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EDTE 642 Instructional Media & Technology-2016

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SPICER ADVENTIST UNIVERSITY DEPARTMENT OF EDUCATION

M.A Education Course Outline

EDTE 642 Instructional Media & Technology (4 credits)

Fourth semester 2016-2019

Lecturer: Classroom: Time: Address: Aundh Road, Ganeshkhind PO Pune , Maharashtra-411007, India

Course Description:

A course designed to acquaint the student with the use of audio and visual materials and

equipment (hardware and software) for instructional purposes. The preparation of AV materials for both

elementary and secondary teaching will be presented. It is a course designed for educators at all levels

who place a high value on successful learning. Its purpose is to help them incorporate media &

technologies for learning into their repertoires and to use them as teaching tools and to guide students in

using as learning tools.

Course Objectives:

1. To identify the influence that technological development has on education.

2. To select and use instructional media for teaching and learning.

3. To discuss the advantages and disadvantages of instructional media.

4. To construct and operate a wide variety of instructional media.

5. To develop showmanship when using instructional materials.

6. To study the principles when using instructional materials.

COURSE OUTLINE

1. MEDIA, TECHNOLOGY & LEARNING

1.1. Instruction and learning

1.2. Media, Methods & Technology

1.3. Psychological perspectives & approaches to learning

1.4. The Roles of Media in learning

1.5. A Philosophical Perspective

1.6. Media in Education and Training


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2. SYSTEMATIC PLANNING FOR MEDIA USE- ASSURE MODEL

2.1 The ASSURE model

2.2. Analyze Learners

2.3 State Methods, Media and Materials

2.4 Utilize Media and Marterials

2.5 Require Learner’s Participation

2.6 Evaluate and Revise

3. TECHNOLOGIES FOR LEARNING

3.1 what are technologies for learning

3.2 Cooperative learning

3.3 Games

3.4 Simulations

3.5 Simulation Games

3.6 Learning Centres

3.7 Programmed Instruction

3.8 Personalized System of Instruction

4. MEDIA & MATERIALS

4.1 Real Objects

4.2 Models

4.3 Multimedia Kits

4.4 Field Trips

4.5 Printed Materials

4.6Free and Inexpensive Materials

4.7Non-projected Visuals

4.8 Display Surfaces

5. VISUAL PRINCIPLES

5.1 The Roles of Visuals in Instruction

5.2 Visual Literacy

5.3 Goals of Visual Design

5.4 Processes of Visual Design

5.5 Visual Planning Tools

5.6 Digital Images

6. VISUALS

6.1 Non Projected Visuals

6.2 Projected Visuals

6.3 Document Camera

6.6 Digital images

6.7 Digital Image projection


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7.AUDIO

7.1 Hearning & Listening

7.2 Developing listening skills

7.3 Audio Formats

7.4 Producing Class materials on external storage devices(CD,Pendrive,Hard disc)

7.6 selecting Audio Materials

7.7 Utilizing Audio Materials

8 VIDEO

8.1 video formats & attributes

8.2 advantages & limitations

8.3 Integration

9COMPUTERS

9.1 Roles of computer in learning

9.2 Integrating Computers into curriculum

9.3 Integrated learning systems

9.4Soft ware selection

9.5 Computer Hardware

10 MULTIMEDIA

10.1 multimedia Kits

10.2 Hyper media

10.3 Interactive media

10.4 Virtual Realilty

10.5 Expert System

11.INTERNET & INTRANET

11.1 Internet

11.2 WWW

11.3 Intranet

11.4 WAN & LAN

COURSE REQUIREMENTS

1. Attendance

Regular attendance to class is very important. Each student is expected to attend classes

regularly. Marks (5) are allotted for attendance and class participation in the internal

marks.

2. Class tests

The students are required to write two classes tests, one before the mid semester

examination and the other after mid semester examination. Each of these tests carry five

marks. Adding to total of (10) marks in the internal marks.

3. Examination

The students are expected to write a mid semester examination for a period of one hour.

15% of these marks will be included in the internal marks


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4. Assignments

The student will prepare a file with the following

1. Prepare a silhouette

2. Make two enlargements using the following techniques:

A. Grid Method

3. A. Collect 20 bulletin board ideas

B. Cut out 5 sets of alphabets of different fonts; 3 sets must be capital letters

C. Collect 5 different types of stencils for lettering patterns.

D. Lay out a bulletin board (This may be a group project)

4. Prepare posters by

A. Using Computer programs

B. Mounting pictures

C. Drawing

5. Make different types of puppets and have a presentation:

6. Construct a three-dimensional relief map

7. Participate in an arranged field trip and submit a written report of what you learned and what

was useful.

8. Construct any ONE of the following as a project:

A. A flannel graph set

B. A model

C. A diorama

D. A set of educational cartoons

E. A set of sequenced picture cards

F. A story board

G. A set of time lines

9. Show proficiency in the operations of the following machines( a trip to A.V system of

University, Xerox Centre)

A. Xerox machine

B. P. A. system

C. Laminator

D. Digital Camera

E. DVD player

F. Video Camera

G. Computer

H. Scanner

I. CD Burner

J. LCD projector

K. Audio recorder

L. External storage like pen drive, external hard drive.


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MEDIA PORTFOLIOS (Computer)

A. Design a multi-page handout or a News letter which will include written documents such as

poems stories, experiments, illustrations, etc.

B. Construct and present any one media presentations such as power points. slide show, etc.

C. Make one audio recordings of debates, panel discussions, oral presentations, etc.

OR

Make a video recording of student’s activities or any item for instructional purpose.

D. Work with computer spread sheets and make a grade book for student’s data.

E. Work with computer multi-media projects incorporating print, data, graphics, and moving

images.

F. Prepare a multimedia kit for a unit and teach the unit in the class.( a lesson)

Textbook:

Heinich, R., Molenda, M., Russell, J.D. & Smaldina, S. E. (1999). Instructional Media and

Technologies for Learning. (6th ed.) New Jersey: Merill Prentice Hall Company.

References:

Aggarwal, V.(2011). Educational technology New Delhi. Lakshay Publicaions.

Singh, K.D . &Kaur,D.(2008) Using computers in education New Delhi. Dhanpat Rai Publishing

Company.

Semenov, A UNESCO (2005). Information and communication technologies in schools: A handbook for

teachers.

Atkins, N.J .& Atkins J.N.(-----) Practical guide to audio visual technique in education.

Bhattacharjee, S.(2007) . Media and mass communication. An introduction. New Delhi, Kanishka

Publishers

EDTE 644 : Teaching Practicum-2016

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EDTE 644: Teaching Practicum (4Credits)

Fourth Semester 2016 -19

COURSE

NO. TITLE CREDITS HOURS MARKS

TEACHING COMPETENCY

1

a) Microteaching

b) Integration of lesson

c) Lessons based on

different methods of

teaching

2 cr 2 X3= 6hrs 6 x 20 wks

60 hrs

50

TEACHING COMPETENCY

II

a) Practice teaching of

subject in various

grades

b) Internship

i. Block teaching

2cr 2 X3= 6hrs

6 x 20 wks 60 hrs

50

ii. Other activities

100

EXPLANATION OF THE FORMAT

● TEACHING COMPETENCY I

o Microteaching

o Integration to a lesson

o Lessons based on different methods of teaching

o Observation of school teaching & guidance

● TEACHING COMPETENCY II

o Practice lessons

o Internship program.


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EXPLANATION OF TEACHING COMPETENCY –I (10+10+30 marks)

o Microteaching.(6 skills – 12 lessons; ) 10 marks

Select any teaching skill given below and the student will give 12 micro

lessons. For this the student should select any 6 skills given below and

perform teach (5min) – re teach (5min).

Skills to select are;

i. Set induction

ii. Stimulus variation

iii. Narration

iv. Questioning

v. Illustration

vi. Demonstration

vii. Reinforcement

viii. Black board work

ix. Closure

x. Reading

● Integration of lesson( 4 lessons : 20 minutes) 10 marks

After practicing skills students integrate the skills and plan a mini lesson for 20

minutes. A teach (20min) re teach(20min) program. Select lessons from two different

school subjects of which one is your area of specialization and the other of your

interest

● Lessons based on different methods (6lessons: 30 minutes) 30 marks

Students on learning the mechanics of lesson transaction will prepare 4 lessons based

on different methods appropriate for the subject and present in the class for peer

appraisal.

o Models of teaching - 2 Lessons

o Technology based lesson- 2 lessons

o Co – operative learning method- 1 lesson

o A lesson prepared on any method of your choice apart from lecture method

Teaching competency - I is for 50 marks and 18 lessons are completed in the

university.

TEACHING COMPETENCY II. (20 marks + 30 marks)

● PRACTICE TEACHING PROGRAM - 12 lessons (20 marks)

● Practice teaching done in the school for the subject selected in various grades ranging

from grade 6 - 12


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● Select minimum two schools to complete the practice teaching. Lessons should be

selected from the two school subjects and the first subject is the one you are

specialized in and the second subject is of your interest.

INTERNSHIP PROGRAM - one week (10 lessons & other activities) 30 marks

● Objectives of intern ship.

o Observation of experienced teacher

o Observation of peers, give feedback and reflect on their lessons

o Develop lessons plans and conduct 5 lessons in the class for each subject and

conduct a test for the students based on the five lessons covered.

o Organise co-curricular activities (two)

o Assist teacher in day to day activities

● Evidence of Intern ship program 120 mrks

● Student needs to submit:

o A one page report on the observation of the regular teacher 10 mrk

o Completion of 10 observations of lessons conducted by the peers.10mrk

o Lessons plans and score sheets (5) 70 mrk

o one class test conducted- blue print, question paper, answer key score sheet,

histogram 10 mrk

o A report of the organization of co-curricular activities conducted in the school

by the student teacher with photographs 10 mrk

o A report on the experience of the internship program, which contains

activities of school, records kept in school and log of each days activities of

the school with pictures. 10 mrk9(5 pages of experience reflection with

pictures, 2 page activities of school with pictures, 2 page records of school,

1 page conclusion)

Text books

Kellough R.D(2007). A resource guide for teaching K-12.USA, Pearsonprentice Hall.

Cooper,J.M(Ed).(2006) Classroom teaching Skills (6th

Ed. Boston. Houghton Miffin

Company

Bhatia,. K & Bhatia B.D(2011). The principles and methods of teaching, New Delhi. Doaba

House

Mohan, R. (2007). Innovative science teaching for physical science teachers. New Delhi.

Prentice Hall.

Sharma, R.C.(2008). Modern science teaching. New Delhi.Dhanapat Rai Publishing

company.


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COURSE REFERENCES

Guillaume, A.M.(2008) K-12 Classroom Teaching A primer for new professionals (3

rdEd) Pearson

Merrill Prentice Hall

Orlich, D.C., Harder R.J., Callahan,R.C.,Trevisan, M.S., Brown, A.H. (2004). Teaching strategies: A

guide to effective instruction. (7th ed) Houghton Miffin Company. New York. ISBN: 0-618-

299999-8

Chauhan, S S(2008). Innovation in Teaching- learning process, New Delhi. Vikas Publishing House.

Kalra, R.M, (2003). Teaching of science for elementary and secondary pre and in-service learning.

New Delhi, Shipra Publications.

EDPC 642: Guidance and Counselling in School-2016

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EDPC 642: Guidance and Counselling in School (2 credits)

Fourth Semester 2016-2019

Lecturer: Classroom: Time: Address: Aundh Road, Ganeshkhind PO Pune , Maharashtra-411007, India

Course description

This course is a study of basic concepts and principles of Guidance and Counseling.

Theoretical perspectives and practical applications are also included . Course work includes

projects and practical work.

Course Objectives :

To enable students :

1 To realize the need of guidance and counseling; and its relation to education.

2 To understand the nature, purpose, functions , tools and techniques of different types of

guidance.

3 To understand the nature, principles , process approaches and techniques in

counseling.

4 To get acquainted with the qualifications and qualities of school counselors.

5 To understand the procedure of dissemination of educational and occupational

information .

6 To familiarize with the process of organizing a guidance program in schools.

Course Outline

Unit: 1 – Concept of Guidance

1.1 Guidance – Meaning, nature and aims

1.2 Need and benefits of guidance in education

1.3 Principles and Types of guidance

1.4 Role of the teacher and school in guidance

Unit: 2 - Educational Guidance

2.1 Meaning, definition, need and scope

2.2 Objectives and Principles of educational guidance

2.3 Educational Guidance in Elementary School

2.4 Educational Guidance in Secondary School

2.5 Problems and Benefits of educational guidance


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Unit: 3 – Vocational Guidance

3.1 Vocational Guidance—Meaning, need and aims

3.2 Responsibility of School for Vocational Guidance

3.3 Vocational Guidance at Secondary School stage

3.4 Functions of Vocational guidance at various stages

3.5 Methods of imparting vocational information

Unit: 4 – Personal Guidance

4.1 Personal Guidance—Definition and aims

4.2 Problems calling for Personal guidance

4.3 Principles of Personal guidance

4.4 Steps in Personal guidance

Unit: 5 – Guidance for Leisure- Time

5.1 Leisure — Meaning and Nature

5.2 Need for Guidance for Leisure-time

5.3 Programmes for Leisure –time activities

5.4 Role of School in providing leisure-time activities

Unit: 6 – Counselling

6.1 Counselling –meaning, nature and need

6.2 Objectives, scope and types

6.3 Principles of counseling

6.4 Benefits of counseling

Unit: 7 – The Counsellor

7.1 Characteristics of a Counsellor

7.2 Qualifications of a Counsellor

7.3 Skills and Training of a Counsellor

7.4 Role of School Counsellor in Guidance

Unit: 8 – Counselling Process & Approaches to Counselling

8.1 Counselling relationship - nature and characteristics

8.2 Stages of counseling process

8.3 Directive approaches to Counselling

8.4 Nondirective approach to Counselling

8.5 Eclectic approach to Counselling

Unit: 9 – Guidance Services in School

9.1 Individual Inventory and Testing Services

9.2 Educational and Occupational Information Services

9.3 Counselling Services

9.4 Placement Services

9.5 Follow – up Services


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Unit: 10 Organization of Guidance Programme in Schools

10.1 Need and Purposes of Guidance Programmes

10.2 Characteristics of a good Guidance Programme

10.3 Recommended structure of a guidance programme

10.4 Roles of school , parents and community

10.5 Need and Status of guidance services in Indian schools

Practical Work [ any 2 ] :

1. Interview of a school counselor .

2. Administration and Interpretation of any one Psychological test and report. (2 students)

3. Visit to a guidance or counseling centre and write a report.

4. Prepare a Proposal to set up a Guidance Centre in your school/ college.

5. Term Paper on any one topic in the field of Guidance and Counselling.

Course Requirements

1. Attendance : You are expected to attend class sessions regularly, and participate

meaningfully in class activities. Please review the university’s current policy on

attendance. Excused absences do not remove the student’s responsibility to complete all

requirements of a course.

2. Class Tests : Class tests must be taken on the assigned dates. Make up tests may be

administered on presentation of a medical report and must be completed before the next

scheduled examination.

3. Examinations : Mid-Semester and Final examination must be taken on the assigned

dates.

4. Assignments

a. Reading reports ( 3)

b. Assignments [ Practical work] [2]

c. Presentations ( 2)

d. Project/ Term paper ( 1)

e. Review of research articles (2 )

5. Reviewing Contemporary Development Issues in the Media: Review each of the

following contemporary issues addressed by the media (i.e., newspapers, magazines,

journals, radio, and/or television) and submit a double-spaced typewritten two-three-page

summary of each issue.


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Course Pedagogy

Lectures, Power Point notes, Group activities, Class discussion/interaction, Readings

(articles, book chapters, etc.) , In-class assignments/exercises, Internet resources and the

use of Instructional media are the main methods of instruction.

Required Technology Tools

Power Point Presentations, Internet resources and Videos .

Text Books

1. Bhatia, K.K. (2002). Principles of Guidance and Counselling. 3rd

ed. Ludhiana, Kalyani

Publishers.

2. Gibson, R.L. and Mitchell, M.H. (2008). Introduction to counseling and guidance. 7th

ed. N.D.: Pearson.

3. Kochar,S.K.(1998).Guidance Counselling in Colleges and Universities. New Delhi,

India: Sterling Publishers.

4. Anand, S.P. (2005). Educational Guidance and counselling in Schools. Bhubaneswar,

India: Arpita Commercial.

Reference Books

5. Capuzzi, D. and Gross, D.R. (2007). Counseling and psychotherapy:Theories and

intervention. 4th ed. N.D.: Pearson.

6. Anand, S.P. (2007). Guidance in Schools. Bhubaneswar, India: Global Printers.

7. Malavika Kapur Counseling Children with Psychological Problems

8. Welfel, E.R. and Patterson, L.E. (2005). The counseling process: A

multi-theoretical integrative approach. 6th ed. N.D.: Thomson India Ed.

EDAL 646: Administrative & Leadership Internship & Seminar-2016

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EDAL 646: Administrative & Leadership Internship & Seminar ( 2 credits)


Lecturer:

Classroom:

Time:

Address: Aundh Road, GaneshKhind P.O, Pune, Maharastra -411007, India

---------------------------------------------------------------------------------------------------------------------

COURSE DESCRIPTION

The goal of the internship program is to provide the student teacher with adequate space to

implement and experience the link from theory to field work. The intern is given the task of

reflecting the duties of an administrator in the school.

COURSE OBJECTIVES

By the end of the internship experience, the intern will have accomplished the

following:

1. Conducted a pre- and post-internship self assessment

2. Conducted a school/building assessment

3. Developed an Educational vita

4. Observed and analysed a functioning school system.

5. Designed a Five-year professional development plan

6. Observed and analysed a functioning of the school administration.

7. Experienced the art of reflective practice

8. Increased knowledge base and skill performance abilities

9. Attended two educational seminars

10. Presented a paper in one educational seminar.

11. Gained leadership experience in specific areas of administrative responsibility


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COURSE REQUIREMENTS:

1. Attend a scheduled meeting with the instructor once a week.

2. Submit periodic reports and assignments.

3. Attend a department sponsored seminar

4. Make a presentation in a class organised seminar

5. Complete the required reports.

6. Submit a portifolio for final evaluation.

EVALUATION CRITERIA

A. Each item in your portfolio will be evaluated on the following five-point scale

attached to a rubric:

Distinguished (5) Proficient (4) Satisfactory (3) Emerging (2)

Unsatisfactory (1)

B. Each item required in your portfolio must be evaluated at a minimum of

Satisfactory for your portfolio to pass. They will be evaluated by your

instructor.

C. The final grade will then be converted into percentage based on weighted means.

ACADEMIC INTEGRITY

A. Students are expected to do their own work and give appropriate credit to the works

of others. Spicer Adventist University academic integrity policy treats violations

seriously. Penalties vary in degree and severity ranging from warnings to

dismissal from the University.

B. My policy for academic dishonesty in this course will be to reject the entire

product of the student if it is deemed to be plagiarized. Plagiarism consists of

appropriating the works of others as one’s own.


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REPORTS TO BE SUBMITTED.

1. Letter from dean, school of education authorizing the study

2. Curriculum vitae of intern

3. A PERSONAL development plan for next 5 years[ what you plan to do]

4. Approval from selected school. for internship training

5. Copy at dairy/prospectus at school giving details of history, curriculum etc..

6. Mission and vision statement of the school.

7. An assessment of the school its physical facilities and resources.

8. A growth plan of the school. [for at least 5 years]

9. An organizational flow chart of the school.

10. Profile of the headmaster/principal his/her responsibilities, their leadership style,

work habits, PR [have an interview]

11. Follow the principal for a day of work - his/her daily schedule.

12. Attend an administrative committee and submit a report.

13. Situational of the principal.[how he makes decisions] observation -2 reports.

14. Attend a parent-teacher meeting give details.

15. Attend a staff meeting, give details.

16. Attend a co- curricular activity of the school. [Give a report]

17. Interview at least 2 teachers’.

18. ‘My experience as an intern’ ,A report of your experience[600 words]

19. ‘What I would do as an administrator’, A situational analysis of a problem

handled by the principal.

20. Covering letter from the principal


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STUDENT PORTIFOLIO:

1. My philosophy of educational leadership.

2. School overview.

3. School mission and vision.[ If the school doesn’t have one , develop a vision and

mission statement.]

4. One day’s activities of principal/chairman.

5. Attend an administrative committee.[A report]

6. Situational observation of principal taking action.

7. Situational observation the head master/supervisor taking action.

8. Attend a faculty meeting. . a report.

9. Teacher’s / staff meeting and interview.

10. Principal/chairman interview.

11. Educational curriculum vitea.

12. Proffessional development plan for next five years.

13. “My experience as an intern”, An essay of atleast 600 words.

ALLOTMENT OF MARKS:

REPORTS Marks

1. My philosophy of educational leadership. 20

2. School overview. 25

3. School mission and vision.[ If the school doesn’t have one ,

develop a vision and mission statement.]

30

4. One day’s activities of principal/chairman. 25

5. Attend an administrative committee.[A report] 20

6. Situational observation of principal taking action. 20

7. Situational observation the head master/supervisor taking action. 20

8. Attend a faculty meeting. . a report. 15

9. Teacher’s / staff meeting and interview. 30

10. Principal/chairman interview. 25

11. Educational curriculum vitea. 15

12. Proffessional development plan for next five years. 25

13. “My experience as an intern”, An essay of atleast 600 words. 30

Seminar Presentation 50

Total 350


127

RECOMMENDED FOR REFERENCE:

Alexander, K., & Alexander, M. D. (2001).American public school law (5th

Ed.).

Belmont, CA: West/Thompson Learning.

Lunenburg, F. C., & Ornstein, A. C. (2004). Educational administration: Concepts and

practices (4th Ed.). Belmont, CA: Wadsworth.

Sergiovanni, T. J. (2006). The Principalship: A reflective practice perspective (5th

Ed.). Boston: Allyn and Bacon.

Sergiovanni, T. J., &Starratt, R. J. (2007). Supervision: A redefinition. New York:

McGraw-Hill.

Webb, L. D., & Norton, M. S. (2003). Human resources: Personnel issues and needs

in education (4th Ed.). New Jersey: Prentice-Hall.


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SPICER ADVENTIST UNIVERSITY

Faculty of Education

MASTER OF ARTS (EDUCATION)

EDCI 646: CURRICULUM & INSTRUCTIONAL INTERNSHIP & SEMINAR

2 credits

FOURTH SEMESTER 2016 -2019

Lecturer:

Classroom:

Time:

Address: Aundh Road, GaneshKhind P.O, Pune, Maharastra -411007, India

---------------------------------------------------------------------------------------------------------------------

COURSE DESCRIPTION

The goal of the internship program is to provide the student teacher with adequate space to

implement and experience the link from theory to field work. The intern is given task reflecting

the duties of a curriculum specialist in the school.

COURSE OBJECTIVES

By the end of the internship experience, the intern will have accomplished the

following:

1. Conducted a pre- and post-internship self assessment

2. Developed a curriculum for a subject of choice.

3. Developed an Educational vita

4. Observed and analysed a functioning school Cirriculum.

5. Designed a Five-year professional development plan

6. Observed and analysed the implementation of the school cirriculum.

7. Experienced the art of reflective practice

8. Increased knowledge base and skill performance abilities

9. Attended two educational seminars

10. Presented a paper in one educational seminar.

11. Gained curriculum specialist experience in an area of curriculum & Instruction.


129

COURSE REQUIREMENTS:

1. Attend scheduled meeting with the instructor once a week.

2. Submit periodic reports and assignments.

3. Attended a department sponsored seminar.

4. Make a presentation in a class organised seminar.

5. Complete the required reports.

6. Submit a portifolio for final evaluation.

EVALUATION CRITERIA

A. Each item in your portfolio will be evaluated on the following five-point scale

attached to a rubric:

Distinguished (5) Proficient (4) Satisfactory (3) Emerging (2)

Unsatisfactory (1)

B. Each item required in your portfolio must be evaluated at a minimum of

Satisfactory for your portfolio to pass. They will be evaluated by your

instructor.

C. The final grade will then be converted into percentage based on weighted means.

ACADEMIC INTEGRITY

A. Students are expected to do their own work and give appropriate credit to the works

of others. Spicer Adventist University academic integrity policy treats violations

seriously. Penalties vary in degree and severity ranging from warnings to

dismissal from the University.

B. My policy for academic dishonesty in this course will be to reject the entire

product of the student if it is deemed to be plagiarized. Plagiarism consists of

appropriating the works of others as one’s own.


130

REPORTS TO BE SUBMITTED.

1. Letter from dean, school of education authorizing the study

2. Curriculum viteae of intern

3. A PERSONAL development plan for 5 years[ what you plan to do]

4. Approval from selected school. for internship training

5. Copy of dairy/prospectus at the school giving details of history, curriculum etc..

6. Profile of the teacher. . His/her responsibilities, their leadership style, work habits, PR

[have an interview]

7. Follow the teacher for a day-of work out his/her daily schedule.

8. Attend an administrative committee and submit a report.

9. Situational of the teacher l.[how he/she makes decisions] observation

-2 reports.

10. Attend a parent-teacher meeting give details.

11. Attend a staff meeting, give details.

12. Attend a co- curricular activity of the school. [Give a report]

13. Interview at least one teacher.

14. ‘My experience as an intern’ ,A report of your experience[600 words]

15. ‘What I would do as a teacher’, A situational analysis of a problem handled by the

teacher..

16. Covering letter from the techer.


131

STUDENT PORTIFOLIO:

1. . My philosophy of educational leadership.

2. School overview.

3. School/board curriculum.[ If the school doesn’t have one , develop a vision and

mission statement.]

4. One day’s activities of a teacher.

5. Attend an Cirriculum committee.[A report]

6. Situational observation of teacher taking action.

7. Situational observation the head master/supervisor taking action.

8. Attending a faculty meeting( A report)

9. Tacher/staffinterview. ( 2 teachers)

10. Development of curriculum for subject/course.

11. A yearly plan.

12. Educational curriculum vitea.

13. Proffessional development plan for next five years.

14. “My experience as an intern”, An essay of atleast 600 words.


132

ALLOTMENT OF MARKS:

REPORTS Marks

1. My philosophy of educational leadership. 20

2. School overview. 25

3. School/board curriculum.[ If the school doesn’t have one , develop

a vision and mission statement.]

30

4. One day’s activities of a teacher. 25

5. Attend an Cirriculumcommittee.[A report] 20

6. Situational observation of teacher taking action. 20

7. Situational observation the head master/supervisor taking action. 20

8. ..Attend a faculty meeting.(A report) 15

9. Teacher’s / staff Interview 30

10. Development of curriculum for subject/course. 25

11. Educational curriculum vitea. 15

12. A yearly plan. 30

13. Proffessional development plan for next five years. 10

14. “My experience as an intern”, An essay of atleast 600 words 15

Total 350

RECOMMENDED FOR REFERENCE:

Alexander, K., & Alexander, M. D. (2001).American public school law (5th

Ed.).

Belmont, CA: West/Thompson Learning.

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EDRM 648: Research Project & Oral DefencE-2016

133


M.A Education

Course Outline

EDRM 648: Research Project & Oral Defence (4 credits)


COURSE DESCRIPTION

This course permits a student to undertake a research project on topic in Education of his/her

choice. The project must have clearly defined topic which has been approved by the (PGC) post

graduate council. The topic must be selected in consultation with the chairman. The student will

be guided by the chairperson with two members from the department. This research is a

supervised research exercise with the rigors of the Educational research based on the APA

guidelines.

The research process guidelines will guide you in the sequence of the development of the course.

COURSE OBJECTIVE

The learner will be:

1. Equipped to conduct educational research as a preparation for doctoral study.

2. Develop a range of research skills required for research

3. Engage closely with current research projects in the particular field

4. Apply appropriate techniques of analysis to specific research problems.

5. Acquire basic skills in the analysis and interpretation of research data

6. Appreciate the underlying cognitive processes involved in conducting educational research as a

form of thinking and problem solving


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SPICER ADVENTIST UNIVERSITY POST-GRADUATE SECTION

THE RESEARCH PROCESS

SEMESTER OF STEP# STEPS/GUIDELINES/SEQUENCE YOUR STUDY

FIRST [ ] 1. Complete the Research Methodology Course SEMESTER [EDRM 517/ ENGL 633/ GSEM 517/ HIST 633/ MCOM 513/ MGMT 513] ----------------------------------------------------------------------------------------------------------------------------------- SECOND [ ] 2. Choose the Research Topic SEMESTER [ ] 3. Consult the Dean [ ] 4. Select RGC Chairperson (Dean Suggests) [ ] 5. Select the other RGC members (Chair suggests) [ ] 6. *# Get Topic & RGC Approved by BOS ----------------------------------------------------------------------------------------------------------------------------------- THIRD [ ] 7. Write the 3-Chapter Research Proposal SEMESTER [ ] 8. *# Get Proposal Neatly Bound & Approved after the proposal viva [ ] 9. Conduct the Research [ ] 10. Complete writing the Research Project

FOURTH [ ] 11. Get the Research Project Approved by RGC + Research Secretary SEMESTER [ ] 12. # Prepare& submit three copies of the Research Project to the Research Director [ ] 13. *# Get Project Check sheet & Oral Defense Examination Date Approved by PGC [ ] 14. Pass Oral Defense Examination [ ] 15. Revise/Refine the Research Project as required by ODC (Consult with the Chair &

Research Secretary) [ ] 16. Make five copies of the project [ ] 17. *# Get Project Approval by PGC [ ] 18. Submit five copies to RD& get his/her acknowledgement letter [ ] 19. Submit acknowledgement letter to the Registrar [ ] 20. Make sure you get your own copy from the RD


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------------------------------------------------------------------------------------------------------------------------------- LEGEND: BOS - Board of Studies ODC - Oral Defense Committee RD - Research Director RGC - Research Guidance Committee * - Appropriate Forms to be obtained from and submitted through the Dean’s Office # - Note Deadlines for submission in the Calendar of Events [ ] - Tick off the boxes as you proceed step by step. -----------------------------------------------------------------------------------------------------------------------------------

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