(Syllabus) Maharashtra State Eligibility Test (SET) Syllabus & Paper : Education

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Maharashtra State Eligibility Test (SET)-2010

Syllabus & Sample Questions: Education (Paper-II)

1. Philosophical Foundation of Education

Relationship of Education and Philosophy Western Schools of Philosophy :Idealism, Realism, Naturalism, Pragmatism, Existentialism, Marxism with special reference to the concepts of knowledge, reality and values their educational implications for aims, contents and methods of education. Indian Schools of Philosophy (Sankhya, Vedanta, Buddhism, Jainism, Islamic traditions) with special reference to the concept of knowledge, reality and values and their education a implications. Contributions of Vivekananda, Tagore, Gandhi and Aurobindo to educational thinking. National values as enshrined in the Indian Constitution, and their educational implications Modern concept of Philosophy : Analysis-Logical analysis, Logical empiricism and Positive relativism-(Morris L. Prigge).

2. Sociological Foundations of Education

Relationship of Sociology and Education Meaning and nature of Educational sociology and Sociology of education Education-as a social sub-system-specific characteristics Education and the home Education and the community with special reference to Indian society Education and modernization Education and politics Education and religion Education and culture Education and democracy Socialization of the child Meaning and nature of social change Education as related to social stratification and social mobility Education as related to social equity and equality of educational opportunities Constraints on social change in India (Caste, ethnicity, class, language, religion, regionalism) Education of the socially and economically disadvantaged sections of the society with special reference to scheduled castes and scheduled tribes, women and rural population\

3. Psychological Foundations of Education

  • Relationship of Education and Psychology

  • Process of Growth and Development

  • Physical, social, esmotional and intellectual

  • development of concept formation, logical reasoning, problem solving and creative thinking; language development individual differences-determinants; role of heredity and environment; implications of individual differences for organising educational programmes Intelligence-its theories and measurement

  • Learning and Motivation

  • Theories of learning-Thorndike is connectionism; Pavlov’s classical and Skinner’s operant

  • conditioning; Learning by insight: Hull’s reinforcement theory and Tolman’s theory of learning;

  • Lewin’s Field theory

  • Gagne’s hierarchy of learning

  • Factors influencing learning

  • Learning and motivation

  • Transfer of learning and its theories

Psychology and education of exceptional children-creative, gifted, backward, learning disables and mentally retarded Personality-type and trait theories-measurement of personality Mental health and hygiene-process of adjustment, conflicts and deference mechanism, mental hygiene and mental health. Sex Education Guidance.

  • 4. Methodology of Educational Research

  • Nature and Scope of Educational Research

  • Meaning and Nature

  • Need and Purpose

  • Scientific Inquiry and Theory Development-some emerging trends in research Fundamental-

  • Applied and Action Research

  • Formulation of Research Problem

  • Criteria and sources for identifying the problem

  • Delineating and Operational zing variables

  • Developing assumptions and hypothesis in various types of research

  • Collection of Data

  • Concept of population and sample

  • Various methods of sampling

  • Characteristics of a good sample

  • Tools and Techniques

  • Characteristics of a good research tool

  • Types of research tools and techniques and their uses

  • Questionnaire-Interviews-Observations

  • Tests and scales, Projective and sociometric techniques

  • Major Approaches to Research

  • Descriptive Research

  • Ex-post facto Research

  • Laboratory Experiment

  • Field Experiment

  • Field Studies

  • Historical Research

  • Analysis of Data

  • Descriptive and Inferential Statistics. The null hypothesis, test of significance, types of

  • error, one-tailed and two-tailed test

  • The t-test

  • The F-test (one-way and ANOVA)

  • Non-parametric tests (Chi-square test)

  • Biserial, point-biserial, tetra choric and phi-coefficient of correlation

  • Partial and multiple correlations

Paper —III (A) (Core Group)

Unit-I

Western Schools of Philosophy : Idealism, Realism, Naturalism, Pragmatism, Existentialism; with special reference to the concepts of knowledge, reality and values; their educational implications for aims, contents and methods of education. Indian schools of philosophy (Vedanta, Buddhism, Jainism, Islamic traditions) with special reference to the concepts of knowledge reality and values and their educational implications Contributions of Indian Thinkers, like Vivekananda, Tagore, Gandhi and Aurobindo to educational thinking

Unit-II

Meaning and nature, Education and Social change, constraints on social change (caste, ethnicity, class, language, religion, population and regionalism) Education as related to social equity and equality of educational opportunities. Education of socially and economically disadvantage section of society with special reference to scheduled castes and scheduled tribes, women and rural populations.

Unit-III

  • Process of Growth and Development

  • Physical, social, emotional and intellectual

development of concept formation, logical reasoning, problem,-solving and creative thinking language development Individual differences-determinants-role of heredity and environment. Implications of individual differences for organising educational programmes

Unit-IV

Intelligence-its Theories and Measurement

Learning and Motivation : Theories of learning : Thorndike’s conditions, Pavlov’s classical and Skinner’s operant conditioning; learning by insight. Hull’s reinforcement theory and Tolman’s theory of learning

  • Gagne’s hierarchy of learning

  • Factors influencing learning

  • Learning and motivation

  • Transfer of learning and its theories

Unit-V

Personality-type and trait theories-measurement of personality. Mental health and hygiene. Process of adjustment, conflicts and defense mechanism, mental hygiene.

Unit-VI

Concept and principles of guidance and counseling, types of guidance and counseling Tools and Techniques of Guidance-records, scales and tests, techniques, interview Organizing Guidance services at different levels of education, occupational information, kinds of services, like information, testing, counseling and follow-up.

Unit-VII

Sample : Concept of population and sample various methods of sampling Hypotheses : Concept, difference with assumptions, source, various types of hypothesis Tools : Questionnaire, observation and interview as tools of data collection, tests and scales.

Unit-VIII

Descriptive Research, Ex-post facto Research. Survey Research, Historical Research Experimental Research : Designs of experimental research. characteristics. Internal and external validity in experimental research Qualitative Research : Phenomenological research. Ethno methodical and Naturalistic inquiry.

Unit-IX

  • Universalization of elementary education in India

  • Vocationalization of education in USA and India

  • Educational administration in USA, UK (Britain and Ireland) and India

  • Distance education and continuing education in Australia, UK and India

Unit-X

Construction and Development of Curriculum

  • different models

  • administrative

  • grass root

  • demonstration

  • system analysis

  • Curriculum Evaluation

  • formative

  • summative

  • interpretation of evaluation results

Papers-III (B) (Elective/Optional)

Elective-I

Development of Modern Concept of Educational Administration from 1900 to Present-day.

  • Taylorism.
  • Administration as a process.
  • Administration as a bureaucracy.
  • Human Relations Approach to Administration.
  • Meeting the Psychological needs of employees, systems approach specific trends in Educational
  • Administration such as 
  • (a) Decision making, 
  • (b) Organizational Compliance,
  • (c) Organizational Development, 
  • (d) PERT.
  • (e) Modern Trends in Educational Management.
  • Leadership in Educational Administration 
  • Meaning and Nature of Leadership.
  • Theories of Leadership.
  • Styles of Leadership.
  • measurements of Leadership.
  • Educational Planning .
  • Meaning and Nature.
  • Approaches to Educational Planning.
  • Perspective Planning.
  • Institutional Planning.
  • Educational Supervision .
  • Meaning and Nature.
  • Supervision as service activity.
  • Supervision as a process.
  • Supervision as functions.
  • Supervision as educational leadership.
  • Modern supervision.
  • Functions of supervision.
  • Planning the supervisory programme.
  • Organizing supervisory programme.
  • Implementing supervisory programme.

Elective-II

Educational Measurement and Evaluation concept, scope, need and relevance. Tools of measurement and evaluation subjective and objective tools, essay test, objective test, scales, questionnaires, schedules, inventories, performance tests. Characteristics of a good measuring instrument : Validity Reliability Norms Usability etc. Test standardization : Norm-referenced and criterion-referenced tests, scaling-standard scores. T-scores and C-scores Steps in the standardization of a test Measurement of achievement, aptitudes, intelligence, attitudes, interests and skills Interpretation of test-scores and methods of feedback to students.

New trends : Grading, semester, continuous internal assessment, question bank, uses of computer in evaluation, qualitative analysis

Elective-III

Meaning and Scope of Educational Technology

  • educational technology as systems approach to education

  • systems approach in educational technology and its characteristics

  • components of educational technology, software, hardware

Multi-media approach in Educational Technology Modelities of Teaching-difference between teaching and instruction. conditioning and training Stages of teaching- pre-active, interactive and post-active Teaching at different levels-memory, understanding and reflective Modification of teaching behaviour  Microteaching, Flander’s Interaction Analysis, simulation. Programmed Instruction (origin, types, linear and branching, development of programmed instruction material-linear/branching model. teaching machines. computer assisted instruction Models of Teaching : Concept, different families of teaching models. Designing Instructional System

  • formulation of instructional objectives

  • task analysis

  • designing of instructional strategies, such as lecture, team teaching. discussion, panel

discussion, seminars and tutorials: Communication Process : Concept of communication. Principles. Modes and Barriers of communication. Classroom communication (interaction verbal and non-verbal) Distance Education : Concept, Different contemporary systems, viz., Correspondence. Distance and open : Student support services: Evaluation Strategies in Distance Education : Counselling Methods in Distance Education Development of Evaluation Tools-Norm-referenced and criterion-referenced tests

Elective-IV

Concept and nature of special education

  • Objectives

  • types

  • historical perspective

  • integrated education

Education of Mentally Retarded

  • characteristics of the retarded

  • educable mentally retarded

  • teaching strategies

  • enrichment programmes

  • remedical programmes

  • etiology and prevention

  • mental hygiene as remediation

Education of the visually impaired :

  • characteristics

  • degree of impairment

  • etiology and prevention

educational programmes

  • Education of the Hearing Impaired

  • characteristics

  • degree of impairment

  • etiology and prevention

  • educational programmes

Education of the Orthopaedically Handicapped

  • types of handicap

  • characteristics

  • educational programmes

Education of the Gifted and Creative Children

  • characteristics

  • creativity and identification process

  • educational programmes

  • Learning Disabled Children

  • characteristics

  • identification

  • educational programme

  • Education of Juvenile Delinquents

  • characteristics

  • problems of alcohol ion, drug addiction

  • anti-social and character disorder

  • educational programmes for Rehabilitation

Elective-V

Teacher Education : Historical perspective Recommendations of various commissions on teacher education; Kothari Commission National Policy on Education Aims and objectives of teacher education at-

  • elementary level

  • secondary level

  • college level

Teaching as a Profession :

  • Professional organizations for various levels of teachers and their role:

  • Performance appraisal of teachers

  • Faculty improvement programme for teacher education

  • Types of teacher education programmes and agencies :

  • Inservice teacher education

  • Preservice teacher education

  • Distance education and teacher education

  • Orientation and Refresher courses

  • Current Problems :

  • Teacher education and practicing schools

  • Teacher education and other institutions

  • Preparing teachers for special schools

  • Implementation of curriculum of teacher education

  • Areas of Research :

  • Teaching effectiveness

  • Criteria of admission

  • Modification of teacher behaviour

  • School of effectiveness

Sample Questions: Paper-II

1. Idealism is a school of thought based on

(A) Ideals

(B) Idea

(C) Practical

(D) Soul

2. Why do people want to move up the ladder in social hierarchy ?

(A) Life chances and quality of life

(B) Society likes people on the upper ladder

(C) Social relations are better

(D) Education is easier on the upper ladder