Building Teacher Quality in India

By analyzing various measures of teacher quality, this book provides a framework for policymakers to further improve teacher quality in India.

Building Teacher Quality in India

Building Teacher Quality in India

India has one of the largest student populations in the world; the quality of teaching is blamed for the poor performance by Indian students on internationally-comparative assessments. By analyzing various measures of teacher quality, this book provides a framework for policymakers to further improve teacher quality in India.

Teacher Quality and Education Policy in India

For example, while human capital theory provides a framework for understanding economic investment in India as a tool for building teacher quality (Johnes et al., 2017), neoinstitutional theory provides explanations for the development ...

Teacher Quality and Education Policy in India

Teacher Quality and Education Policy in India

By drawing on quantitative data and qualitative analyses of five major national education policies implemented in India over the last 15 years, this comprehensive volume explores their impact on teacher quality and perceived effectiveness, explaining how this relates to variations in student performance. Responding to a national agenda to increase the quality of the Indian teacher workforce, Teacher Quality and Education Policy in India critically questions the application of human capital theory to Indian education policy. Chapters provide in-depth and strategically structured analyses of five national policies – including the recently approved National Education Policy (NEP) 2020 – to see how Indian policymakers use teacher quality as a driver and measurement of education and national economic development. Ultimately, the text offers evidence-based policy recommendations to improve teacher quality in India, suggesting that while all five policies have contributed significant frameworks and recommendations for teacher quality reform, they have failed to move beyond a symbolic function. Given its rigorous methodological approach, this book will be a valuable addition to the under-researched question of education policymaking in postcolonial contexts. It will be an indispensable resource not only for scholars working on policymaking in the Indian context, but also for those working at the intersection of education, teacher development, and policymaking in developing countries.

ROLE OF TEACHERS IN NATION BUILDING

Conclusion Role of Teacher is important in nation building. ... Teacher is mostimportant factor to improve quality in the field of teacher education to makeeffective the ... Retrieved 20 March, 2010, fromhttp://www.ncte-india.org.

ROLE OF TEACHERS IN NATION BUILDING

ROLE OF TEACHERS IN NATION BUILDING

Role of Teachers In Nation Building

International Handbook of Teacher Quality and Policy

Contract teachers: experimental evidence from India (Working Paper No. ... Preparing teachers: Building evidence for sound policy (Committee on the Study of Teacher Preparation Programs in the United States, Center for Education.

International Handbook of Teacher Quality and Policy

International Handbook of Teacher Quality and Policy

The International Handbook of Teacher Quality and Policy is a comprehensive resource that examines how teacher quality is conceptualized, negotiated, and contested, and teacher policies are developed and implemented by global, national, and local policy actors. Edited by two of the leading comparative authorities in the field, it draws on the research and contributions of scholars from across the globe to explore five central questions: How has teacher quality been conceptualized from various disciplinary and theoretical perspectives? How are global and transnational policy actors and networks influencing teacher policies and practices? What are the perspectives and experiences of teachers in local policy contexts? What do comparative research studies tell us about teachers and how their work and policy contexts influence their teaching? How have various countries implemented policies aimed at improving teacher quality and how have these policies influenced teachers and students? The international contributors represent a wide variety of scholars who identify global dynamics influencing policy discourses on teacher quality, and examine national and local teaching and policy environments influencing teacher policy development and implementation in various countries. Divided into five sections, the book brings together the latest conceptual and empirical studies on teacher quality and teacher policies to inform future policy directions for recruiting, educating, and supporting the teaching profession.

BRICS building education for the future priorities for national development and international cooperation

quality. BRICS are investing in national assessments of learning outcomes. National assessments conducted by autonomous institutions are becoming more regular (yearly ... China, India and South Africa are representative of this trend.

BRICS  building education for the future  priorities for national development and international cooperation

BRICS building education for the future priorities for national development and international cooperation


Public Provisioning for Elementary Education in India

These norm-based requirements included different components such as investment in basic teaching facilities, infrastructure building, teacher salaries, teacher training for improvement in quality of education, incentives for girl ...

Public Provisioning for Elementary Education in India

Public Provisioning for Elementary Education in India

This book analyses the magnitude of public expenditure on education, the composition of such expenditure, the flow of funds from the Centre to the districts, and the bottlenecks in the process, with a focus on elementary education. Most of the existing body of work in this area concentrates on Central Government`s budgetary provisions instead. The significance of this research lies in that it dwells on the major challenges confronting the States with regard to these issues. Public Provisioning for Elementary Education in India focuses on elementary education in the context of the ongoing efforts towards Universalising Elementary Education (UEE) in the country. The book tracks budget expenditures and budgetary and planning processes in the current flagship programme of Sarva Shiksha Abhiyan (SSA) across the four selected States of Andhra Pradesh, Bihar, Gujarat and Rajasthan. It addresses the causes of the fiscal crisis in States in the era of economic reforms, and the policy measures required for improving the flow of public expenditure on education. This book offers important insights for policymakers, academia and social activists interested in `Input—Process—Output—Impact` of State intervention in the education sector in general and elementary education in particular.

Empowering Teachers to Build a Better World

Building. Teacher. Capacity. at. the. Telangana. Social. Welfare. Residential. Educational. Institution. Society ... on providing such high-quality educational opportunities to students from marginalized communities in Telangana, India.

Empowering Teachers to Build a Better World

Empowering Teachers to Build a Better World

This open access book presents a comparative study on how large-scale professional development programs for teachers are designed and implemented. Around the world, governments and educators are recognizing the need to educate students in a broad range of higher order cognitive skills and socio-emotional competencies, and providing effective opportunities for teachers to develop the expertise needed to teach these skills is a crucial aspect of effective implementation of curricula which include those goals. This study examines how large-scale efforts to empower teachers for deeper instruction have been designed, how they have been implemented, and their outcomes. To do so, it investigates six programs from England, Colombia, Mexico, India, and the United States. Though all six are intended to broaden and deepen students’ curricular aspirations, each takes this expansion of curricular goals in a different direction. The ambitious education reforms studied here explicitly focus on building teachers’ capacity to teach on a broader set of goals. Through a discerning analysis of program documents, evaluations, and interviews with senior leaders and participants in the programs, the book identifies the various theories of action used in these programs, examines how they were implemented, and discusses what they achieved. As such, it offers an indispensable resource for education leaders interested in designing and implementing professional development programs for teachers that are aligned with ambitious instructional goals.

International Journal of Indian Psychology Volume 6 Issue 2 No 4

The quality of Teacher Education in our country especially at the secondary level is far from satisfactory. ... To build a national system of Teacher Education based on India's cultural ethos, its lenity and diversity synchronizing with ...

International Journal of Indian Psychology  Volume 6  Issue 2   No  4

International Journal of Indian Psychology Volume 6 Issue 2 No 4


Quality of Secondary Education in India

This section elaborates the perceptions of teachers on various quality issues related to schools, teaching, ... This indicates that although overall infrastructure of school with respect to school building, playground, etc., ...

Quality of Secondary Education in India

Quality of Secondary Education in India

This book provides useful insights into quality issues in secondary education in India and addresses the important questions of why there is need to improve the quality of education; how one can measure the quality of education; and the ways to improve quality. The analysis in this book is conceptually designed at three levels: national level performance and linkages; state level progress, disparities and linkages; and determinants of quality education at school level for measuring students learning outcomes and efficient teaching practices. The authors have used both quantitative and qualitative methods to probe into the various issues related to the quality of secondary education at micro and macro levels. This book provides a methodological framework to scholars attempting to measure and evaluate the quality of secondary education under various settings. It provides interesting insights into the identification of factors determining quality outcomes. The chapters discuss issues related to quality concepts, research methodologies, comparative analysis, key challenges, socio-economic linkages of secondary education, quality of education from students' and teachers' perspectives, quality measurement and policy suggestions. This is a valuable resource for researchers and students in the area of economics of education, education planning and administration, development studies and economics. This book is also useful for educational administrators and policy makers.

Teacher Performance in Bihar India

substantial numbers of out-of-school children (181,086), and a very high PTR (76:1)—one of the highest in India. ... Estimating the economic value of higher teacher quality in the United States, Hanushek, Link, and Woessmann (2011) ...

Teacher Performance in Bihar  India

Teacher Performance in Bihar India

Teachers and Teacher Performance in Bihar: Implications for Teacher Education is a study undertaken in the low income state of Bihar in India to create effective teacher perfomance measuring standards. Undertaken as a World Bank and Govt. of Bihar collaborative initiative to study has developed benchmarks against which teachers’ performance were assessed so that the quality of pre-service training and continuous professional development can be reviewed and improved. These teacher performance standards track (i) teacher subject knowledge; (ii) classroom teaching; and (iii) time on task. These inputs and index based scores of teacher performance feed into and inform the development of Bihar’s teacher training strategy. This study undertaken by the ASER Center of Pratham explores a set of interrelated factors that influence how teachers teach. Designed as a series of data collection exercises that were conducted between July 2013 and December 2014, the study covered 400 schools and over 2200 teachers tracked during visits to each school. The study uses teacher surveys and classroom and school observations methods. It evaluates teachers’ subject matter knowledge, ability to communicate as well as their ability to learn from children’s work. The findings generated by the study provide significant inputs and suggestions for designing future teacher training and teacher professional development programs. The research potentially has utility not only in India but more widely to influence teacher policy reform, identifying cost effective financing strategies, developing accountability measures for effective management of teacher education.

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