe criticism. The system that provides
education to our children and youth is under scrutiny. Some educationists and
philanthropists argue that the current education system which is memory-ridden and
examination oriented be eliminated. Others suggest that the current system of
education is not associated with developing the innate ability of the children. As a
result, an alternative education system was emerged which is more flexible and caters
to the needs and aspirations of the individuals. In the present paper, need and
importance of alternative and innovative education will be discussed. They can
differentiate between mainstream education and alternative education. Students will
be exposed to the historical perspective of alternative education and the thinkers who
promoted alternative education. They will be given an opportunity to understand and
appreciate the curriculum and learning systems of the alternative education system.
Students will also be oriented about the various alternative education systems in the
country.
Course Objectives
On completion of this course the students shall be able to:
• evaluate the problems of mainstream education
• explain the need and importance of alternative and innovative education.
• differentiate mainstream education and alternative education.
Syllabus for Education Honours and Pass, 2014-2017
Department of Education, Ravenshaw University, Cuttack 74
• narrate the historical perspective of alternative education.
• appraise the contribution of various thinkers towards alternative education
• describe and appreciate the curriculum and learning systems of the alternative
education system.
• Elaborate the evaluation process of learners in alternative and innovative
education
• illustrate with examples some of the success story of alternative education
system.
Course Contents
UNIT-I: Mainstream Education vs. Alternative and Innovative Education
• Mainstream Education: problems and issues
• alternative and innovative education- Concept, need and importance, nature
and scope
• Historical Perspectives: National and International
UNIT II: Curriculum of Alternative and Innovative Education
• Alternative Education at different levels: School Education; Higher and
Technical Education
• Curriculum of Alternative and Innovative Education: Content, Methods of
Teaching, Resources, Role of Teacher, Role of Learners
• Evaluation of Learners in Alternative and Innovative Education
UNIT III: Some Success Story of Alternative Education
• Distance education and Open Learning
• Innovative Teacher Education Programme (Vanasthali, Gandhi Vidyapeetha,
Devi Ahilya Vishwavidyalaya)
• Non-formal Education
• Mirambika, Rishi Valley Education Centre, Sri Aurobindo International
Centre of Education (Pondicherry)
Syllabus for Education Honours and Pass, 2014-2017
Department of Education, Ravenshaw University, Cuttack 75
Essential Readings
Dewey, J. (1916). Democracy and Education; an Introduction to the Philosophy of
Education. New York: Macmillan.
Freire, P. (2000). Pedagogy of the Oppressed. Continuum, London.
Holt, J. (1995). How Children Fail. Perseus, New York.
Illich, I. (1996). Deschooling Society. Marion Boyers, London.
NCTE (2009). National Curriculum Framework for Teacher Education (Draft for
Discussion). New Delhi: NCTE
Reavis, G. (2010). The Animal School: A Fable. Website:
http://www.janebluestein.com/handouts/animal.html Retrieved on 11
September 2010.
Vittachi, S., Raghavan, N. and Raj, K. (2007). Alternative Schooling in India. New
Delhi: Sage.
Suggested Readings
Carnie, F. (2003). Alternatives in Education – A Guide. Routledge Falmer, London.
Dharampal (2000). The Beautiful Tree: Indigenous Indian Education- Collected
Writings Vol. III. Goa: Other India Press.
Ghosh, S.C (2007). History of Education in India. New Delhi: Rawat Pub.
Kellmayer, J. (1995). How to Establish an Alternative School. Corwin Press,
Thousand Oaks, California.
Mintz, J., Solomon, R. and Solomon, S. (1994). The Handbook of Alternative
Education. MacMillan, London.
Montessori, M. (1995). The Absorbent Mind. Henry Holt & Co, New York.
Montessori, M. (2002). The Montessori Method. Dover Publications, New York.
Raywid, M.A. (1988). Alternative Schools: What Makes Them Alternative? The
Education Digest, 54 (3), 11-12.
Raywid, M.A. (1994). Alternative Schools: The State of the Art. Educational
Leadership, September, 26-31.
Syllabus for Education Honours and Pass, 2014-2017
Department of Education, Ravenshaw University, Cuttack 76
Raywid, M.A. (1999). History and Issues of Alternative Schools. The Education
Digest, May, 47-51.
Websites
http://www.sriaurobindoashram.org/index.php
http://www.mirambika.org/
http://www.rishivalley.org/
***
Syllabus for Education Honours and Pass, 2014-2017
Department of Education, Ravenshaw University, Cuttack 77
+3 3rd Year Education Hons
Semester-VI
Paper- AH 3.6.23
Practicum: Case Study
Full Marks-10+40
Each students will conduct Case-study of 05 (Five) units of any one or more from the
following and prepare reports on each.
1. Student( High Achiever/ Low Achiever/ Students with Behavioural Problems)
2. School management Committee
3. School
4. Programmes
Distribution of marks will be as follows:
1. Preparation of records: 25 marks
2. Viva-voce : 25 marks
The assessment of students’ performance will be made jointly by the external and
internal examiners.
***
Syllabus for Education Honours and Pass, 2014-2017
Department of Education, Ravenshaw University, Cuttack 78
+3 3RD Year Education Hons
Semester-VI
Paper- AH 3.6.24
Practicum: Seminar Presentation
Full Marks-10+40
Each student will prepare 02 (two) seminar papers under the supervision of a faculty
member of the Department, which he/she will present in a weekly seminar class by
using MS PowerPoint and prepare a report specifying the following:
1. A brief summary of minimum Ten (10) presentation made by other students
2. List of questions/ Clarification he/she sought in respect of these ten
presentations
3. Outcomes of the seminar and suggestions of improvement
Distribution of marks will be as follows:
1. Preparation of records: 25 marks
2. Viva-voce : 25 marks
The assessment of students’ performance will be made jointly by the external and
internal examiners.
***