Monthly Archives: March 2023

Advance Curriculum theory ( Secondary level), M. Ed.

Wiles and Bondi- 1989 Model

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Wiles and Bondi’s Curriculum Assessment Model was developed by Dr. Jon Wiles and Dr. Joseph Bondi, who are both renowned educational researchers and professors.

The model was first introduced in their book “Curriculum Development: A Guide to Practice,” which has been widely used by educators and curriculum developers as a resource for curriculum design, implementation, and evaluation.

Wiles and Bondi’s curriculum assessment model is a comprehensive framework designed to evaluate the effectiveness of curriculum development and implementation. The model consists of four stages: planning, implementation, monitoring, and evaluation.

  1. Planning: In this stage, educators determine the purpose and goals of the curriculum, identify the learning objectives, and develop instructional strategies to meet these objectives.
  2. Implementation: Once the curriculum has been planned, it is time to implement it. During this stage, educators prepare the necessary resources and materials and implement the curriculum in the classroom.
  3. Monitoring: In this stage, educators monitor the progress of students as they engage with the curriculum. They collect data to determine whether the curriculum is meeting its goals and objectives.
  4. Evaluation: In the final stage, educators use the data collected during the monitoring stage to evaluate the effectiveness of the curriculum. They identify areas of strength and weakness, make necessary adjustments, and implement changes to improve the curriculum.

Overall, Wiles and Bondi’s curriculum assessment model provides a structured approach for evaluating the effectiveness of curriculum development and implementation. It helps educators identify areas of improvement and make data-driven decisions to enhance student learning outcomes.

Also read : Hilda Taba model

Some of the key features of the model include:

  1. A focus on planning: The model focuses on the importance of planning in curriculum development, encouraging educators to define clear goals and objectives for teaching and learning.
  2. A cyclical process: The model is designed as a cyclical process that includes planning, implementation, monitoring, and evaluation stages. This cycle allows educators to continually assess the effectiveness of their curriculum and make necessary adjustments to improve student outcomes.
  3. A data-driven approach: The model emphasizes the importance of data in evaluating the effectiveness of the curriculum. Educators are encouraged to collect data on student performance and use this information to make informed decisions about curriculum design and implementation.
  4. A collaborative approach: The model promotes collaboration among educators, administrators, and other stakeholders in the curriculum development process. This collaboration helps to ensure that the curriculum is aligned with the needs of students and the broader community.
  5. A flexible framework: The model can be used in different educational contexts and curricula, making it an effective tool for curriculum developers and educators. It can be used in a variety of settings, from K-12 schools to higher education institutions.

Overall, the features of Wiles and Bondi’s Curriculum Assessment Model make it a valuable resource for educators and curriculum developers.

Wiles and Bondi -1989 Model
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Historical, Political and Economic Foundations of Education, M. Ed.

Nationalism and Education

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Nationalism and education are closely linked, as education plays a significant role in shaping a nation’s identity and promoting its values and beliefs. In many countries, education is used as a tool to foster a sense of national pride and loyalty and to instill a sense of national identity in students.

Nationalism can be defined as a belief in the superiority and importance of one’s nation and its people, often with a focus on a common language, history, and culture. In some cases, education can be used to promote a narrow form of nationalism that excludes or denigrates other cultures and beliefs. However, in more positive forms, education can promote a broader understanding and appreciation of different cultures, histories, and perspectives, while still emphasizing the unique contributions and identity of one’s own nation.

Education can also be used to promote social and political values that are central to nationalism, such as democracy, civic responsibility, and respect for the rule of law. In many countries, education is seen as a key mechanism for building a cohesive and unified society, as well as for preparing students to participate in political and economic life.

At the same time, education can also be a site of contestation and conflict, particularly in multicultural societies where there are different views about what it means to be a member of the nation. Debates about the role of language, history, and culture in education can often be contentious, with different groups advocating for their own views and interests.

Also Read: Economics of Brain Drain

Overall, the relationship between nationalism and education is complex and multifaceted, with both positive and negative aspects. It is important to recognize the potential of education to promote a more inclusive and tolerant form of nationalism that values diversity and respect for others, while also being aware of the risks of promoting a narrow and exclusionary form of nationalism that can lead to conflict and division.

Nationalism and Education
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M. Ed., Psychology of Learning and Development

Conflict Management in Psychology

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Conflict management in psychology refers to the process of resolving disagreements or disputes between individuals or groups in a constructive manner. It involves understanding the sources and nature of conflicts and employing strategies to prevent, manage or resolve conflicts.

Psychologists recognize that conflict is a natural and inevitable part of human interactions. It can arise from differences in values, goals, beliefs, personality, and culture. Conflict can also be caused by misunderstandings, communication breakdowns, or competing interests.

There are various approaches to conflict management in psychology. Some of the commonly used methods include:

  1. Collaborative problem-solving: This approach involves working together to identify the underlying issues and find mutually acceptable solutions.
  2. Compromise: In this approach, both parties make concessions and reach a middle ground that satisfies their interests.
  3. Avoidance: This approach involves ignoring or postponing the conflict until a later time when emotions are less intense.
  4. Accommodation: This approach involves one party giving in to the other to maintain harmony and preserve the relationship.
  5. Competitive: This approach involves seeking to win at all costs, which can lead to a win-lose situation.
Also read: Personality Assessment

Psychologists also emphasize the importance of effective communication, active listening, and empathy in conflict management. They may use techniques such as mediation, negotiation, or assertiveness training to help individuals or groups resolve conflicts. The ultimate goal of conflict management in psychology is to promote healthy relationships, enhance personal growth and reduce stress and negative emotions.

Conflict Management in Psychology
Conflict Management in Psychology
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B. Ed., Pedagogy of English

Open Ended Questions

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Open-ended questions are questions that do not have a specific answer or a narrow range of acceptable answers. They are designed to elicit more detailed, complex, and thoughtful responses from the person being asked, rather than just a simple “yes” or “no” answer.

They are designed to encourage a more detailed and thoughtful response, rather than just a simple “yes” or “no” answer. Open-ended questions often begin with words like “what,” “how,” or “why,” and require the person being asked to provide a more comprehensive answer that includes their thoughts, feelings, opinions, or experiences.

They are used in a variety of settings where in-depth and thoughtful responses are desired. Here are some examples:

  1. Education: Teachers use it to encourage critical thinking, deeper understanding, and discussion. It can prompt students to think creatively and engage in meaningful dialogue. They can be used in any subject area, including language arts, social studies, math, and science.
  2. Counseling and therapy: Therapists use It to help clients explore their thoughts, feelings, and behaviors in greater depth. It can encourage clients to reflect on their experiences, gain insight into their emotions, and identify areas for growth and change.
  3. Market research: Researchers use open-ended questions to gather detailed and nuanced information from participants. It can help researchers gain a deeper understanding of participants’ opinions, attitudes, and experiences.
  4. Interviews: It are often used in job interviews to allow candidates to provide more detailed and meaningful responses. They can help employers gain a better understanding of a candidate’s qualifications, experience, and fit for the role.
  5. Conflict resolution: It can be used in conflict resolution to encourage parties to explore their perspectives, understand each other’s needs, and work towards a mutually beneficial solution.
Also Read : Inductive and Deductive Approach

Overall, open-ended questions are used in settings where a more detailed and nuanced response is desired. They encourage thoughtful and creative thinking, facilitate communication, and promote meaningful dialogue.

Open Ended Questions
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B. Ed., Learning and teaching

Inquiry Teaching Model

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The inquiry teaching model, also known as the inquiry-based learning model, is a teaching approach that emphasizes active learning, critical thinking, and problem-solving. This model is often used in science and mathematics education but can be applied to other subjects as well.

It involves posing questions, problems, or scenarios to students and encouraging them to investigate, explore, and discover answers through research, experimentation, and discussion. The teacher acts as a facilitator, guiding and supporting students in their learning journey rather than providing all the answers.

There are various stages of the this model including:

  1. Questioning: The teacher introduces a problem or question to students.
  2. Exploring: Students investigate the problem or question through research, experimentation, and discussion.
  3. Making connections: Students connect their findings to existing knowledge and concepts.
  4. Reflecting: Students reflect on their learning and identify areas for further investigation.
  5. Applying: Students apply their learning to new situations and contexts.
Also Read : Bruner’s Concept attainment Model

This model encourages students to develop skills such as critical thinking, creativity, and problem-solving, which are essential in the modern workforce. It also promotes student engagement and motivation, as students take ownership of their learning and are actively involved in the learning process.

Inquiry Teaching Model
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