Semester Wise Course Structure under CBCS for B.A. (General) Programme





6. Venkataiah, N. (1996) Educational Technology. New Delhi APH Publishing Corporation
7. Walia, 18. Essentials of Educational Technology, Jalamidhar Paul Pub
8. Sen, Malay Kumar Shiksha Prajuktibigyan
DC-12 (DISCIPLINE CORE-12) Educational Guidance and Counseling
Course Objectives:
1. To help in understanding the moming sond importance of guidance and counseling
2. To develop the ability to interpret various records for ressursing the student's strengile and weakneston
3. To understand the qualities of mu ideal counselor
4. To develop interest in one's own personal and professional growth
5. To understand the concept of mental health and processes of healthy adjustment and good interpersonal relationship
Course Contents:
Unit-1: The Concept of Guidance
Credit 1
Menning, Nature and Scope of Ouidance
Economical, Peychologiend and Sociologicni bases of Guidmes
Need and Importance of Educational Guidance Services in Schools
Types of Guidance.
Unit-II: Educational Guidance
Credit 2
Baste data necessary for educational guidance pupils abilities, aptitudes, interests and attitudes, eduestional attainments and personality traite
Construction, administrabon and interpuutations of (i) Cumulative Record Cards, (0) Interest Inventones
Unit-III: The Concept of Counseling
Credit 2
Menning, Nature and Scope of Counsling
Different types of Counseling
Vanoue stege and techniques of Counselung Nocersary qualities (personal unil professional) of good Counselor Role of the Counselor in
seconday schools. Relationship between guidance, counseling and tenching Diagnostic and remedial manzer: Special provisione for devant children to enable them face problems of the daily life. Gifted and creative children
Unit-IV: Maladjustment and Adjustment Mechanism
Credit 1
Cnuses and symptome of Maladjustment Genetic pre-disposition and environment factors
Frustration, Conflicts and Anxiety Role of school in preventing mal-adjustment
• Adjustment meclarus
Suggested Readings:
1. Crow, LD, Crow, A An Introduction to Guidance
2. Bhatia, KK. Principles of Chuadance and Coumadling, Kalyani Publishers, 2009
3. Agarwal, Rashmi Educational Vocational Guidance and Counselling, Principles, Techniques and Programmes, Shipra Publication, 2010
4. Charles Kiruba & lyothana, N.G. Guidance and Counselling, Neelkamal, Publication Pvt. Ltd.
5. Madimkar, 1 Gradance and Counselling, New Delhi, Authors Press
6. Mc. Daniel, IHB.. Omdance in the Modem School. New York, Rinehart and Winstem
7. Traxler, A.E. und North, R.D. Techniques of Guidance, New York, Harpet and R.W.
8. Gurumani, GD: Cudance and Counselling, Educational, Vocational and Career Plrening, New Delhi, Akansha Polbining Hours
9. Sulat Nag, Gargi Dutta Sangati Bidhane Nirdeshona O Paratrarshadan
10. Pal. D: Silksha Brittite Nirdeshana Paramarshadan Kolkata: Rita Publications
DSE-1 (DISCIPLINE SPECIFIC ELECTIVE-1) Inclusive Education
Course Objectives:
To enable the students
1. To comprehend the basic characteristics of inelnerve aducation
2. To comprehend the needs of inclusive education in modern society
3. To understand the Imsics related to design the platform of inclusive ednestion.
Course Content:
Unit: Introduction of Inclusive Education
Credit 3
Definition, concept and importance of inclusive education.
Difference between special education, integrated education and inclusive education
Advantages of inclusive education for eduention for all children in the context of Right to Education
Unit-II: Designing the Classroom for Inclusive Education
Credit 3
Brief account of existing special, integrated and inclusive education services in India. Balding inclusive leaning friendly elastoons, overcoming barriers for inclusion Creating and sustaining mehuuve prances
Role of teachers, parents and other community members for supporting inclusion of eluldren with diverse needs
Suggested Reading
1. Ainscow, M., Roots. T (2003) The Index for Inclusion. Developing teaming and Participation in
Schools Bristal Center for Studies in Inclusive Education
2. Tha M. (2002). Inclusive Education for All: Schoels Without Walls, Heinemann Educational publishers, Multivista Hobal Ltd, Chennai, 600012, India.
3. Slumma P1. (2003) Planning Inclusive Education in Small Schools, Rill, Mysore
4. Sharma, PL. (1990). Tenchus Hatulbook on IED Helping children with Special Needs NCERT Publication
5. Nanda, HP School Without Walla in 21st Century: From Exclusion to Incitason Practices in Education Mittal Publications, New Delin
6. Maity N.C. Ganguly, Amhim Niler Shikkhoner Monostattwa. Aheli Pulilishar
DSE -2 (DISCIPLINE SPECIFIC ELECTIVE-2) Mental Health
Course Objectress:
1. To comprehend the meaning of mental health and mental hyqueme
2. To comprehend the meaning of mental illness and maladjustment
Course Contents:
Unit-1: Concept of Mental Health & Hygiene
Credit 3
• Concept of Mental Health, qualities of a good mental health
• Concept and objectives of Murtal Hygiene
Unit-II: Concept of Mental Illness
Concept of mental illness, Korean's five levels of dysflection
Credit 3
Concept of Normality and Abnormality, Classification of Abnormal Hahaviora
Maladjutment (social, marital and occupational)
DSM-IV
Suggested Readings
Creating and sustaining mehuuve prances
Role of teachers, parents and other community members for supporting inclusion of eluldren with diverse needs
Suggested Reading
1. Ainscow, M., Roots. T (2003) The Index for Inclusion. Developing teaming and Participation in
Schools Bristal Center for Studies in Inclusive Education
2. Tha M. (2002). Inclusive Education for All: Schoels Without Walls, Heinemann Educational publishers, Multivista Hobal Ltd, Chennai, 600012, India.
3. Slumma P1. (2003) Planning Inclusive Education in Small Schools, Rill, Mysore
4. Sharma, PL. (1990). Tenchus Hatulbook on IED Helping children with Special Needs NCERT Publication
5. Nanda, HP School Without Walla in 21st Century: From Exclusion to Incitason Practices in Education Mittal Publications, New Delin
6. Maity N.C. Ganguly, Amhim Niler Shikkhoner Monostattwa. Aheli Pulilishar
DSE -2 (DISCIPLINE SPECIFIC ELECTIVE-2) Mental Health
Course Objectress:
1. To comprehend the meaning of mental health and mental hyqueme
2. To comprehend the meaning of mental illness and maladjustment
Course Contents:
Unit-1: Concept of Mental Health & Hygiene
Credit 3
• Concept of Mental Health, qualities of a good mental health
• Concept and objectives of Murtal Hygiene
Unit-II: Concept of Mental Illness
Concept of mental illness, Korean's five levels of dysflection
Credit 3
Concept of Normality and Abnormality, Classification of Abnormal Hahaviora
Maladjutment (social, marital and occupational)
DSM-IV
Suggested Readings


1. Bormand, Harold W & Fallmer Daniel W. (1977). Prinesples of Guidmes, Second Eiition, New York Thomas Y Crowell Company
2. Jones, 1A. (1970). Principles of Godance, Bombay, Tata. New York MeGraw Hill
3. McGowan, IP. Chmidt (1962) Counselling Readings in Theory and Practice, New York Holt, Rinchard and Winston
4. Tolbert, EL. (1967). Introduction of Counselling, New York, MeGraw Hill.
5. Taxler, A.E. (1964). Techniques of Guidance, New York, MeGraw Hill
6. Atwater, E. (1994). Prychology for Lavmg. Adjustment, Growth and Behavior Today, 5 ed, New Jersey: Prentice Hall
7. Bhatnagar, Asha and Gupta, Numala (56) (1999). Cuidance and Counseling, Vol. II. A Practical Approach. New Delhi Vikas
SEC-1 (SKILL ENHANCEMENT COURSE (1) Standardization of Test
Course Objectives:
1. To comprehend the perspectives of text standardization
Course Contents:
Credit 3
Unit-I: Standardizing
• Meaning of Standardization, Characteristics, Approaches of standardizing a test, Importance of Standardization, Nature of Tescher-Made Test, Brone features of's text
Unit-II: Standardization of Achievement Test
Credit 3
• Meaning and nature of a dimension, weightage specification, hem specification, Itam constraction, Significance of a blue-print in test construction
Suggested Readings
1) Mangal, SK. (2012), Stutistics in Peychology and Education, PHI Lemming Pt. New Delhi.
2) Rath, RK (2010), Fundamentale of Educational Statistics and Measurement, Kalyani Publisher Ludhiana
3) Metz, J. et al. (2011), Teacher, Intruciton and Evaluation, Rita Publicatium, Kolkata
4) Ps D. (2014), Evaluation and Guidance in Education, Itita Publication, Kolkata
5) Acharya, P. (2002) Evaluation in Education, Shreetara Prokanei, Kolkata,
6) Ray, S. (2007), Evaluation. Princaples and Techniques, Soma Book Agency, Kolkata
7) Nageen. K. (2008). Measurement and Evaluation, Mita Traders, Chattagram, Dhaka
8) Chakraborty, A. & Islam, N (2011), Teacher Teaching Evaluation, Classic Books, Kolkata


DC-14 (DISCIPLINE CORE-14) Educational Thoughts
Coarse Objectives:
1. To develop an understanding of the thoughts of great educatienists and their contributions in ednextten.
2. To be acquainted with the preoees of collecting datu
3. To be acquainted with the process of reporting of the anllected data.
Course Contents:
Unit-1 Educational Thinkers of Rast
Credit 3
Crittend study of the educational thoughts of the following educationists and then contributions c Indian Education
M.K... Gandhi,
Swami Vivekananda
Rabendranath Tagore
Si Aurobindo
Unit-1: Educational Thinkers of West
Credit 3
Cntical study of the eluational thoughts of the following aducationists and tharit pontnbutions on ludian Educatice
Rousseanm
John Dewey
Monteascet
Froebel
Suggested Readings:
1. Mukherjee, K.K. Sume Great Educaters of the World
1 Purkait B. R. Great Edacators
3. Sharma, Y. K. Educational Thinkers (Eastern and Western)
4. 1.C. Aggarwal. S. Gupta. Great Philosophers and Thinkers on Education.
5. Baby Dutt & Debika Gulua: Shiksha Darshan O Darslikder Abedan. Pragatishil Prakashak, Kolkata

SEMESTER-11
DC-13 (DISCIPLINE CORE-13)
Curriculum Construction
Course Objectives:
1. To understand the meming, concept and scope of cuniculum.
2. To understand the basis of currienlum construction, transaction evalnation and innovation
Course Contents
Unit-1: Curriculum Prospect
Credit 2
Meming, Modern Concept arul Nature of Curriculum-ite relation with aims and objectives of education Relation among Carrierdum, Syllabus and Lesson
Ca cumcular Actüvibes: Meming, Nature, Types and Importance. Relation between Curriculum and Co-eumeular Activities
Differem types of Cumeulsum (Taditional and Modern) their relative ments and dements. Concepts of Halanced Curriculum, Explicit or Written Curriculum, Hidden Cuniculum, Hahstic view of nurienhun
Bloom's Taxonomy of Ednesthenal olņectives (an overview)
Unit-II: Curriculum Framework
Credit 2
Cumculum framework ai diffirent levels of education
: Principles of curriculas construction, methods of organization of syllabus in fommulating curriculum operatsons
Unit-III: Curriculum Development
Cresfit 1
Curriculum Development its process. Role of curiculum development Culture Based Knowledge Based, Nend-Haved Curriculum
Unit-IV: Curriculum Evaluation
Credit 1
Evaluation of Curriculum-Meaning and Utility, Steps and Procee of Curriculum Evaluation, Formative & Sommaive Evaluation Evaluation of Curmandum of the school etage
Suggesting Readings
1. Kumari, Sarita & Srivastava, D.S Curtenlam and Instruction, Isha Books, Delhi
2. Hooper, Richard Cutienluun Design
3. Taylor, PH. & Richards, CM. An introduction to Curriculun Studies
4. Mrunalou, T-Cunteulum Development, Pearson Education,
5. Bhalla. N.-Curicultam Development
6 Khan, M1 & Nigam, B.KEvaluation and Research in Cuneulen Construction.
7. Chakralexty, Pranab Kumar Pathyakram Niti O Nirman Classic Books Publiskurs, Kolkata
.
5. Earl, L.M. (2006). Assosimants of Lemming. Using Classroom Assessment to Maximize Student Learning Thousand Oaks, California Corwin Praes
6. Gronhund, N.E. (2003). Assmoment of Stadent Achievement. Boston: Allyn & Bacom.
7. Kaplan, R.M.& Succuzzo DP (2000). Prychological Testing, Prinssples, Applications & Issues
California: Wordswerth
8. Sushil Roy- Mulyayan. Niti O Koushal
DC-9 (DISCIPLINE CORE 9) Statistics in Education
Course Objectives
To develop the ability to represent educational data through graphs and to develop skill in analyzing diffrent descriptive measure
Course Contents:
Unit-1: Concept of Statisties
Credit 1
Menning nature and scope of Ednesbonal Statistics. Soureux of educational data and use of Educational Statistics. Significance of Statistic
Unit-II: Concept of Variable and Data
Credit 1
Menning and Types (Data: grouped and un-grouped) Graphical presentation of data Pie diagram, Histogram, and Frequency Polygon, Cumulative Frequency Graph and Ogive- thetr unes
Unit-III: Measures of Central Tendency
Credit 1
Uvee and limitstions (Meun, Median and Mode-paleulation and application)
Measures of Variability es and limitations (Range, Quartile Deviation, Avenue Deviation, Standard Deviatum eslculation and application)
Unit-IV: Concept of Normal Distribution
Credit 1
Properties and uses of Normal Probability Curve in interpecting tost sevves. Divagence from nommality Skewness and Kurtosis
• Derived Scotes: Z-Secee, T-Secee and Stannine thetr uses, percentile Point and Percentile Rank
Unit-V: Bivariate Distribution
Credit 2