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  • 1
    Book
    Book
    Public report on basic education in India (1999)
    New Delhi : Oxford University Press
    Details
    ISBN: 0195648706
    Language: English
    Pages: 156 S. , Ill., Kt.
    DDC: 306.430954
    Keywords: Education Economic aspects ; India ; Education Social aspects ; India ; Basic education India
    Note: Includes bibliographical references
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    Book
    BSZ
  • 2
    Article
    Article
    Education security for children : some insights from the PROBE survey (2001)
    Show associated volumes/articles
    In:  Social and economic security in India (2001), Seite 239-253 | year:2001 | pages:239-253
    Details
    ISBN: 819009484X
    Language: Undetermined
    Titel der Quelle: Social and economic security in India
    Publ. der Quelle: New Delhi : Inst. for Human Development, 2001
    Angaben zur Quelle: (2001), Seite 239-253
    Angaben zur Quelle: year:2001
    Angaben zur Quelle: pages:239-253
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    Article
    MPI Ethno. Forsch.
  • 3
    Online Resource
    Online Resource
    Chapter 12 Social distance, teachers' beliefs and teaching practices in a context of social disadvantage : Evidence from India and Pakistan (2021)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9780367264895
    Language: Undetermined
    Pages: 1 Online-Ressource (21 p.)
    Keywords: Education
    Abstract: "This chapter analyses the widening inequalities within the government primary schooling systems in India and Pakistan and the implications of the emerging social distance between teachers and students. Social distance is a significant factor impacting student-teacher interaction in classrooms. How, and to what extent, does social distance shape teachers' beliefs and practices? What is the likely effect of social distance on the education or learning of children from disadvantaged backgrounds? Using teacher interviews and classroom observation data, the chapter describes teachers' beliefs and observed teacher-student interaction for high- and low-performing children. The empirical analysis is grounded in a conceptual frame linking teachers' beliefs, practices and learning outcomes. Most teachers included in the study believe family background is the most significant determinant of learning. Teachers' conceptualisation of a good student comprises a set of characteristics that are much more likely to be present in children from families where parents are educated and in stable economic circumstances or naturally gifted children. Teachers tend to favour the good students and can rarely adapt practice to help remove disadvantages for low-performing children or those from marginalized backgrounds. As a result, government schools are sites for the social reproduction of inequalities."
    Note: English
    URL: kostenfrei
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    Online Resource
    MPI Ethno. Forsch.
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