,MrER COLLEGE OF EDUCATTON (AUTONOMOUS)College with Potential for Excellence Status by the UGC

Recognized by the J&K Govt. & Permanently Affiliated to the University of Jammu

Accredited by the NAAC with 'A+' Grade

N o. MCEA/M .Phtl. / 20-2L / 2416-29 Dated: -February 17, 2O2t

Subject: - Entrance Test on March 05,202L for Admission to M.Phil. Programme in Education

Dear Candidates,

This has a reference to your application for admission to M.Phil. Programme in Education

for the session 2O2O-21.In this connection you are informed that an Entrance Test has been fixed

to be held on March 05,2O2L at 10:00 am - 1:00 pm in the MIER College Campus at B.C. Road.

Jammu. You are, therefore, required to appear in the Entrance Test on the above said date.

The paper for the Entrance Test shall have the following components:-

Paper-l

Paper-ll

Duration:

Research Aptitude Com ponent

Academic Component

Three Hours

- 50 marks

- 50 marks

Time: 10:00 am- 1:00 pm

Research Aptitude Questions shall be of descriptive nature and there shall be eight questions in this

section the details are as under:-

. Every candidate shall attempt five questions out of the given eight questions. Each

question shall carry 10 marks and the candidate shall answer every question in about 300

words. The section shall cover all the areas/specialization in a particular discipline.

o In the Academic component, there shall be 50 multiple-choice objective type questions

(with four alternative responses) covering the syllabus at the post-graduate level inEducation. Each question shall carry one mark and the candidate shall attempt all the 50

questions of this component.. The syllabus-for the entrance test is available on the College website www.miercollege.inr Candidates shall be called for interview strictly on the basis of their performance in the Entrance

Test and marks obtained in the qualifying examination.

Note: - There shall be no negotive morking.

Copy to:-1. Vice-Chairperson

2. Principal

3. HOD P.G. Department

4. Controller of Examinations

5. :\dmission Counsellor to inform the candidates telephonically(5. l/c College website for information and n.a.

,.'1I\\.

lji,ll'\iiiiitliiilii',1 i,.r. i-.i

- {B;1. Bhat) ' 'i ' i '

Asstt. Registrar (Academics)

,, t:: a.-. i:: ' '

Research APtitude

{Baseti cr": the follcwing TcPics}

ft.*sear*h ir: fd*cation[Cucirti;la] ji"esearch-Meanit-rg, nati,lre and scope, ]'Jeed ancl irl-;pc:'iair;i

Areas oi'Ecucaiio*al Research: Fliiicrsopiiicai, Psycl'*lagicai ar'ii Saciological"

Scieniific enquiry aitd ti:eory deveiopment"

{in{Js oi.Edueati,;lal R-esearch* Funiarnental" Appiiz* arrd Acii*r1 Resaarei"' lMearrit-rg, Puipase,

Si,;t*i, Ciiaract:l'i:iir-s. anri Differerrces), _ :_:_i

Quantiiaiive iiertarcii {Cr:i:cepr *i Uiii';arla;-+-*:rvaria:'r: a;:ei. iirii-lii;'rai!ate varirr"bies;

Qualirative Reseatch: Types, Diffe rences between Qi:antilative R"esearch and Qualiralive

Researcit

Research Probisn't- 3:ieciicr: {Fr,,bi,-ir::; ii;,d i:: fource:} r I

- Signiiicance- Del ineatin g and, ap er ationaiizin g variables.

- f-cr;ituiation- Developir'Ig a research propcsal (Mearring, Imporlance and Steps.'t'

- Review of Related Literature(Meaning, need and sources including Iniernet)'

Hypothesis: Mealilg, Ctraracteristics, Dilferetrce between Assun'lption anci Hypothesis,

Sources and Types.

Methods:{i} Descriptive Reseafch (concept, steps, merits and demerits}- sun'ey s;tudies, descriptir'e

st,dies, coirelatiofial srudies, developmental studies, comparative studies, casual comparative

studies, Cross-sectional and Longitudinai studies'

{ii} Experimentat Research (Concept, Steps, Nature, Merits and Demerits)

Experimental Research Design: bingle g.oup pre-test, post-test design, pre-test-post-test Control

group design, post-test only Jontrol group design and quasi experimental design, Non-equivalent

comparison group design, time-series design.

Internal and Externat VatiOity oiResults in Experimental Research'

Variables in Experimental Research: Independent, Dependent, Confounding variables'

(iii) Historicaf ReseflrGh {concept, steps, types, rnerits.and demerits)

iiu! Otft*r Research Methods a) Ex-post Facto b) Lab Experiment c) Field Studies

Samplingropuiarion, Sample and Sampling Techniques (a) Probability sampling techniques and (b) Non-

Probability.Probability Sampling: Simple random sampling, systematic random, Cluster and Stratified

sampl ing, Multi-smge SamPling.Non-probability Saripling:^CoJvenience, Purposive, Quota and lncidental and snowball

sampling.Characteristics of a good samPle.

Tools of Educationui R.r*u.cir: Meaning, characteristics of a good research tool and uses of the

fbllowing tools:

euestionnaire; Interview; Observation; Attitude Scale Rating Scale; Socio-metric Techniques.

iteliability and vnlldi-'y of various tools

Facior-s ini1r,:nci;-rg r,*iiriity olresearch;techniques to increase validitl'of research-

'Writing Research Report: Concept, Purpose and Steps'

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Paper-ll

Philosophicar Foundations of EducationBasic Western Schoots of Thought

l-unctions oi the Ptrrilosophy with Implications on Education ; Schools of Westemthoughts incontext of Curriculum and V{ethodology- Realism, Pragmatism, Empiricism,Logical Analysis,Existentiaiism, Dialectiaiisrnl ,Comparison of the Weslem Schools of Fhilcrsophywith thtIndian schools of thought in context of education and classroom practices .

Western Thinkers't; '

fii:tffiJ"alvsis of the contributions of the Thinkers ro Education -Emile (Rousseau),

John Locke, John Dewey, Immanuel Kant, Paulo Freire,; Medieval Theories of Education(Hughto John Salissbary)

Groundwork of Theory in practic,e . :!*

c-ontextual ler3tlgnslrrlfs!1veA the Practice of Educarion and the rheoretical basis(Philosophv) critical rhinking (impircario''r ro' mr ri*r'*;;;;;'*#; #; Lever*gdPractices (leailliag students culturgand t"ne aeveropitls t*"r-1r"g norms) ,ir" nfr*tive Thinkingand the criricat"pedagsgy; cfi"ticar Analysis

"ru soof (R"fi;;";;;*-rt ^*'

'a

$ocial Philosophical lssues

vv,..vvLqvJ srru urs rtrsptllurq.I.|}{y ul(developing rhe studenis to devei;n itogether)

Psy*hotcgical Fr:undatlans of Educatl*n+t

Educational Psyclrology - lts nature and.sccpe, Reiationship of education arld psycl'rclcgy'

Main featurer rnc .o"n"tiiil;;, o}1i'. i"ri"tl-g schaols cf psychology torvards educa''ion:

g;hu, i ouri sm, Cestalt, Psychoanlysis. and constructi vi sm'

Morivatior: : Ccncept, Threr:ries , inlUsrc*t3 Jr--t:, "rself-acrualizaticii"

Iroir-iri'21,,5 ifi3i1;'ri of

M otivation, .Tireory c f achi evement mcttvatto ti'

Learnin g -Concept, Factors afiecting learnir: g'

Trrearies of leanring_ Kolb,s experientraf iil*iry, Jack Mezir*rv's transfo*na'lcrnar lerrniing

mll; :;iif;il:trH:?,T:f -H:Til I fr iliiil ;ry, ro, nr an's sv sr e,\, a t i c il : e c i""

Transfer of Leaming- Theories cf Transfer' Major experirnents on transfer" Rolc o i i':c'-'":'' tl''

faci I itar.i n g transfer'

DevelopmentofConceptFormation(meaningand'attributesofconcepts,developffientofsonreconcepts and role of teacher in concept l-iiJi"gitn"asorting (meaning' steps'-types of

reasoning and rote;;;;;;t; ,*o pi"uiJ*loT"ing qmeanilng, approaclres' phases and role of

B:*;j);**nts of rhinking (meaning, classification, steps, tools, forms of thinking and role. of .

teacher); and Language {rneaning, ,"qu*"", factors infiuencing language developmenl and tole

ofteacher)'

personality : concept, rypu uld Trait Theollyl lerravjo-1al Arproach -Miller' Dollard and

Bandtx&, Hunrarl-istic ApBrsach -}"#ffi #u-**t ettett*;nt of Personalttl:l't:i:"tt""

te$hniqlrel. - , ; 'i"' - :,.Intelligence : Concgp{, 1,16grisS:: Guilford's s,truEturq of intellect pnd Gardner's nrulttple

intelligence theorY.

Ed ucatio nal Teehnblogy

Edupmonal Technology: Historipal deve

+*f**ar u s age of educational techno lo gy : inte grated, comprementary,

tuupfut*ttory standnlone (independent), r ,,--..a< + nhqrqkrsfnr-etional Designl;;;t, Historical development, characteristics ot'lndid'Jtri:!:::l;

tnirniction 1r"ttegs piair,;;;;ti""*ing), small-group instruction, Large-grc";;

instruclion

Teaching and its Organization at:

Level

Memory Level, Understanding Level and Reflective t'NN.\N\N:'

\\"t

leaqii;ng Siiategies - i\"'icrrrting, Iriature, Futrcticns aird -{'ypes of'Mode is of .T'eaching:

a) Co,:cept Attainment Modelb) Claser's Basic Teaching ModeiN'iodification of Teaching Behaviour: Microteaching, Flanders interaction Anaiysis, andSirnulations

rqi u'; at;ur:i*f ?cchno ro gy. in relation,o oorn distance learn in g (oDL)i':iii:i;i'r':s in Edir{ratio"l1

i."1ryrogy: onrine Education, cbTv, Mooc, Gyan Darshan,Cyir::vini, CDIJSA'J'and Multicharinel Learning r ' 'r'vvvr urqrr

Iiistruciional Desigri ibr-Competency Based Teaciring: Mociels fbr Development of Self _Leirning Marerial 1Stna's) anA gudio-videc mareriai

Composition and Role of Resource cenres for Educatiorral Technclogy *cEC (uGC).CIET.AVRC, EMMRC, INTEL. IGNOUR'escarch i''tEducationai rechnologyl- trends and prioriry areas wi*Jreference rc

I

Education urLsr vvrrri rLrcrtrrrec t(

l{ecent innovations in rhe area of Educational Technology

Teacher Education

il.eveloprnent of Teacher Education .

Teacher Ed ucation :. h y11*9e, programmes and perspectivesTeacher Educption in.tndia aaerincfuenoence: a)'Nati*d eoti"y of,Education (l9g6), b)Revised Nation'ar poricv yI $ggilil+crr'g rzcogi iR*"*rnenrirarions)Flistorical cleveropment of Teacher dd*cation i" .n**; and Kashmrr state

Student Teachinf

Le'cls of Teachine i) Memory Levet ii) understanding Lever iii) Refleotivp Levetconiponents and iirportance;f Pr;:;ice and tn-r"riir" reacher education, FacultyImprovernent Programmq for Teaclier Eju"ati;n. nr*g*ution of teachers for special schools.lntern sh ip ; concept, pl an n ing anel organ iz?Siour

Instructinnar Designs and rechhiques for Higher LearningI u. .: i: I .:...I:. i. .

strategies ofprofessional development: selfsttrtfy;'study groups and study circfe$; br*bkcxtension lectures, research cottoquium *--^ vr:s{' olsvi 6rL ,}'5 zur{r sruely . .,,..i

28'lbchniques for Hieher.Learning: Meaning, objectives and Importance, i) conference Techniquei'#,ffi:'rectrnilue

iii) i6;;tt"* i37r'"tdffi;*#shop rechnique v) panel Discussion

fff;ffffji;1?;ry*';ffi?:lerEd*cation: i) supervised studv ii) rndividualiz*a *o'iii)^. u{\ t..

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I

$oci*Ecgicat F*urrdat{*fis ef Edt.tcatinr,l

conceptual Framework Educational sccioiogy, Soclology cf Educaiion' & Education as air

Institutior; a social sub system; Major tof"t InA $atus (Students' teachers and adrninisffators lir

tlre society & interrelationships)Education as an agency of sociaiizat\cn,.Agencies o.f Socialisation (Fclkw'ays' llores' values'

institutions) Education -a cause or *ratificltion and mobility (westernization, sanskritisation'

Urbanization and Industriaiizatiorr and Modemization j

ConceptandNatareofCulture,Diff,erencebetweencultureandcivilizalion,EnculturatiottandAcculturation, Cultural campression un*i"production.an{ ryntextual

role of Education Concept

;;;;; "i's"ri-i"rr;;s;"revi'ew of the issues in the lndian Educational svstern to

comprehenO its ct angetin=uo";ut, political & econornic background (educational prograffImes

and policies ) concept of Equality .of educational opportunity, educational diversitias (gender'

caste, demographic, religion as well u, tunguug"); eiucational and'social remedies in regard to

the diversities

Educational & social deve[opments Contemporary issues: litqracy 44d.social developrn:en!

compulsory education, issues and perspectives in school and higher educaticn' primary

education, the state and highe.r education, education,autonomy- Education for maintaining the

peace in diverse trt#;;;;iiefs- World problems and terrorism - its causes' its impact ott

Society and remedi"?tift*ugft Bducation- Globalization and Challenge before Education at

different levels.

Theoretical tiamework and perspectives in the Sociology of Education - Structuralfunctionalisml

sociaiization selection and allocation) Confliot'Marxism(The state' ideology and

aducation) phenomenology/interactionism iSocialisation in school and society) Alternxivtf\

ed*caiion {Paulo Friare,lvan l}llcLr'} tlil*\ '1

ii iili i i

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