The document discusses the philosophical foundations of curriculum. It explains that philosophy influences curriculum goals, content, and organization by providing perspectives on the nature and sources of knowledge. The two main philosophical theories discussed are rationalism, which views the mind as the source of true knowledge, and empiricism, which sees knowledge as derived from sense experience and the external environment. Common educational philosophies mentioned include idealism, realism, perennialism, essentialism, experimentalism, existentialism, constructivism, and reconstructivism.
The document discusses the purposes and uses of comparative education. Some key purposes include: describing educational systems, assisting in educational development, highlighting the relationship between education and society, and establishing generalized statements about education that are valid in multiple countries. Comparative education can be used for understanding other systems better, evaluating one's own and other systems, planning educational reforms and improvements, and addressing common problems from a global perspective.
The document discusses the philosophical foundations of curriculum. It explains that philosophy influences curriculum goals, content, and organization by providing perspectives on the nature and sources of knowledge. The two main philosophical theories discussed are rationalism, which views the mind as the source of true knowledge, and empiricism, which sees knowledge as derived from sense experience and the external environment. Common educational philosophies mentioned include idealism, realism, perennialism, essentialism, experimentalism, existentialism, constructivism, and reconstructivism.
The document discusses the purposes and uses of comparative education. Some key purposes include: describing educational systems, assisting in educational development, highlighting the relationship between education and society, and establishing generalized statements about education that are valid in multiple countries. Comparative education can be used for understanding other systems better, evaluating one's own and other systems, planning educational reforms and improvements, and addressing common problems from a global perspective.
1. Introduction to statistics in curriculum and Instruction
1 The definition of statistics and other related terms
1.2 Descriptive statistics
3 Inferential statistics
1.4 Function and significance of statistics in education
5 Types and levels of measurement scale
2. Introduction to SPSS Software
3. Frequency Distribution
4. Normal Curve and Standard Score
5. Confidence Interval for the Mean, Proportions, and Variances
6. Hypothesis Testing with One and two Sample
7. Two-way Analysis of Variance
8. Correlation and Simple Linear Regression
9. CHI-SQUARE
Unit One: Concepts, Purposes and Principles of Assessment
1.1 Concept of Assessment and related terms(Test,Mesurement,assessment and Evaluation)
1.2 Function of Assessment and Evaluation
1.3 Principles of Assessment (Validity, Equity, reliability and explicitness)
1.4 Basic assumption in assessing students’ performance.
Unit Two: Assessment types, Methods and Tools
2.1. Assessments Types
2.2. Assessment Method
2.3. Assumption in selecting assessment methods
2.4. Table of specification and construction of item
2.5. Test administration, making and grading
Unit Three: Item Analysis
3.1. Item difficult level
3.2. Item discrimination index
3.3. Item Banking
Unit Four: Ethical Standards of Assessment
4.1 Ethical and professional standards of assessment and its use
4.2 Race, ethnicity, gender, religion and culture in assessment and test
Module 9- Research Design and Methods in C urriculum & Instruction.pptxRajashekhar Shirvalkar
This document provides an overview of Module 9: Research Design and Methods in Curriculum and Instruction. It covers the following key points in 3 sentences:
The module is a 4 credit course taught by Prof. Omprakash H M at Bule Hora University in Ethiopia. Unit 1 discusses the fundamentals of research, including definitions of research, the scientific method, major paradigms that guide research, and categories of research such as case studies, correlational studies, longitudinal studies, experimental studies, and clinical trials. The purpose of research is to advance knowledge through developing and testing hypotheses, theories, and ideas using systematic empirical investigation and analysis.
The document provides contact information for Dr. Omprakash H M, who is the Head of S M R S M.Ed P. G. College located in Reshmi Vidyabhavan, Sarswatipur, Gulbarga-585 106, Karnataka. Dr. Omprakash H M's area of expertise appears to be related to education.
The document provides an overview of the case study method as a qualitative research strategy. It defines a case study as an in-depth analysis of a single social unit such as an individual, group, or community. The summary is:
1) A case study involves an intensive analysis of a single social unit to understand its behavior patterns and relationship to the environment.
2) It uses multiple data sources to conduct an empirical inquiry of a limited number of events or conditions and their interrelationships.
3) Case studies have advantages like understanding a unit fully and forming hypotheses, but limitations include lack of comparability between cases and potential for false generalization.
Educational technology refers to the use of scientific methods and technological processes to enhance learning. It involves both hardware and software tools to improve the teaching and learning process. The objectives of educational technology are to modernize learning methods, modify teacher and student behaviors, make classroom teaching more effective and scientific, and help increase learning opportunities. It has the potential to improve quality of education by motivating students and allowing self-paced learning. However, educational technology will not replace teachers as teachers play a crucial role in developing students' cognitive and affective skills that technology alone cannot fulfill.
Dr. Rajashekhar Shirvalkar Curriculum construction module-2 components and de...Rajashekhar Shirvalkar
This document discusses the key components and determinants of curriculum construction. It outlines that curriculum has five main components: aims and objectives, content, transaction mode, evaluation, and content construction. It elaborates that content is developed based on student needs and organized principles. Objectives are based on cognitive, affective and psychomotor development and help students achieve their goals. Evaluation measures student performance and the curriculum undergoes review. The transaction mode promotes effective teaching and learning. The document also discusses five main determinants that influence curriculum: philosophical, psychological, sociological, political, and scientific.
This document discusses the meaning and concepts of curriculum construction. It provides definitions of curriculum from various scholars such as Cunningham, Morroe, Crow and Crow, and Nunn. It also discusses principles of curriculum construction such as being child-centric, integrating civic and social needs, conserving experiences, being creative, forward-looking, integrating subjects, allowing for individual differences, preparing students for living, being socially relevant, utilizing leisure time, providing variety and flexibility, and considering the time available.
The teacher introduces a new science topic on light and its properties. To begin, the teacher asks a series of questions to the students about sensory organs, the function of eyes, how eyes work, what is needed to see objects, sources of light, natural vs artificial light sources, and properties of light. The students answer the questions to demonstrate their prior knowledge. The teacher then provides charts about sensory organs, light sources, and other concepts to reinforce the lesson. The goal is stated as studying the unit on light and its properties.
This document contains a general knowledge quiz prepared by Dr. Rajashekhar Shirvalkar with questions on topics ranging from waves, bacteria, gases, sugars, metals, geography, rivers, plants, chemicals and more. The quiz is intended as a knowledge test and includes the author's contact information at the end.
The document contains data from the 2011 Census of India on female literacy rates across various states and union territories in India. It shows that Kerala had the highest female literacy rate at 91.98%, while Rajasthan had the lowest at 52.66%. It also includes a graph showing the overall literacy rate in India has increased dramatically from 5.3% in 1901 to 74% in 2011, with male literacy rates consistently higher than female rates, though the gap has decreased over time.
Cooperative learning is an educational approach that organizes classroom activities into academic and social learning experiences through group work. It has five basic elements: positive interdependence, individual and group accountability, interpersonal skills, promotive interaction, and group processing. Cooperative learning can raise achievement, build relationships, and develop both learning and social skills. There are three types of groups - informal, formal, and base groups - which differ based on duration and structure. Advantages include improved learning outcomes compared to individual work, engagement, peer teaching, and development of collaboration skills. Disadvantages include the burden of group responsibility and potential lack of challenge or stimulation for some students.
Mars is often called the Red Planet due to its reddish appearance. It is approximately half the size of Earth and has a thin carbon dioxide atmosphere. Mars has seasons like Earth and a day on Mars lasts about 24 hours and 37 minutes.
1. Educational research refers to the systematic study of education-related issues using scientific methods. It examines topics like student learning, teaching, teacher training, and classroom environments.
2. Research methods can vary and may study problems, test theories, and develop solutions related to real-life educational problems.
3. Action research specifically aims to address immediate issues in a local setting through collaborative inquiry and implementing plans for improvement. It is focused on both understanding an issue and enacting change.
