Mumbai University B Ed

Want to do the B Ed from Mumbai University please guide me..

University of Mumbai was inaugurated on 18 July 1857, It was ranked 41 among the Top 50 Engineering Schools of the world by Business Insider in 2012. it is one of the oldest universities in India.

Here I am uploading a pdf file having the Mumbai University B Ed syllabus; following is the content of attachment:

CONCEPT OF EDUCATIONAL EVALUATION
a. Meaning, Nature, Functions of Measurement Assessment and
Evaluation in Education, Relationship between Measurement and
Evaluation
b. Formative and Summative Evaluation (Meaning and characteristics)
c. Continuous and Comprehensive Evaluation (Meaning, characteristics,
Significance)
d. Credit based Choice system: Concept, Significance

MODULE
1
PHILOSOPHYAND ITS IMPACT ON EDUCATION (14 lectures)
Unit 1
Philosophy and Education
a) Nature of Philosophy and Nature of Education. (Meaning and
Characteristics)
b) Scope of education with reference to areas and types.
c) Functions of Education with reference to Individual and National
development.
d) Relationship between Philosophy and Education.
8

Unit 2 Teaching as a Profession
a) Principles of Professional Ethics.
b) Recommendations of NCF 2009 for Teacher.
c) Role of Teachers Organisations.
6

MODULE
2
PHILOSOPHY EMPOWERING EDUCATION (14 lectures)
Unit 3 Impact of Philosophies on Education
a) Educational Implications of:
i. Idealism
ii. Naturalism
iii. Pragmatism
b) Educational Implications of Thinkers
i. Jean Jacques Rousseau
ii. John Dewey
iii. Mahatma Gandhi
iv. Maharshi Karve
7

Unit 4 Curriculum
a) Concept and Principles of Curriculum
b) Determinants of Curriculum
c) Types of Curriculum Learner-centred, Subject-centred, Integrated
Curriculum
7

MODULE
3
EDUCATION: GOALS AND TRENDS (14 lectures)
Unit 5 Ancient and Contemporary Goals
a) Ancient Indian Goals: Purusharthas
b) Recommendations of National Policy of Education -1986
c) Need and Objectives of NCF - 2005
6

Unit 6 Trends in Education
a) Recommendations of RTE Act
b) The New Panchasheel
i. Learner-centred education
ii. Women-centred family
iii. Human being centred development
iv. Knowledge-centred society
v. Innovation-centred India
c) Values in Global Perspective Significance and ways to inculcate
values.
8

References:
1. Brubacher, John S. Philosophy of Higher Education San Francisco , jossey
Ban 1978.
2. Brubacher, John S. Modern Philosophies of Education. McGraw Hill Book
Company Inc. New York, 1962.
3. Brubacher, John S. Electric philosophy of Education, Prentice Hall
Engellwood Clifts, New Jersy, 1962.
4. Kilpatrik, WH Source Book in the Philosophy of Education McMillan and
Company, New York, 1934.
5. Mayer, F Foundation of Education, Charles E Merril Books Inc, Ohio, 1963.
6. Anand, CL (1993) Teacher and Education in the Emerging Indian Society,
New Delhi: NCERT.
7. Coombs, Philips H, (1985) the world Crises in Education York: Oxford
University Press.
8. Delors, Jacques (1996) learning the Treasure within, UNESCO; Report to
UNESCO of the International Commission on Education for Twenty First
Century.
9. Kar,N.K.: value Education A Philosophical Study, Ambala, The Associated
Publication, 1996.
10. Aggarwal, J.C: Basic Ideas in education, Delhi, Shipra Publications, 2001.
11. Panday, R.S,: In Introduction to Major Philosophers of Education, Agra,
Vinod Pustak Mandir.
12. Passi, B.K:Value education, Agra, National Psssssychological Corporation,
2004.
13. Dhavan, M.I.: Philosophy of Education, Delhi, Editor, Isha Books 2005.
14. Panday, V.C,: Value Education and Education for Human Rights, editor,
Delhi, Isha Book 2005.
15. Singh, M.S,:Value Education, Delhi, Adhyayan Publication and
Distributiion, 2007.
16. Somnath Agrawal, Philosophical Foundation of Education Authors press,
2007.
17. Shankar Mukharji, Contemperory issues in Modern Indian Education,
Authors Press, 2007.
18. Saiyidain, K.G.(1970), Facts of Indian education, New Delhi; NCRT.
19. Ross,James (1962), Ground work of Educational Theory, London: George
Harre and Sons.
20. Mohanti, J. (1987) Democracy and Education in India, New Delhi: Deep and
Deep Publishers.
21. Tyagi, P.N.(1991), education for All: A graphic Presentation, New Delhi:
NIEPA.

22. Govt, of India(1993), Education for All: The Indian Scene, Widentry
Horizons, New Delhi; MHRD
23. Nayar, P,R, Dave, P.N., and Arora, K. (1982), Teacher and Education in
Emerging Indian Society, New Delhi.
24. Ram Murti Acharya (1990), Towards an Enlightened and Humane Society
A committee Report, New Delhi, MHRD.
25. Ruhela, S. P. (1969): Social Determinants of Educability in India, New Delhi
: Jain Publishers.
26. Srimali, K.L., (1970): The Prospects for Democracy in India, Southern
Illinois: University Press.
27. Bhatacharrrya and Srinivas (1977), Society and Education Calcutta :
Academic Publishers.
28. Durkheim, Emile (1956), Education and Sociology, New York : Free Press.
29. Sigh, Karan: Perspectives on the constitution.
30. Yadulal, Kusum; Perspectives of educational Changes.
31. Venkateshwaran; Principles of Education.
32. Sharma, Ramnath (2000), Textbook of educational philosophy, New Delhi;
Kanishka Publications.
33. Aggarwal, J.C. (1996), 10th rev.ed. Theory and principles of education, New
Delhi, Vikas Publication.
34. Raheja, S. P. Human values and education.
35. Aggarwal, Somnath Philosophical Foundations of Education.
36. Kashyap, Subhash (1993), Perspectives on the constitution Delhi, Shipra
Publication.

COURSE II
PSYCHOLOGY OF THE LEARNER
Objectives:
To develop understanding of the nature and scope of Educational Psychology.
To apply the knowledge of the methods of Educational Psychology in understanding the needs of the learner.
To appreciate the relevance of Educational Psychology to solve learner related problems.
To develop understanding of the concept and principles of growth and development.
To understand the theories of development and its implications for the learner.
To develop understanding of learner diversity and its implications.
To apply the knowledge of inclusion in addressing learner needs.
Appreciate the role of the teacher in fostering intelligence and creativity among learners;
To understand determinants of personality and its implications for the learner.
To understand the concept of Mental health and its significance in the overall adjustment of the learner

MODULE
1
FUNDAMENTALS OF EDUCATIONAL PSYCHOLOGY (14 lectures)
Unit 1
Introduction to Educational Psychology
a. Meaning
b. Nature, Scope and Relevance of Educational Psychology
c. Methods of Educational Psychology (Process, Merits & Limitations)
1. Introspection
2. Observation
3. Experimental
6

Unit 2 Understanding the Development of the Learner
a) Concept of Growth and Development
b) Principles of Development
c) Theories of Development
i) Piagets theory of Cognitive Development
ii) Eriksons theory of Psychosocial Development
iii) Kohlbergs theory of Moral Development
d) Developmental characteristics of Late Childhood and Adolescence with
respect to physical, cognitive, emotional and social aspects.
e) Adolescent issues & Role of the teacher : Peer Pressure, substance
abuse, early exposure through media/ internet
8

MODULE
2
LEARNER DIVERSITY AND INCLUSION (14 lectures)
Unit 3 Addressing Learner Diversity
a) Concept of Learner Diversity
b) Meaning of Learning Disability Dyslexia , Dyscalculia, Dysgraphia
(Characteristics & Strategies)
c) Inclusive Education: Meaning and Need
4
Unit 4
Intelligence and creativity
a) Intelligence
i) Meaning and Nature of Intelligence
ii) Gifted and Slow Learners
iii) Theories of Intelligence :
• Guilfords Structure of Intellect
• Gardners Theory of Multiple Intelligence
• Golemans theory of Emotional Intelligence
b) Creativity
i) Meaning and Process of creativity
ii) Characteristics of a creative learner
iii) Teachers role in fostering creativity
10

MODULE
3
PERSONALITY AND MENTAL HEALTH
Unit 5 Personality
a) Concept of Personality
b) Determinants of Personality : Self Concept, Self Efficacy, Self Esteem
c) Big Five Factor Theory of Personality
7

Unit 6 Mental Health
a) Concept and Importance of Mental Health
b) Types of Conflicts
c) Defence Mechanisms
i) Escapism : Regression , Day Dreaming
ii) Denial: Rationalization, Repression
iii) Substitution: Sublimation, Compensation
d) Role of Teacher in preventing Maladjustment
7

References:
1. Agarwal, J.C. (1995): Essential Educational Psychology, Vikas Publishing House
Pvt. Ltd., New Delhi.
2. Baron, R.A (2002) Psychology,Fifth Edition. Singapore, Pearson Education Asia.
3. Benjamin B. Lahey ( 2002): Essentials Of Psychology, International Edition, Mc
Graw Hill
4. Bhatia, H.R. (1977): Textbook of Educational Psychology, The Macmillan
Company of India Ltd., New Delhi.
5. Borich G.D. & Tombari M.L. (1997) Educational Psychology Contemporary
approach, Longman Press
6. Chauhan, S.S. (1988): Advanced Educational Psychology, Vikas publication,
New Delhi.
7. Chatterjee, S.K. (2002): Advanced Educational Psychology, Books and Allied (P)
Ltd., Calcutta
8. Dandapani.S. (2010) a textbook of advanced educational psychology, Anmol
publications
9. Dash Muralidhar (2009) : Educational Psychology, Reprinted Deep & Deep
Publications Pvt Ltd
10. Dash,B.N. (2008) A textbook of Educational psychology, Dominant publishers
11. Dececco, J.P. (1977): The Psychology of Learning and Instruction, Prentice Hall
of India Pvt. Ltd., New Delhi.
12. Good T.L. & Brophy J (1995) Contemporary Educational Psychology, Allyn &
Bacon
13. Jain M.K.(2008) Encyclopedia of education vol. V Psychology of learning and
development , Anshah publications

14. Kale, S.V. (1983): Child Psychology and Child Guidance, Himalaya Publishing
House, Giragoan, Bombay.
15. Henson, K.T, Ella, B.F (1998 1st edition) Educational Psychology for effective
teaching, Wadsworth publishing
16. Mangal, S.K (2000) : Advanced Educational Psychology, Prentice- Hall of India
Pvt. Ltd, New Delhi
17. Mukherjee.N. (2012): A textbook of social psychology , Wisdom Press.
18. Michael ,P. & Mc Cormcik C.B (2007) Child and Adolescent development for
educators, Guilford press
19. Norman A. Sprinthall and Richard C. Sprinthall, (1990): Educational Psychology
A Developmental Approach (Fifth edition), Mc. Graw-Hill, International
Edition, Psychology Services, New York.
20. Parmeshwaran, E.G and Beena, C (2002) An Invitation to Psychology Hyderabad,
India, Neel Kamal Publications Private Limited.
21. Pervin, L.A and John, O. P (2006) Handbook of Personality: Theory and
Research 2nd Edition, New York, USA, Guilford Publications
22. Vankhede, A.N. (2012) A handbook of psychology, Wisdom press.
23. Weiten W & Lloyd M. A. (2007): Psychology Applied to Modern Life
Adjustment in the 21st Century , Eighth Edition, Akash Press Delhi, Indian
Reprint.
24. Woolfolk, A (2009) Educational Psychology, Ninth Edition Singapore, Pearson
Education Inc.
25. Zohar, D and Marshall, I (2001) Spiritual Intelligence the Ultimate Intelligence
London, Bloomsbury Publishing.

COURSE III
EDUCATIONAL
EVALUATION
Objectives:
To apply the understanding of the concept of measurement, assessment and evaluation
To apply the understanding of taxonomy of educational objectives.
To develop the skill of writing of objectives and specifications
To apply the understanding of learning experiences
To apply the understanding of different types of tools in evaluation.
To develop an understanding of current trends in evaluation.
To apply the understanding of statistical calculations and interpretations.

MODULE
1
FUNDAMENTALS OF EDUCATIONAL EVALUATION (14 Lectures)
Unit 1
CONCEPT OF EDUCATIONAL EVALUATION
a. Meaning, Nature, Functions of Measurement Assessment and
Evaluation in Education, Relationship between Measurement and
Evaluation
b. Formative and Summative Evaluation (Meaning and characteristics)
c. Continuous and Comprehensive Evaluation (Meaning, characteristics,
Significance)
d. Credit based Choice system: Concept, Significance
5

Unit 2
EDUCATIONAL OBJECTIVES
a. Relationship between Aims and Objectives
b. Taxonomy of Educational Objectives based on three domains
i. Cognitive Domain (Revised Blooms taxonomy by Anderson
and Krathwohl)
ii. Affective Domain ( Bloom & Massieh Taxonomy)
iii. Psychomotor Domain ( R.H Dave Taxonomy)
c. Criteria of writing statements of Objectives and Specifications
9

MODULE
2
PROCESS OF EVALUATION (14 Lectures)
Unit 3 LEARNING EXPERIENCES
a. Meaning, Characteristics Sources and Types of Learning Experiences
b. Value based learning experiences (Meaning, Need and Activities)
5
Unit 4
TOOLS OF EVALUATION
a. Essential Characteristics of Measuring Tools
b. Types of test
i. Performance Tests: Oral test and Practical test (merits, limitations,
Suggestions for improvement, criteria for evaluation)
ii. Written test-Essay & Objective type (merits, limitations,
9

suggestions for improvement), Open book examination (merits &
demerits), Online examination (merits & demerits)
iii. Norm - Referenced tests and Criterion Referenced tests
(Meaning, characteristics).
iv Evaluation Rubrics: Meaning, Need, Guidelines to construct rubrics
MODULE
3
TRENDS IN EVALUATION (14 Lectures)
Unit 5 Assessing and Reporting Performance
a. Internal Assessment: Meaning, Significance and Areas
b. Feedback - Criteria for constructive feedback
5

Unit 6 Interpreting Test Results
a. Calculation and interpretation of Mean and Median.
b. Interpretation of Standard Deviation with reference to Normal
Probability Curve
c. Interpretation of Percentile and Percentile Rank
9

References
saMdBa- ga`Mqa:
1. Bloom, B Taxonomy of Educational Objectices-Book-1
2. Bloom, B Taxonomy of Educational Objectices-Book-2
3. Dandekar, W.N.: Evaluation in School.
4. Gronland, N.E. & Linn, R.L.: Measurement & Evaluation in Theory
5. Khan, Mohd. Sharif.: School Evaluation.
6. Lulla, B.P. et al: Essentials of Evaluation and Measurement in Education
7. Noll, V.H. & Schonnell, D.P.: Introduction to Educational Measurement.
8. Patel, R.N.: Educational Evaluation: Theory and Practice.
9. Phillips, R.C. : Evaluation in Education
10. Rawat, D.S.: Measurement and Statistics.
11. Remmers, H.H. et al: A Practical Introduction to Measurement and
Evaluation.
12. Schwart & Stuart: Evaluating Students Progress.
13. Upasani, N.K.: Evaluation in Higher Education.
14. Wandt, E & Brown, G.: Essentials of Educational Evaluation.
15. J.C.Agrawal,: Essentials of Examination system
16. Wrightstone, W et al: Evaluation in Modern Education.
17. C.P.S. Chauhan,: Emerging Trends in Educational Evaluation.
18. George Brown & Joanna Bull: Assessing Student Learning.
19. Theodore and Adams: Measurement and Evaluation.
20. Thorndike and Hagan: Measurement and Evaluation in Psychology &
Education.
21. Richard H. Lindeman: Educational Measurement.
22. Robert Ebel & David Frisbie: Essentials of Educational Measurement.
23. Nancy Wittrock & Mitry Wiley: The Evaluation of Instructional Issues &
Problems.
24. L.R. Gay: Educational Evaluation &Measurement.
25. R.N.Agrawal : Educational & Psychological Measurement.
26. Derek Rown Tree: Assessing Students.
27. Garette : Educational Statistics.
28. Sultana Shaikh, Qad-re-paimash : Paalimi itplaqp (2010), Deccan traders,
Educational publishers, Hyderabad. (Urdu)

(Special Methods)
COURSE IV / COURSE V
ENGLISH METHOD
Objectives:
To develop understanding of the significance of English as a subject in the present context To analyze the factors
influencing learning English
To develop understanding of the principles of English instruction
To develop understanding of the significance of basic competencies in language acquisition
To create activities to develop language competencies in learners
To apply different techniques for the teaching and learning of English
To develop understanding of the significance of professional preparedness of English teachers

To apply learner centered approaches to manage language instruction
To create language learning resources
To evaluate resources to be used for language acquisition

MODULE
1
FUNDAMENTALS OF LANGUAGE INSTRUCTION
(14 lectures)
Unit 1
English as a subject in the present context
a. Importance of English in a multilingual society
b. Role of language in the life of a learner (intellectual, social
and emotional)
c. Factors affecting Language Learning (Physiological,
Psychological and Social)
7

Unit 2
Bases of English Instruction
a. Palmers Principles of language learning
b. Maxims of teaching English (Simple to Complex, Known to
Unknown, Concrete to Abstract, Particular to General, Whole to
Parts, Psychological to Logical)
c. Correlation Intra (Prose, Poetry, Grammar, Composition); Inter
(History, Geography, Mathematics, Science, Economics and
Commerce.)
7

MODULE
2
BASIC COMPETENCIES AND TECHNIQUES FOR LANGUAGE
ACQUISITION (14 Lectures)
Unit 3 BASIC COMPETENCIES FOR LANGUAGE ACQUISITION
a. Listening Significance of the competence for language
acquisition; Any five activities to develop listening skills
b. Speaking Significance of the competence for language
acquisition; Any five activities to develop speaking skills
c. Reading Mechanics of Reading; Types of reading (Loud, Silent,
Intensive and Extensive)
d. Writing Teaching Composition (controlled, guided, and creative);
evaluating composition
7

Unit 4
TECHNIQUES FOR THE TEACHING AND LEARNING OF
ENGLISH
a. Expository Techniques Narration, Dramatization
b. Interactive Techniques Questioning, Discussion
c. Note making as a Self learning Technique (Concept, Guidelines,
Techniques Concept Mapping, Cornells technique)
d. Developing Vocabulary From Context, Vocabulary games, Use
of Dictionary and Thesaurus
7
MODULE
3
MANAGEMENT OF LANGUAGE TEACHING ANDLEARNING
(14 Lectures)
Unit 5 MANAGING LANGUAGE INSTRUCTION
a. Communicative Approach (Concept, Principles, Steps, Merits)
b. Constructivist Approach (Concept, 5 Es, Merits)
c. Appreciation Lessons (Meaning, Significance, Steps)
d. Teaching Grammar Types (Formal and Functional), Inducto
deductive approach
7

Unit 6 MANAGING RESOURCES FOR LANGUAGE INSTRUCTION
a. Optimum utilization of the Library as a resource for Language
acquisition
b. Technology Mediated Language Learning CALL (Concept,
Principles, Merits, Demerits), Blogs (Meaning, Application)
c. Characteristics of a good text book of English
d. Professional development of teachers to manage Language
Instruction

References: 1. Bond, L G et al (1980): Reading Difficulties Their Diagnosis and
Correction, New York, Appleton Century Crafts.
2. Valdmen.,(1987) “Trends in Language Teaching, New York, London Mac
Graw Hill.
3. Johnson, K (1983) :Communicative Syllabus Design and Methodology,
Oxford, Pergamon Press
4. Widdowson, HG (1979) : Teaching language as Communication, London,
OUP.
5. David, E (1977) : Classroom Techniques- Foreign Languages and English as
a Second Language, New York, Harcourt Brace.
6. Parrot, M (1993) : Tasks for the Classroom Teacher, London, Pergamon.
7. Grillett, M (1983) : Developing Reading Comprehension, London, CUP.
8. Byrne, D (1975) : Teaching Writing, London, Longman.
9. Morgan & Rinvoluri (1991) : New Ways of Dictation, London, Longman.
10. Mukalel, J. C. (1998): Approaches to English Language Teaching, Sterling
Publishing House, New Delhi.
11. Palmer, H. E. : The Principles of Language Study.
12. Sharma, K. L. : Methods of ‘Teaching English in India.
13. Thomson & Wyatt HG : Teaching of English in India, University of London.
14. Varghese, Paul : Teaching of English as Second Language
15. Kohli, A. L.: Techniques of Teaching English
16. Jain, R. K. : Essentials English Teaching
17. Bhatia K. K : New Techniques of Teaching English as a Foreign Language
18. Venkateshwaran, S : Principles of Teaching English
19. Yoakum G.A. & Simpson R.G. : Modern Methods and Techniques of
Teaching
20. Dave, Pratima S, (2002): Communicative Approach to the Teaching of
English as A Second Language, Himalaya Publish House, Mumbai
21. Halbe Malati, (2005) : Methodology of English Teaching, Himalaya Publish
House, Mumbai
22. Choudhary, N.R. (2002) : English Language Teaching, Himalaya Publish
House. Mumbai
23. Sachdeva, M.L. : A New Approach to Teaching of English in India
24. Sunwani, V. K. (2005) : The English Language and Indian Culture
25. Adams, M. J,(1990) : Thinking and Learning about Print. Cambridge, Ma:
MIT Press.

Complete syllabus is in the attachment, please click on it

Address
University of Mumbai
CST Rd, Vidya Nagari, Kalina, Mumbai, Maharashtra 400098 ‎
022 2654 3300 ‎

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Mumbai University B Ed syllabus.pdf (357.3 KB, 27 views)

Mumbai University is one of the earliest and premier Universities in India. Mumbai University was launched in 1857 consequent upon "Wood's Education Dispatch", and Mumbai University is one amongst the 1st three Universities in India. Mumbai University offered one of the best B.Ed program (full time- part time).

Qualification
Students have must be graduate in any subject with good percentage by a recognized university.

Mumbai University offered B Ed Program with specialization
B Ed (Physical Education)
B Ed (Mentally Retarded)
B Ed (Hearing Impaired)

Address
Registrar
University of Mumbai
M.G. Road
Fort
Mumbai-400 032.

when will be Mumbai university B.Ed result 2011

tinku

Mumbai University is one of the best states level Universities which was launched in 1857 at Mumbai, Maharashtra. Mumbai University offers one of the best, one year B.Ed program. For admission in its B.Ed program, students must be graduates with good percentage by a recognized university.

Admission is based on written examination and personal interview. Candidates who clear the written test would be called for personal interview.

Candidates, who want admission in its B.Ed program, can get the application forms from admission office of the Mumbai University or from the different colleges associated to Mumbai University and submit the application form before the last date.

Address:
University of Mumbai,
M.G. Road, Fort
Mumbai Pin Code: 400 032
Ph. No.: 2265 2819 / 2265 2825.

want to know last date of admission for B Ed (Physical Education)
B Ed (Mentally Retarded)
B Ed (Hearing Impaired) of Mumbai university.

i have completed my B.ed(Hearing Impaired) course in 2006. i have not taken certificate from Mumbai university. i stay abroad and i applied for job. they are asking for certificate from University. Can my parents apply for it and collect on my behalf..
thank you

Can you provide me the Mumbai University B Ed syllabus??