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1 Semester - 2019 - Batch | Course Code |
Course |
Type |
Hours Per Week |
Credits |
Marks |
MEP121 | JOURNAL CLUB | - | 2 | 2 | 50 |
MEP131 | PRINCIPLES AND PRACTICES OF EDUCATIONAL PSYCHOLOGY | - | 4 | 4 | 100 |
MEP132 | FOUNDATIONS OF MULTILINGUAL AND MULTICULTURAL EDUCATION | - | 4 | 4 | 100 |
MEP133 | CHILD AND ADOLESCENT DEVELOPMENT | - | 4 | 4 | 100 |
MEP151 | PRACTICUM | - | 4 | 4 | 100 |
MEP152 | COMMUNITY SERVICE | - | 4 | 2 | 50 |
2 Semester - 2019 - Batch | Course Code |
Course |
Type |
Hours Per Week |
Credits |
Marks |
MEP231 | THEORIES OF EDUCATIONAL PSYCHOLOGY | - | 2 | 2 | 50 |
MEP251 | PRACTICUM IN EDUCATIONAL PSYCHOLOGY: EDUCATIONAL ASSESSMENT | - | 4 | 4 | 100 |
MEP252 | PRACTICUM IN EDUCATIONAL PSYCHOLOGY: PSYCHOLOGY ASSESSMENT | - | 4 | 4 | 100 |
MEP281 | RESEARCH METHODS LABS | - | 4 | 4 | 100 |
MEP282 | INTERNSHIP | - | 0 | 4 | 100 |
MEP121 - JOURNAL CLUB (2019 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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Course description The Journal club is an introductory course aimed at infusing students with logical skills of reviewing scientific journals. Course objectives 1. To critically appraise scientific literature.
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Course Outcome |
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At the end of the course the students will: Demonstrate skills of Reviewing scientific Journals Identifying components of scientfic writing Arguing scientific view points |
Unit-1 |
Teaching Hours:30 |
Core curriculum
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Core Curriculum
1) Journal club is held the every Wednesday between 2 and 4 pm 2) Students will present each session 3) Each Student will receive a copy of Edanz expert scientific review report 4) Students are to work with assigned mentor to choose and analyze an appropriate article. Articles must be chosen from Journals indexed with SCOPUS, WoS 5) Powerpoint presentations should be organized as follows: 10 minutes background, 10 minutes article 15 minutes an analysis 5 minutes discussion 6) Students are encouraged to critically appraise the literature, and develop their own independent criticisms 7.) Students will place the criticism of the journal article on the LMS blog and invite discussion from their peers. Every peer must enter a comment on the blog. | |
Text Books And Reference Books: There are no essential readings for this course. The course itself is a reading course | |
Essential Reading / Recommended Reading
Deenadayalan Y, Grimmer-Somers K, Kumar S. How to run an effective journal club: a systematic review. Journal of evaluation in clinical practice 2008; 14:896-911.
Kirkhhoff KT, Berk SL. Using the journal club as a component of the research utilization process. Heart-lung 1995; 24: 246-250. | |
Evaluation Pattern The Course will follow standard edvaluation pattern adopted by the University for the programme of study. | |
MEP131 - PRINCIPLES AND PRACTICES OF EDUCATIONAL PSYCHOLOGY (2019 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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This course will introduce the students to the theory and research that informs the practice of educational psychology.
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Course Outcome |
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At the end of the course, students will Demonstrate an understanding of the scientific basis for the principles of educational psychology Consider evidence-based application in teaching and learning Critically assess psychological theories that inform learning |
Unit-1 |
Teaching Hours:15 |
Foundational Theories
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Current and Emerging Design and Data Analysis Approaches COnstructivism Information Processing Social cognitive theory Sociocultural approaches Social And Emotional Factors
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Unit-2 |
Teaching Hours:15 |
Evidence Based Practices
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Metacognition in Education Enhancing Students' Performance in Traditional Education: Implications From the Expert Performance Human Cognitive Architecture: Why Some Instructional Procedures Work and Others Do Not Working Memory, Learning, and Academic Achievement Motivation: Past, Present, and Future Self-Regulation of Learning: Process Approaches to Personal Development Self-Concept: A Synergy of Theory, Method, and Application How Neuroscience Contributes to Our Understanding of Learning and Development in Typically Genetics and Education: Toward a Genetically Sensitive Classroom | |
Unit-3 |
Teaching Hours:15 |
Individual differences, cultural and contextual factors
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Academic Emotions Learning Styles Motivation Cultural and Neighbourhood effects Relationships Teachers and Classroom Contexts | |
Unit-4 |
Teaching Hours:15 |
Applications to learning and Teaching
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Applications across the life span Assessment and Decision Making Instructional Methods Teaching Special Populations
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Text Books And Reference Books: 1.Woolfolk, A. (2004). Educational psychology (9th ed.). New Delhi: Pearson Education. 2.Robinson, S. (2009). Foundation of Educational Psychology (2nd ed.). New Delhi: Ane Books.
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Essential Reading / Recommended Reading 1. Frederickson, N., Miller, A. & Cline, T. (2008). Educational Psychology. London: Hodder Education. 2. Rubie-Davies, C. (Ed.) (2011). Educational Psychology Concepts, Research and Challenges. New York: Routledge. 3. Brophy, J. (2010). Motivating Students to Learn (3rd edition). New York: Routledge. 4. Smith, T., Polloway, E., Patton, J. & Dowdy, C. (2012). Teaching Students with Special Needs in Inclusive Settings (6th edition). New Delhi: PHI Learning.
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Evaluation Pattern For 4 credit papers (100 marks) CIA-1 (30 marks) CIA-2 (30 marks) Class participation & Attendance (10 marks) Summative Assessment (30 marks) | |
MEP132 - FOUNDATIONS OF MULTILINGUAL AND MULTICULTURAL EDUCATION (2019 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course Description: This course emphasizes the importance of practicing equity in education, individually and as a community. The equity literacy framework and other social justice education approaches, theories, and models about multicultural knowledge, attitudes, and the curriculum will be addressed. They will be used to examine the self, policies, and practices. The focus of this course is also on issues around Multilingualism in India and English as a Second Language (ESL) in the school setting in the context of a globalized world. |
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Course Outcome |
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Course Objectives and Outcomes: At the end of the course, students will be able to: 1) understand that the roots of multicultural education/social justice education is in the principles of human rights. 2) recognize their cultural context and its influence on perceptions and behavior. 3) articulate their personal philosophy of social justice education 4) develop strategies for curriculum planning and designing, including assessments, as they relate to diversity, equity, and student learning 5) suitably apply the theories of second language acquisition, methods, and assessment. 6) demonstrate their multicultural knowledge and positive as well as professional attitudes toward working/teaching for equity. 7) demonstrate the skills needed for working/teaching for equity. 8 ) possess the vision as well as the quest for creating equity in school and society. |
Unit-1 |
Teaching Hours:12 |
Introduction to Multicultural Education
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Introduction Course Syllabus; Process of Reflection; Historical Timeline of Multicultural Education Universal Declaration of Human Rights Universal Declaration of Human Rights; Census of India | |
Unit-2 |
Teaching Hours:12 |
Equity Literacy
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Defiitions Basic Principles Ten Committments Five Approaches to Equity: Toward a Transformative Orientation Five Paradigm Shifts for Equitable Educators Equity Case Studies & Analysis Social justice and equity: Key principles for guiding action on the right to education Multiculturalism in India | |
Unit-3 |
Teaching Hours:12 |
Single Group Studies & Multicultural Education in India
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Socioeconomic class Gender Ability Religion and Caste Sexual Orientation
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Unit-4 |
Teaching Hours:12 |
Multicultural Curriculum
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Multicultural Curriculum Model: Overview & Big Ideas Multicultural Curriculum Model: Transformative Intellectual Knowledge Multicultural Curriculum Model: Teacher Beliefs Multicultural Curriculum Model: Assessments;
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Unit-5 |
Teaching Hours:12 |
Multilingualism
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Multilingualism: Central Concepts Bilingualism/Multilingualism and Second Language Acquisition Language issues in India Tapestry of Language Learning Tapestry of Language Learning Course learnings as a way of life | |
Text Books And Reference Books: See Additional Information | |
Essential Reading / Recommended Reading See Additional Information | |
Evaluation Pattern See Additional Information | |
MEP133 - CHILD AND ADOLESCENT DEVELOPMENT (2019 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course Description: Child and adolescent development is a study of the physical, emotional, social and cognitive factors of growth and development of children from birth through adolescence. Topics covered include principles, stages and theories of growth and development with a focus on normal and atypical development, developmental transitions, the socio-economic context of development and wellness at each stage of development. We will consider developmental challenges and the applications of child development theory and research to educational settings. This course provides future educational psychologists with a foundation from which to conceptualize and apply developmental theory and research. Course Objectives: This course will help the learner to understand
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Course Outcome |
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Course outcomes: By the end of the course, the learner will be able to: |
UNIT 1 |
Teaching Hours:10 |
Introduction to Life-Span Development
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Importance of studying Life-Span Development, Characteristics of life-span development, Nature of Development, Scope of Life span development Social contexts of lifespan development. Importance of studying Life-Span Development, Characteristics of life-span development, Nature of Development, Scope of Life span development Social contexts of lifespan development. | |
UNIT 2 |
Teaching Hours:20 |
Biological Processes in Human Development
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Part 1: Biological Bases to explain Human Development (10 hours) Heredity-Environment Correlations; Important physical changes; Challenges for psychological development. Sleep Disorders across life span; Eating disorders in Adolescence, Obesity in adulthood, Chronic diseases and disorders in the Aging process. Bio-psycho social model of health. Part 2: Endings of Life 10 hours) Biological and social theories of aging, Successful aging; Death, Causes for death across life span, Suicide in adolescence and adulthood; Facing one’s own death, coping with the death of someone else. | |
UNIT 3 |
Teaching Hours:10 |
Cognitive Processes and Development
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Piaget and Vygotsky?s theory of cognitive development; Age related challenges to cognitive development | |
UNIT 4 |
Teaching Hours:20 |
Socio-Emotional Processes and Development Across Life Span
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Part I: Development of Emotion, Temperament, Attachment and Love: Bowlby, Ainsworth, Sternberg. Development of Identity: Ericksons theory; Parenting. Moral Development, Contexts of moral development: Kohlberg's theory, Fowlers Theory; life cycle theories: Levinson Part 2: Introduction to counselling for developmental disorders | |
Text Books And Reference Books: Berk, L. E. (2016). Exploring lifespan development. Pearson. Broderick, P.C., & Blewitt, P. (2010). The life span: Human development for helping professionals. (3rd Ed.). Boston: Pearson. Santrock, J. (2016). A topical approach to lifespan development, (8th revised edition). McGraw-Hill Higher Education. | |
Essential Reading / Recommended Reading Arnett, J. J. (2014). Adolescence and emerging adulthood. New York, NY, USA:: Pearson Education Limited. Belsky, J. (2013). Experiencing the Lifespan (3rd Edition). New York, NY: Worth Publishers. Feldman, R. S. (2015). Discovering the life span. (3rdEds). Pearson Global Education
Newman & Newman (2003). Development through life: A Psychosocial Approach. USA: Thomson Wadsworth. | |
Evaluation Pattern Pedagogy: The Primary instructional strategies include lectures, in-class and threaded (LMS) discussions, student presentations, application, and occasional activities. We will be covering almost all of the topics in the syllabus, highlighting the main points of each unit. I will present a short lecture on the topic, which we will discuss. Following this, students will get into small groups, and each group will work on a case study, classic reading, or a project that relates to the topic. These are applied exercises that will help the material “come alive” and make the class more active learning experience. Meaningful engagement in this course will require careful review of assigned texts and learning resources, and systematic reflection prior and post to class.
Assessment Detail (Rubrics and instructions are shared on the submission links)
CIA-1 (30 Marks) = In-class activity and Quiz (30 marks) Brief description of In-Class activities assignment (IAs): An online assignment to allow students to demonstrate an understanding of the theoretical perspective and to encourage students to think about how to apply to topics covered in the course. (Read the attachment for detailed instructions)
End Semester Competency Examination: Written Exam- 2 hours - (50 marks, then reduced to 30 marks)
Exam consisting of multiple choice and short answer questions (20 marks), and essay type questions ( 30 marks). The exam will assess students’ ability to understand key principles and course content.
Formative assessments will be conducted at the end of each topic module - these are for feedback on topic knowledge and are not included in the grade calculation
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MEP151 - PRACTICUM (2019 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course description: This practical course has been conceptualized in order to train students in formative helping and observation skills. The developmental model of training is followed. Through this course the students are trained in basic counseling skills, such as attending skills, basic listening sequence, observation skills, along with ethics in a multicultural context through dyad and triad work. They will alos gain opportunities t observe cass room settings in externship sites as directed by the course teachers Course objectives : After the completion of this course, a student will be able to:
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Course Outcome |
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Course outcomes: By the end of the course the learner will be able to: |
Unit-1 |
Teaching Hours:15 |
Unit 1
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Introduction to counselling skills; Micro skill approach to counselling; Ethics and multicultural issues in counselling. | |
Unit-2 |
Teaching Hours:15 |
Unit 2
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Attending Behaviours; Questions; Client observational Skills; Encouraging, Paraphrasing and Summarizing. | |
Unit-3 |
Teaching Hours:15 |
Unit 3
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Reflection of Content, Reflection of Feeling | |
Unit-4 |
Teaching Hours:15 |
Unit 4
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Integrating Listening Skills | |
Text Books And Reference Books: Ivey, A.E., & Ivey, M.B.(2007). Intentional Interviewing and Counselling. Thomson: Brooks/Cole. | |
Essential Reading / Recommended Reading Evans, D.R. , Hearn, M.T., Uhlemann, M.R., & Ivey, A.E. (2008). Essential Interviewing: A Programmed Approach to Effective Communication. Thomson: Brooks/Cole. | |
Evaluation Pattern For 4 credit core papers (100 marks) CIA-1 (30 marks) CIA-2 (30 marks) Class Participation (5 marks) Attendance (5 marks) ESE (30 marks) All CIAs are must pass assessments, A grade of 50% is required to pass . If a student fails to meet the grade, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all CIAs to be eligible to write the ESE. The passing grade for the ESE is 40%. The ESE is a Viva Voce Examination
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MEP152 - COMMUNITY SERVICE (2019 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:4 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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Course description: In this course students will spend four hours a week or a total of 30 hours during the semester involved in supervised community service. Students are encouraged to work alongside NGO’s or other professional bodies. Students will engage in activities such as children, adolescents and youth teaching/tutoring, community organization, psychological assessment and mental health awareness. Reflections on their interactions are integral part of this course. Student engagement will be assessed by a supervisor. Course objectives: This course will help the learner:
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Course Outcome |
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Course outcomes: By the end of the course the learner will be able to: |
Unit-1 |
Teaching Hours:2 |
Introduction
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Community service: The concept, Objectives and Scope; Need for community and Academia (University) interface. The role of psychologist in community service: Social Psychologist, Community Psychologist & Counselor. Outcomes of community service: Personal outcome; Social outcome, Learning outcome and Career outcome. | |
Unit-2 |
Teaching Hours:30 |
Fieldwork
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Students in groups will partner with various NGO’s and organizations working in the areas of education, development, interventions and mental health. As part of the course requirement the students will be involved in the community oriented activities of the organizations they affiliate with. The NGO’s or Organizations along with the faculty coordinator will be responsible for the process delivery. These placements will offer students hands-on experiences in working with various issues in community and facilitate meaningful learning. | |
Unit-3 |
Teaching Hours:13 |
Reflection
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Reflection is a core component of Community service. It is a period of critical thinking performed by the student and is based on a specific or overall experience of the student. It guides students towards greater personal development by coming to a better understanding of their own values, opinions, and assumptions. The types of reflection which can be used are, class discussion, brainstorming, sharing of critical personal and group incidents, directed writings, experiential research paper, student portfolios and so on. The students are expected to discuss in groups at the end of this course using the following guidelines. Reason for choosing the organization •The planning phase of service learning initiatives •Logistics for the initiative of the action •Stakeholders/beneficiaries •Execution of the action initiative •Specific learning outcome •Evaluation | |
Text Books And Reference Books: America’s Promise—The Alliance for Youth (2004). Connecting Communities with Colleges & Universities. 909 North Washington Street, Suite 400, Alexandria,VA 22314-1556. | |
Essential Reading / Recommended Reading Bringle, R. G. & Hatcher, J. A. (1996). Implementing Service Learning in Higher Education. The Journal of Higher Education, 67(2), 221-239. | |
Evaluation Pattern For 2 credit papers (50 marks) CIA-1 (15 marks) CIA-2 (15 marks) Class participation & Attendance (5 marks) Summative Assessment (15 marks) | |
MEP231 - THEORIES OF EDUCATIONAL PSYCHOLOGY (2019 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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The course is a part of the first year, even semester Master’s program in Educational Psychology and involves a core methodology that underlies the understanding of human behaviour. This would help in developing domain knowledge by enhancing observation and critical analytical skills. It will also provide students with an understanding of normal mental processes and their relationship to brain, mind and behavior. Application to the practice of understanding and evaluating behaviour in the context of educational psychology will be highlighted in this course and would aim at enhancing self-awareness and self-regulation.
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Course Outcome |
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By the end of the course the learner will be able to: · Develop an understanding of normal mental and behavioural processes · Draw connections between brain, mind and behaviour and demonstrate the relationships through observations and reasoning. · Evaluate the theories and principles in the context of education. · Understand the scientific basis of theories in educational settings. |
Unit-1 |
Teaching Hours:15 |
Basic Processes In Psychology
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Consciousness; Intelligence; Learning theories- (Classical Conditioning, Operant Conditioning, Social Learning Theories, Cognitive Learning Theories [Latent, Insight, Concept, Rule-Governed]); Theories of Motivation and Emotions(Instinct approaches, Drive-Reduction approaches, Arousal approaches, Incentive approaches, Cognitive approaches, Process and Content approaches, Need for achievement, Need for power, Human needs and motivation- Biological basis of motivation, James- Lange theory, Cannon- Bard theory, Schachter- Singer theory, Neuroscience of emotions); Theories of Personality(Psychodynamic, Behavioural, Humanistic, Temperament, Trait and Type)
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Unit-2 |
Teaching Hours:15 |
Unit 2
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Brain and Brain mechanisms (structure and functions); Cognitive psychology (Process of Attention and its theories, Sensation and Perception, Memory), Social Psychological Processes (Social Influence, Prejudice, Attribution, Attitudes, Aggression, Social Cognition, Groups, Prosocial Behaviour) | |
Text Books And Reference Books: Aggarwal, J.C. (2001). Basic Ideas in Educational Psychology. Shipra Publication Baron, R.A. (1995). Psychology: The Essential Science. Allyn and Bacon Carlson, N. (2000). Physiology of Behaviour. Allyn and Bacon Eysenck, M.W.,& Keane, M.T. (2015) Cognitive Psychology: A Student's Handbook (7th Ed.). Psychology Press. Feldman, R. S. (2014). Understanding psychology. McGraw-Hill Education. Galotti, K.M. (2017). Cognitive Psychology In and Out of the Laboratory (6th Ed.) SAGE Publications, Inc. Gilovich, Keltner, & Nisbett (2012). Social Psychology (3rd Ed). W.W. Norton and Company Hall, C. S., Lindzey, G., & Campbell, J. B. (1957). Theories of personality. Wiley. Harris, K. R., Graham, S. E., Urdan, T. E., McCormick, C. B., Sinatra, G. M., & Sweller, J. E. (2012). APA educational psychology handbook, Vol 1: Theories, constructs, and critical issues (pp. xxx-621). American Psychological Association. Kellogg, R.T. (2012). Fundamentals of Cognitive Psychology (2nd Ed.). Sage South Asia. Mikulincer, M. E., Shaver, P. R., Dovidio, J. F., & Simpson, J. A. (2015). APA handbook of personality and social psychology, Volume 2: Group processes. American Psychological Association. Morgan, C.T., King, R.A., Weisz, J.R., & Schopler, J (1986) Introduction to Psychology (International Student Edition). McGraw Hill Book Co. Ross, L., Greene, D., & House, P. (1977). The “false consensus effect”: An egocentric bias in social perception and attribution processes. Journal of Experimental Social Psychology, 13(3), 279-301. Weiten, W. (2007). Psychology: Themes and variations. Cengage Learning. | |
Essential Reading / Recommended Reading Alexander, P. A., & Winne, P. H. (2012). Handbook of educational psychology. Routledge. Coon, D., & Mitterer, J. O. (2012). Introduction to psychology: Gateways to mind and behavior with concept maps and reviews. Cengage Learning. Goldstein B E (2010). Sensation and Perception (8th Ed.). Wadsworth. Matlin M W (2013). Cognitive Psychology (8th Ed.). John Wiley & Sons. Schultz, D. P., & Schultz, S. E. (2016). Theories of personality. Cengage Learning. Solso, R, L. (2014). Cognitive Psychology. (8th Ed.). Pearson Education. Woodworth R S & Schlosberg H (1954). Experimental Psychology. Holt McDougal | |
Evaluation Pattern CIA 1: 20 marks CIA 2: 25 Marks Class participation & Attendance: 5 marks All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA mark of 25/50 to pass the course. | |
MEP251 - PRACTICUM IN EDUCATIONAL PSYCHOLOGY: EDUCATIONAL ASSESSMENT (2019 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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This course prepares students to know, understand, and apply evidence-based practices of assessment as educational psychologists. With the lens of educational equity, students will be able to design differentiated assessments, including authentic assessments, guided by backward design learning outcomes; provide feedback; analyze and report assessment data with a view to improving teaching and the curriculum. The use of technology is integral to the course. |
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Course Outcome |
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At the end of the course, students must be able to: |
Unit-1 |
Teaching Hours:60 |
List of assessment Labs
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Assessment & Educational Psychologists Introduction to Assessment Assessment for Learning (AfL); including, use of technology Backward Design Traditional Assessments: Selected-Response Assessment: Multiple Choice Traditional Assessments: Selected-Response Assessment: Matching; True-False Traditional Assessments: Constructed Response Assessment: Essay Traditional Assessments: Constructed Response Assessment: Short-Answer Observations Assessment as Learning (AaL) Criteria for selecting assessments; Reliability; Validity; Variety, formality and frequency; Norm- & Criterion- Referenced Assessments Authentic Assessments Differentiated Assessments: RAFT; GRASPS; Tic-Tac-Toe; Structured Academic Controversy Differentiated Assessments: Cubing; Think Dots Self-Assessment & Peer Assessment; Assessing Group Work; Feedback: Types (Rapid & Motivational); Principles; Delivery (Language),Video Feedback, personalized Learning Tools for Assessment: Rubrics Summative Assessments; Marking Schemes; Moderating; Analyzing & Reporting Assessment Data | |
Text Books And Reference Books: Reynolds, C. R., Livingston, R. B., and Willson, V. (2011). Measurement and assessment in education, (2nd ed.). New Delhi: PHI. | |
Essential Reading / Recommended Reading Black, P., & William, D. (2010). Inside the black box: Raising standards through classroom assessment. Kappan Magazine, 92(1), 81-90. Rudner, L., & W. Schafer. (2002). What teachers need to know about assessment. Washington, DC: National Education Association. Retrieved from https://www.academia.edu/20624639/What_Teachers_Need_to_Know_about_Assessment | |
Evaluation Pattern Continuous Internal Assessment (CIA) - 70% End semester examination (ESE) - 30% Continuous Internal Assessment (CIA) CIA 1: 30 marks CIA 2: 30 Marks Class participation: 5 marks Attendance: 5 marks All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA mark of 38/70 to be eligible to write the ESE. End Semester Examination (ESE) The passing grade for the ESE is 40% An overall grade of 50% is required to pass the course(CIA+ESE). | |
MEP252 - PRACTICUM IN EDUCATIONAL PSYCHOLOGY: PSYCHOLOGY ASSESSMENT (2019 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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This is a practical course aimed at familiarizing students with different assessment methods including psychological tests. A range of Personality, Intelligence, Aptitude and Achievement tests are covered. Course objectives: The course is intended to help students
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Course Outcome |
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Course outcomes: By the end of the course the learner will be able to: |
Unit-1 |
Teaching Hours:10 |
Unit 1
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The purpose of assessment in counselling. Assessment principles. Overview of assessment areas: Initial assessment in counselling – Case history, MSE: Identifying a clients problem using a clinical interview (Children, adolescents, adults) | |
Unit-2 |
Teaching Hours:20 |
Unit 2
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Intelligence and general ability testing (BKT, Bhatia’s battery, Vineland Social Maturity Scale, Bharatraj Development Schedule). Measuring Achievement and aptitude (DBDA) | |
Unit-3 |
Teaching Hours:10 |
Unit 3
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Assessment in career counselling (Comprehensive Interest Schedule), Developmental assessment in counselling and therapy (DCT). Spiritual assessment strategies | |
Unit-4 |
Teaching Hours:20 |
Unit 4
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Appraisal of personality (16PF, MAPS, MBTI, EPQ-R, TAT, SCT, CAT, Rorschach- Demo only) | |
Text Books And Reference Books: Test Manuals | |
Essential Reading / Recommended Reading Test Manuals | |
Evaluation Pattern Continuous Internal Assessment (CIA) - 70% End semester examination (ESE) - 30% Continuous Internal Assessment (CIA) CIA 1: 30 marks CIA 2: 30 Marks Class participation: 5 marks Attendance: 5 marks All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA mark of 38/70 to be eligible to write the ESE. End Semester Examination (ESE) The passing grade for the ESE is 40% An overall grade of 50% is required to pass the course.(CIA+ESE) | |
MEP281 - RESEARCH METHODS LABS (2019 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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This course introduces the students to carry out research in school psychology as practitioners and as scholars. Toward this end, students will learn to identify a research problem, frame research questions, review the literature, determine the best sampling techniques, decide on the type of research (historical, descriptive, experimental, or action) as well as the approaches (quantitative, qualitative, or mixed methods), data collection, suitably analyze the data, report, and discuss the findings. The course will also focus upon research ethics and academic writing. |
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Course Outcome |
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At the end of the course, students must be able to: |
Unit-1 |
Teaching Hours:15 |
Introduction to research problem
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Introduction to Research in School Psychology Types of Research Types of Educational Research Research Ethics Online Course; The Research Process; The Research Report Introduction, Framework, Research Questions Identifying the Research Problem & Finalizing the Topic Creating a Research Space (C.A.R.S) | |
Unit-2 |
Teaching Hours:15 |
Review of Literature
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Purpose and Goals of Literature Review Types of Review: Systematic; Metanalytic:Metasynthetic;Thematic;Chronological Preparing a draft paper | |
Unit-3 |
Teaching Hours:15 |
Quantitative Research Designs
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Sampling Designs Descriptive Research Experimental Research | |
Unit-4 |
Teaching Hours:15 |
Qualitative Research Designs
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Genres of qualitative research Trustworthiness and Ethics Data collection methods Managing, Analysing, and Interpreting Data | |
Text Books And Reference Books: Best, J. W., Kahn, J., & Jha, A. K. (2016). Research in Education (10th ed). Chennai: Pearson Education. American Psychological Association. (n.d.). Publication Manual (6th ed.). Retrieved from https://blog.apastyle.org/apastyle/apa-style-blog-6th-edition-archive.html | |
Essential Reading / Recommended Reading American Psychological Association. (2020). Publication Manual (7th ed.). Retrieved from https://apastyle.apa.org/style-grammar-guidelines/paper-format/ American Psychological Association. (2020). Publication Manual (7th ed.). Washington DC: Author. Kettler, R. J. (2019). Research methodologies of School Psychology: Critical skills. New York, NY: Routledge. Denzin, N., & Lincoln, Y. S. (2013). Strategies of qualitative inquiry. Thousand Oaks, CA: Sage. Denzin, N., & Lincoln, Y. S. (2011). The Sage handbook of qualitative research. Thousand Oaks, CA: Sage. Fowler, F. J. (2014). Survey research methods. Thousand Oaks, CA: Sage. Hugh, C. (2018). Research methods and statistics in psychology. London, England: Routledge. Lunenburg, F. C., & Irby, B. J. (2008). Writing a successful thesis or dissertation: Tips and strategies for students in the social and behavioral sciences. Thousand Oaks, CA: Corwin. Lambert, M. (2019). Practical research methods in education: An early researcher's critical guide. Oxon, England: Routledge. Marshall, C., & Rossman, G. B. (2014). Designing qualitative research (6th ed.). Los Angeles, CA: Sage. Patton, M. Q. (2015). Qualitative research & evaluation methods: Integrating theory and practice. London, England: Sage. Strauss, A., & Corbin, J. (1997). Grounded theory in practice. Thousand Oaks, CA: Sage. Walliman, N., & Buckler, S. (2008). Your dissertation in education. Thousand Oaks, CA: Sage. Wyse, D., Selwyn, N., Smith, E., & Suter, L. E. (Eds.). (2016). The BERA/SAGE handbook of educational research. New York, NY: Sage. | |
Evaluation Pattern Continuous Internal Assessment (CIA) - 70% End semester examination (ESE) - 30% Continuous Internal Assessment (CIA) CIA 1: 30 marks CIA 2: 30 Marks Class participation: 5 marks Attendance: 5 marks All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA mark of 38/70 to be eligible to write the ESE. End Semester Examination (ESE) The passing grade for the ESE is 40% An overall grade of 50% is required to pass the course(CIA+ESE). | |
MEP282 - INTERNSHIP (2019 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:0 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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The course is designed to provide an observership based learning opportunity for the students. The course helps the student engage with the school setting and apply the knowledge and skills developed in the course of the programme in a school setting. The course aligns with the overarching Programme Outcomes of developing Professional and Practical Competencies.
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Course Outcome |
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By the end of the course the learner will be able to: |
Unit-1 |
Teaching Hours:0 |
Unit I
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In this course, students will spend one day a week during the semester in an Observership at a School. | |
Text Books And Reference Books: N.A. | |
Essential Reading / Recommended Reading N.A. | |
Evaluation Pattern Continuous Internal Assessment (CIA) - 70% End semester examination (ESE) - 30% Continuous Internal Assessment (CIA) CIA 1: 30 marks CIA 2: 30 Marks Class participation: 5 marks Attendance: 5 marks All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA mark of 38/70 to be eligible to write the ESE. End Semester Examination (ESE) The passing grade for the ESE is 40% An overall grade of 50% is required to pass the course (CIA+ESE). |