Literaturnachweis - Detailanzeige
| Autor/inn/en | Moore, Rhiannon; Rolleston, Caine; Grijalva, Ana |
|---|---|
| Titel | Unlocking the Black Box: To What Extent Are Interactive Classrooms Effective Classrooms in Andhra Pradesh and Telangana, India? |
| Quelle | In: Comparative Education Review, 65 (2021) 4, S.667-690 (24 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0010-4086 |
| DOI | 10.1086/716339 |
| Schlagwörter | Foreign Countries; Access to Education; School Effectiveness; Educational Quality; Equal Education; Teaching Methods; Interaction; Educational Practices; Instructional Effectiveness; India |
| Abstract | Universalization of basic education in India has increased demand for access to secondary schooling, yet concerns about quality and equity remain. While evidence of poor learning attainment continues to accumulate, less is known about classroom interactions or how these relate to student outcomes. In this article, we employ a unique data set that links school effectiveness and classroom observation data to examine the relationship between these dimensions. We show that teacher classroom practices represent a potentially distinctive aspect of school quality only weakly associated with effectiveness measures in two states in India. We discuss the implications of this for understandings of equity of learning opportunities. (As Provided). |
| Anmerkungen | University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.press.uchicago.edu |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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