Syllabus: UGC NET Education (Paper - II) | Crash Course for UGC NET Education PDF Download

 Page 1


      
Page 1 of 8 
 
 
 
UNIVERSITY GRANTS COMMISSION 
NET  BUREAU 
 
 
Subject: EDUCATION                                         Code No.: 09 
 
 
SYLLABUS  
  
Unit 1: Educational Studies 
a) Contribution of Indian Schools of philosophy (Sankhya  Yoga, Vedanta, 
Buddhism, Jainism) with special reference to Vidya, Dayanand 
Darshan; and Islamic traditions towards educational aims and methods 
of acquiring valid knowledge 
 
b) Contribution of Western schools of thoughts (Idealism, Realism, 
Naturalism, Pragmatism, Marxism, Existentialism) and their contribution 
to Education with special reference to information, knowledge and 
wisdom  
 
c) Approaches to Sociology of Education (symbolic Interaction, Structural 
Functionalism and Conflict Theory). Concept and types of social 
Institutions and their functions (family, school and society),  Concept of 
Social Movements, Theories of Social Movements (Relative 
Deprivation, Resource Mobilization, Political Process Theory and New 
Social Movement Theory)    
 
d) Socialization and education- education and culture; Contribution of 
thinkers (Swami Vivekananda, Rabindranath Tagore, Mahatma 
Gandhi, Aurobindo, J.Krishnamurthy, Paulo Freire, Wollstonecraft, Nel 
Noddings and Savitribai Phule) to the development of educational 
thought for social change, National Values as enshrined in the Indian 
Constitution - Socialism, Secularism, justice, liberty, democracy, 
equality, freedom with special reference to education 
 
 
Page 2


      
Page 1 of 8 
 
 
 
UNIVERSITY GRANTS COMMISSION 
NET  BUREAU 
 
 
Subject: EDUCATION                                         Code No.: 09 
 
 
SYLLABUS  
  
Unit 1: Educational Studies 
a) Contribution of Indian Schools of philosophy (Sankhya  Yoga, Vedanta, 
Buddhism, Jainism) with special reference to Vidya, Dayanand 
Darshan; and Islamic traditions towards educational aims and methods 
of acquiring valid knowledge 
 
b) Contribution of Western schools of thoughts (Idealism, Realism, 
Naturalism, Pragmatism, Marxism, Existentialism) and their contribution 
to Education with special reference to information, knowledge and 
wisdom  
 
c) Approaches to Sociology of Education (symbolic Interaction, Structural 
Functionalism and Conflict Theory). Concept and types of social 
Institutions and their functions (family, school and society),  Concept of 
Social Movements, Theories of Social Movements (Relative 
Deprivation, Resource Mobilization, Political Process Theory and New 
Social Movement Theory)    
 
d) Socialization and education- education and culture; Contribution of 
thinkers (Swami Vivekananda, Rabindranath Tagore, Mahatma 
Gandhi, Aurobindo, J.Krishnamurthy, Paulo Freire, Wollstonecraft, Nel 
Noddings and Savitribai Phule) to the development of educational 
thought for social change, National Values as enshrined in the Indian 
Constitution - Socialism, Secularism, justice, liberty, democracy, 
equality, freedom with special reference to education 
 
 
      
Page 2 of 8 
 
Unit 2: History, Politics and Economics of Education 
a) Committees and Commissions’ Contribution to Teacher Education 
Secondary Education Commission (1953), Kothari Education 
Commission (1964-66), National Policy of Education (1986,1992), 
National Commission on Teachers (1999), National Curriculum 
Framework 2005, National Knowledge Commission (2007), Yashpal 
Committee Report (2009), National Curriculum Framework for Teacher 
Education (2009), Justice Verma Committee Report (2012) 
 
b) Relationship between Policies and Education, Linkage between 
Educational Policy and National Development, Determinants of 
Educational Policy and Process of Policy formulation: Analysis of the 
existing situation, generation of policy options, evaluation of policy 
options, making the policy decision, planning of policy implementation, 
policy impact assessment and subsequent policy cycles. 
 
c) Concept of Economics of Education: Cost Benefit Analysis Vs Cost 
Effective Analysis in Education, Economic returns to Higher Education 
Signaling Theory Vs Human Capital Theory, Concept of Educational 
Finance; Educational finance at Micro and Macro Levels, Concept of 
Budgeting 
 
d) Relationship Between Politics and Education, Perspectives of Politics 
of Education  Liberal, Conservative and Critical, Approaches to 
understanding Politics  (Behaviouralism, Theory of Systems Analysis 
and Theory of Rational Choice), Education for Political Development 
and Political Socialization 
 
 
Unit 3: Learner and Learning Process 
a) Growth and Development: Concept and principles ,Cognitive 
Processes  and stages of Cognitive Development , Personality: 
Definitions and theories  (Freud, Carl Rogers, Gordon Allport, Max 
Wertheimer, Kurt Koffka) , Mental health and Mental hygiene 
 
b) Approaches to Intelligence from Unitary to Multiple: Concepts of Social 
intelligence, multiple intelligence, emotional intelligence Theories of 
Intelligence by Sternberg, Gardner, Assessment of Intelligence, 
Concepts of Problem Solving, Critical thinking,  Metacognition and 
Creativity  
 
Page 3


      
Page 1 of 8 
 
 
 
UNIVERSITY GRANTS COMMISSION 
NET  BUREAU 
 
 
Subject: EDUCATION                                         Code No.: 09 
 
 
SYLLABUS  
  
Unit 1: Educational Studies 
a) Contribution of Indian Schools of philosophy (Sankhya  Yoga, Vedanta, 
Buddhism, Jainism) with special reference to Vidya, Dayanand 
Darshan; and Islamic traditions towards educational aims and methods 
of acquiring valid knowledge 
 
b) Contribution of Western schools of thoughts (Idealism, Realism, 
Naturalism, Pragmatism, Marxism, Existentialism) and their contribution 
to Education with special reference to information, knowledge and 
wisdom  
 
c) Approaches to Sociology of Education (symbolic Interaction, Structural 
Functionalism and Conflict Theory). Concept and types of social 
Institutions and their functions (family, school and society),  Concept of 
Social Movements, Theories of Social Movements (Relative 
Deprivation, Resource Mobilization, Political Process Theory and New 
Social Movement Theory)    
 
d) Socialization and education- education and culture; Contribution of 
thinkers (Swami Vivekananda, Rabindranath Tagore, Mahatma 
Gandhi, Aurobindo, J.Krishnamurthy, Paulo Freire, Wollstonecraft, Nel 
Noddings and Savitribai Phule) to the development of educational 
thought for social change, National Values as enshrined in the Indian 
Constitution - Socialism, Secularism, justice, liberty, democracy, 
equality, freedom with special reference to education 
 
 
      
Page 2 of 8 
 
Unit 2: History, Politics and Economics of Education 
a) Committees and Commissions’ Contribution to Teacher Education 
Secondary Education Commission (1953), Kothari Education 
Commission (1964-66), National Policy of Education (1986,1992), 
National Commission on Teachers (1999), National Curriculum 
Framework 2005, National Knowledge Commission (2007), Yashpal 
Committee Report (2009), National Curriculum Framework for Teacher 
Education (2009), Justice Verma Committee Report (2012) 
 
b) Relationship between Policies and Education, Linkage between 
Educational Policy and National Development, Determinants of 
Educational Policy and Process of Policy formulation: Analysis of the 
existing situation, generation of policy options, evaluation of policy 
options, making the policy decision, planning of policy implementation, 
policy impact assessment and subsequent policy cycles. 
 
c) Concept of Economics of Education: Cost Benefit Analysis Vs Cost 
Effective Analysis in Education, Economic returns to Higher Education 
Signaling Theory Vs Human Capital Theory, Concept of Educational 
Finance; Educational finance at Micro and Macro Levels, Concept of 
Budgeting 
 
d) Relationship Between Politics and Education, Perspectives of Politics 
of Education  Liberal, Conservative and Critical, Approaches to 
understanding Politics  (Behaviouralism, Theory of Systems Analysis 
and Theory of Rational Choice), Education for Political Development 
and Political Socialization 
 
 
Unit 3: Learner and Learning Process 
a) Growth and Development: Concept and principles ,Cognitive 
Processes  and stages of Cognitive Development , Personality: 
Definitions and theories  (Freud, Carl Rogers, Gordon Allport, Max 
Wertheimer, Kurt Koffka) , Mental health and Mental hygiene 
 
b) Approaches to Intelligence from Unitary to Multiple: Concepts of Social 
intelligence, multiple intelligence, emotional intelligence Theories of 
Intelligence by Sternberg, Gardner, Assessment of Intelligence, 
Concepts of Problem Solving, Critical thinking,  Metacognition and 
Creativity  
 
      
Page 3 of 8 
 
c) Principles and Theories of learning: Behaviouristic, Cognitive and 
Social theories of learning, Factors affecting social learning, social 
competence, Concept of social cognition, understanding social 
relationship and socialization goals  
 
d) Guidance and Counselling: Nature, Principles and Need, Types of 
guidance (educational, vocational, personal, health and social & 
Directive, Non-directive and Eclectic),  Approaches to counselling – 
Cognitive-Behavioural (Albert Ellis – REBT) & Humanistic, Person-
centred Counselling (Carl Rogers) - Theories of Counselling 
(Behaviouristic, Rational, Emotive and Reality) 
 
 
Unit 4: Teacher Education 
a) Meaning, Nature and Scope of Teacher Education; Types of Teacher 
Education Programs, The Structure of Teacher Education Curriculum 
and its Vision in Curriculum Documents of NCERT and NCTE at 
Elementary, Secondary and Higher Secondary Levels , Organization of 
Components of Pre-service Teacher Education Transactional 
Approaches (for foundation courses) Expository, Collaborative and 
Experiential learning 
 
b) Understanding Knowledge base of Teacher Education from the view 
point of Schulman, Deng and Luke & Habermas, Meaning of Reflective 
Teaching and Strategies for Promoting Reflective Teaching, Models of 
Teacher Education - Behaviouristic, Competency-based and Inquiry 
Oriented Teacher Education Models 
 
c) Concept, Need, Purpose and Scope of In-service Teacher Education, 
Organization and Modes of In-service Teacher Education,  Agencies 
and Institutions of In-service Teacher Education at District, State and 
National Levels (SSA, RMSA, SCERT, NCERT, NCTE and UGC), 
Preliminary Consideration in Planning in-service teacher education 
programme (Purpose, Duration, Resources and Budget) 
 
d) Concept of Profession and Professionalism, Teaching as a Profession, 
Professional Ethics of Teachers, Personal and Contextual factors 
affecting Teacher Development, ICT Integration, Quality Enhancement 
for Professionalization of Teacher Education, Innovation in Teacher 
Education  
 
 
Page 4


      
Page 1 of 8 
 
 
 
UNIVERSITY GRANTS COMMISSION 
NET  BUREAU 
 
 
Subject: EDUCATION                                         Code No.: 09 
 
 
SYLLABUS  
  
Unit 1: Educational Studies 
a) Contribution of Indian Schools of philosophy (Sankhya  Yoga, Vedanta, 
Buddhism, Jainism) with special reference to Vidya, Dayanand 
Darshan; and Islamic traditions towards educational aims and methods 
of acquiring valid knowledge 
 
b) Contribution of Western schools of thoughts (Idealism, Realism, 
Naturalism, Pragmatism, Marxism, Existentialism) and their contribution 
to Education with special reference to information, knowledge and 
wisdom  
 
c) Approaches to Sociology of Education (symbolic Interaction, Structural 
Functionalism and Conflict Theory). Concept and types of social 
Institutions and their functions (family, school and society),  Concept of 
Social Movements, Theories of Social Movements (Relative 
Deprivation, Resource Mobilization, Political Process Theory and New 
Social Movement Theory)    
 
d) Socialization and education- education and culture; Contribution of 
thinkers (Swami Vivekananda, Rabindranath Tagore, Mahatma 
Gandhi, Aurobindo, J.Krishnamurthy, Paulo Freire, Wollstonecraft, Nel 
Noddings and Savitribai Phule) to the development of educational 
thought for social change, National Values as enshrined in the Indian 
Constitution - Socialism, Secularism, justice, liberty, democracy, 
equality, freedom with special reference to education 
 
 
      
Page 2 of 8 
 
Unit 2: History, Politics and Economics of Education 
a) Committees and Commissions’ Contribution to Teacher Education 
Secondary Education Commission (1953), Kothari Education 
Commission (1964-66), National Policy of Education (1986,1992), 
National Commission on Teachers (1999), National Curriculum 
Framework 2005, National Knowledge Commission (2007), Yashpal 
Committee Report (2009), National Curriculum Framework for Teacher 
Education (2009), Justice Verma Committee Report (2012) 
 
b) Relationship between Policies and Education, Linkage between 
Educational Policy and National Development, Determinants of 
Educational Policy and Process of Policy formulation: Analysis of the 
existing situation, generation of policy options, evaluation of policy 
options, making the policy decision, planning of policy implementation, 
policy impact assessment and subsequent policy cycles. 
 
c) Concept of Economics of Education: Cost Benefit Analysis Vs Cost 
Effective Analysis in Education, Economic returns to Higher Education 
Signaling Theory Vs Human Capital Theory, Concept of Educational 
Finance; Educational finance at Micro and Macro Levels, Concept of 
Budgeting 
 
d) Relationship Between Politics and Education, Perspectives of Politics 
of Education  Liberal, Conservative and Critical, Approaches to 
understanding Politics  (Behaviouralism, Theory of Systems Analysis 
and Theory of Rational Choice), Education for Political Development 
and Political Socialization 
 
 
Unit 3: Learner and Learning Process 
a) Growth and Development: Concept and principles ,Cognitive 
Processes  and stages of Cognitive Development , Personality: 
Definitions and theories  (Freud, Carl Rogers, Gordon Allport, Max 
Wertheimer, Kurt Koffka) , Mental health and Mental hygiene 
 
b) Approaches to Intelligence from Unitary to Multiple: Concepts of Social 
intelligence, multiple intelligence, emotional intelligence Theories of 
Intelligence by Sternberg, Gardner, Assessment of Intelligence, 
Concepts of Problem Solving, Critical thinking,  Metacognition and 
Creativity  
 
      
Page 3 of 8 
 
c) Principles and Theories of learning: Behaviouristic, Cognitive and 
Social theories of learning, Factors affecting social learning, social 
competence, Concept of social cognition, understanding social 
relationship and socialization goals  
 
d) Guidance and Counselling: Nature, Principles and Need, Types of 
guidance (educational, vocational, personal, health and social & 
Directive, Non-directive and Eclectic),  Approaches to counselling – 
Cognitive-Behavioural (Albert Ellis – REBT) & Humanistic, Person-
centred Counselling (Carl Rogers) - Theories of Counselling 
(Behaviouristic, Rational, Emotive and Reality) 
 
 
Unit 4: Teacher Education 
a) Meaning, Nature and Scope of Teacher Education; Types of Teacher 
Education Programs, The Structure of Teacher Education Curriculum 
and its Vision in Curriculum Documents of NCERT and NCTE at 
Elementary, Secondary and Higher Secondary Levels , Organization of 
Components of Pre-service Teacher Education Transactional 
Approaches (for foundation courses) Expository, Collaborative and 
Experiential learning 
 
b) Understanding Knowledge base of Teacher Education from the view 
point of Schulman, Deng and Luke & Habermas, Meaning of Reflective 
Teaching and Strategies for Promoting Reflective Teaching, Models of 
Teacher Education - Behaviouristic, Competency-based and Inquiry 
Oriented Teacher Education Models 
 
c) Concept, Need, Purpose and Scope of In-service Teacher Education, 
Organization and Modes of In-service Teacher Education,  Agencies 
and Institutions of In-service Teacher Education at District, State and 
National Levels (SSA, RMSA, SCERT, NCERT, NCTE and UGC), 
Preliminary Consideration in Planning in-service teacher education 
programme (Purpose, Duration, Resources and Budget) 
 
d) Concept of Profession and Professionalism, Teaching as a Profession, 
Professional Ethics of Teachers, Personal and Contextual factors 
affecting Teacher Development, ICT Integration, Quality Enhancement 
for Professionalization of Teacher Education, Innovation in Teacher 
Education  
 
 
      
Page 4 of 8 
 
Unit 5: Curriculum Studies 
a) Concept and Principles of Curriculum, Strategies of Curriculum 
Development,    Stages in the Process of Curriculum development, 
Foundations of Curriculum Planning - Philosophical Bases (National, 
democratic), Sociological basis (socio cultural reconstruction), 
Psychological Bases (learner’s needs and interests),Bench marking 
and Role of National level Statutory Bodies - UGC, NCTE and 
University in Curriculum Development  
 
b) Models of Curriculum Design: Traditional and Contemporary Models 
(Academic / Discipline Based Model, Competency Based Model, Social 
Functions / Activities Model [social reconstruction], Individual Needs & 
Interests Model, Outcome Based Integrative Model , Intervention 
Model, C I P P Model (Context, Input, Process, Product Model)  
 
c) Instructional System, Instructional Media, Instructional Techniques and 
Material in enhancing curriculum Transaction, Approaches to 
Evaluation of Curriculum : Approaches to Curriculum and Instruction 
(Academic and Competency Based Approaches), Models of Curriculum 
Evaluation: Tyler’s Model, Stakes’ Model, Scriven’s  Model, 
Kirkpatrick’s Model 
 
d) Meaning and types of Curriculum change, Factors affecting curriculum 
change, Approaches to curriculum change, Role of students, teachers 
and educational administrators in curriculum change and improvement, 
Scope of curriculum research and Types of Research in Curriculum  
Studies 
 
 
Unit 6: Research in Education 
a) Meaning and Scope of Educational Research, Meaning and steps of 
Scientific Method, Characteristics of Scientific Method (Replicability, 
Precision, Falsifiability and Parsimony),  Types of Scientific Method 
(Exploratory, Explanatory and Descriptive), Aims of research as a 
scientific activity: Problem-solving, Theory Building and Prediction, 
Types of research (Fundamental, Applied and Action), Approaches to 
educational research (Quantitative and Qualitative), Designs in 
educational research (Descriptive, Experimental and Historical)  
 
b) Variables: Meaning of Concepts, Constructs and Variables, Types of 
Variables (Independent, Dependent, Extraneous, Intervening and 
Moderator), Hypotheses - Concept, Sources, Types (Research, 
Page 5


      
Page 1 of 8 
 
 
 
UNIVERSITY GRANTS COMMISSION 
NET  BUREAU 
 
 
Subject: EDUCATION                                         Code No.: 09 
 
 
SYLLABUS  
  
Unit 1: Educational Studies 
a) Contribution of Indian Schools of philosophy (Sankhya  Yoga, Vedanta, 
Buddhism, Jainism) with special reference to Vidya, Dayanand 
Darshan; and Islamic traditions towards educational aims and methods 
of acquiring valid knowledge 
 
b) Contribution of Western schools of thoughts (Idealism, Realism, 
Naturalism, Pragmatism, Marxism, Existentialism) and their contribution 
to Education with special reference to information, knowledge and 
wisdom  
 
c) Approaches to Sociology of Education (symbolic Interaction, Structural 
Functionalism and Conflict Theory). Concept and types of social 
Institutions and their functions (family, school and society),  Concept of 
Social Movements, Theories of Social Movements (Relative 
Deprivation, Resource Mobilization, Political Process Theory and New 
Social Movement Theory)    
 
d) Socialization and education- education and culture; Contribution of 
thinkers (Swami Vivekananda, Rabindranath Tagore, Mahatma 
Gandhi, Aurobindo, J.Krishnamurthy, Paulo Freire, Wollstonecraft, Nel 
Noddings and Savitribai Phule) to the development of educational 
thought for social change, National Values as enshrined in the Indian 
Constitution - Socialism, Secularism, justice, liberty, democracy, 
equality, freedom with special reference to education 
 
 
      
Page 2 of 8 
 
Unit 2: History, Politics and Economics of Education 
a) Committees and Commissions’ Contribution to Teacher Education 
Secondary Education Commission (1953), Kothari Education 
Commission (1964-66), National Policy of Education (1986,1992), 
National Commission on Teachers (1999), National Curriculum 
Framework 2005, National Knowledge Commission (2007), Yashpal 
Committee Report (2009), National Curriculum Framework for Teacher 
Education (2009), Justice Verma Committee Report (2012) 
 
b) Relationship between Policies and Education, Linkage between 
Educational Policy and National Development, Determinants of 
Educational Policy and Process of Policy formulation: Analysis of the 
existing situation, generation of policy options, evaluation of policy 
options, making the policy decision, planning of policy implementation, 
policy impact assessment and subsequent policy cycles. 
 
c) Concept of Economics of Education: Cost Benefit Analysis Vs Cost 
Effective Analysis in Education, Economic returns to Higher Education 
Signaling Theory Vs Human Capital Theory, Concept of Educational 
Finance; Educational finance at Micro and Macro Levels, Concept of 
Budgeting 
 
d) Relationship Between Politics and Education, Perspectives of Politics 
of Education  Liberal, Conservative and Critical, Approaches to 
understanding Politics  (Behaviouralism, Theory of Systems Analysis 
and Theory of Rational Choice), Education for Political Development 
and Political Socialization 
 
 
Unit 3: Learner and Learning Process 
a) Growth and Development: Concept and principles ,Cognitive 
Processes  and stages of Cognitive Development , Personality: 
Definitions and theories  (Freud, Carl Rogers, Gordon Allport, Max 
Wertheimer, Kurt Koffka) , Mental health and Mental hygiene 
 
b) Approaches to Intelligence from Unitary to Multiple: Concepts of Social 
intelligence, multiple intelligence, emotional intelligence Theories of 
Intelligence by Sternberg, Gardner, Assessment of Intelligence, 
Concepts of Problem Solving, Critical thinking,  Metacognition and 
Creativity  
 
      
Page 3 of 8 
 
c) Principles and Theories of learning: Behaviouristic, Cognitive and 
Social theories of learning, Factors affecting social learning, social 
competence, Concept of social cognition, understanding social 
relationship and socialization goals  
 
d) Guidance and Counselling: Nature, Principles and Need, Types of 
guidance (educational, vocational, personal, health and social & 
Directive, Non-directive and Eclectic),  Approaches to counselling – 
Cognitive-Behavioural (Albert Ellis – REBT) & Humanistic, Person-
centred Counselling (Carl Rogers) - Theories of Counselling 
(Behaviouristic, Rational, Emotive and Reality) 
 
 
Unit 4: Teacher Education 
a) Meaning, Nature and Scope of Teacher Education; Types of Teacher 
Education Programs, The Structure of Teacher Education Curriculum 
and its Vision in Curriculum Documents of NCERT and NCTE at 
Elementary, Secondary and Higher Secondary Levels , Organization of 
Components of Pre-service Teacher Education Transactional 
Approaches (for foundation courses) Expository, Collaborative and 
Experiential learning 
 
b) Understanding Knowledge base of Teacher Education from the view 
point of Schulman, Deng and Luke & Habermas, Meaning of Reflective 
Teaching and Strategies for Promoting Reflective Teaching, Models of 
Teacher Education - Behaviouristic, Competency-based and Inquiry 
Oriented Teacher Education Models 
 
c) Concept, Need, Purpose and Scope of In-service Teacher Education, 
Organization and Modes of In-service Teacher Education,  Agencies 
and Institutions of In-service Teacher Education at District, State and 
National Levels (SSA, RMSA, SCERT, NCERT, NCTE and UGC), 
Preliminary Consideration in Planning in-service teacher education 
programme (Purpose, Duration, Resources and Budget) 
 
d) Concept of Profession and Professionalism, Teaching as a Profession, 
Professional Ethics of Teachers, Personal and Contextual factors 
affecting Teacher Development, ICT Integration, Quality Enhancement 
for Professionalization of Teacher Education, Innovation in Teacher 
Education  
 
 
      
Page 4 of 8 
 
Unit 5: Curriculum Studies 
a) Concept and Principles of Curriculum, Strategies of Curriculum 
Development,    Stages in the Process of Curriculum development, 
Foundations of Curriculum Planning - Philosophical Bases (National, 
democratic), Sociological basis (socio cultural reconstruction), 
Psychological Bases (learner’s needs and interests),Bench marking 
and Role of National level Statutory Bodies - UGC, NCTE and 
University in Curriculum Development  
 
b) Models of Curriculum Design: Traditional and Contemporary Models 
(Academic / Discipline Based Model, Competency Based Model, Social 
Functions / Activities Model [social reconstruction], Individual Needs & 
Interests Model, Outcome Based Integrative Model , Intervention 
Model, C I P P Model (Context, Input, Process, Product Model)  
 
c) Instructional System, Instructional Media, Instructional Techniques and 
Material in enhancing curriculum Transaction, Approaches to 
Evaluation of Curriculum : Approaches to Curriculum and Instruction 
(Academic and Competency Based Approaches), Models of Curriculum 
Evaluation: Tyler’s Model, Stakes’ Model, Scriven’s  Model, 
Kirkpatrick’s Model 
 
d) Meaning and types of Curriculum change, Factors affecting curriculum 
change, Approaches to curriculum change, Role of students, teachers 
and educational administrators in curriculum change and improvement, 
Scope of curriculum research and Types of Research in Curriculum  
Studies 
 
 
Unit 6: Research in Education 
a) Meaning and Scope of Educational Research, Meaning and steps of 
Scientific Method, Characteristics of Scientific Method (Replicability, 
Precision, Falsifiability and Parsimony),  Types of Scientific Method 
(Exploratory, Explanatory and Descriptive), Aims of research as a 
scientific activity: Problem-solving, Theory Building and Prediction, 
Types of research (Fundamental, Applied and Action), Approaches to 
educational research (Quantitative and Qualitative), Designs in 
educational research (Descriptive, Experimental and Historical)  
 
b) Variables: Meaning of Concepts, Constructs and Variables, Types of 
Variables (Independent, Dependent, Extraneous, Intervening and 
Moderator), Hypotheses - Concept, Sources, Types (Research, 
      
Page 5 of 8 
 
Directional, Non-directional, Null), Formulating Hypothesis, 
Characteristics of a good hypothesis, Steps of Writing a Research 
Proposal, Concept of Universe and Sample, Characteristics of a good 
Sample, Techniques of Sampling (Probability and Non-probability 
Sampling), Tools of Research - Validity, Reliability and Standardisation 
of a Tool, Types of Tools (Rating scale, Attitude scale, Questionnaire, 
Aptitude test and Achievement Test, Inventory), Techniques of 
Research (Observation, Interview and Projective Techniques) 
 
c) Types of Measurement Scale (Nominal, Ordinal, Interval and Ratio), 
Quantitative Data Analysis - Descriptive data analysis (Measures of 
central tendency, variability, fiduciary limits and graphical presentation 
of data), Testing of Hypothesis (Type I and Type II Errors), Levels of 
Significance, Power of a statistical test and effect size, Parametric 
Techniques, Non- Parametric Techniques , Conditions to be satisfied 
for using parametric techniques, Inferential data analysis, Use and 
Interpretation of statistical techniques: Correlation, t-test, z-test, 
ANOVA, chi-square (Equal Probability and Normal Probability 
Hypothesis). Qualitative Data Analysis - Data Reduction and 
Classification, Analytical Induction and Constant Comparison, Concept 
of Triangulation 
 
d) Qualitative Research Designs: Grounded Theory Designs (Types, 
characteristics, designs, Steps in conducting a GT research, Strengths 
and Weakness of GT) - Narrative Research Designs (Meaning and key 
Characteristics, Steps in conducting NR design), Case Study (Meaning, 
Characteristics, Components of a CS design, Types of CS design, 
Steps of conducting a CS research, Strengths and weaknesses), 
Ethnography (Meaning, Characteristics, Underlying assumptions, Steps 
of conducting ethnographic research, Writing ethnographic account, 
Strengths and weaknesses), Mixed Method Designs: Characteristics, 
Types of MM designs (Triangulation, explanatory and exploratory 
designs), Steps in conducting a MM designs,  Strengths and weakness 
of MM research. 
 
 
 Unit 7: Pedagogy,  Andragogy and  Assessment  
a) Pedagogy, Pedagogical Analysis - Concept and Stages, Critical 
Pedagogy-  Meaning,  Need and its implications in Teacher Education, 
Organizing Teaching: Memory Level (Herbartian Model), 
Understanding Level (Morrison teaching Model), Reflective Level 
(Bigge and Hunt teaching Model), Concept of Andragogy in Education: