Dissertations / Theses on the topic 'School education- India'
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Garg, Nupur M. B. A. Massachusetts Institute of Technology. "Low cost private education in India : challenges and way forward." Thesis, Massachusetts Institute of Technology, 2011. http://hdl.handle.net/1721.1/65779.
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Thesis (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management, 2011.Cataloged from PDF version of thesis.
Includes bibliographical references (p. 82-86).
The Low Cost Private School phenomenon has gained momentum and increased visibility in recent years as researchers have begun to map and record the existence of millions of private schools that cater to the education needs of the economically disadvantaged in developing countries. These schools are profit oriented market enterprises, charging fees in the range of US$ 2 to US$ 15 per month while competing with free-of-cost government schools. Yet, they continue to thrive and grow in numbers. This thesis explores the factors that have led to the existence of a market driven private sector solution in a segment widely dominated by government provision of services and tries to understand the rationale supporting their existence. The thesis also delves into the question of whether low cost private schools are genuinely serving the purpose they are expected to. And whether these poorly financed, ill equipped profit making enterprises are the rights means to educating millions of children. The thesis also discusses the perspectives, experiences and challenges of different players in the low cost private education ecosystem. It closes with an understanding of the need for private sector involvement in providing education to the lower income segment and suggestions for the way forward for regulators, policy makers and the industry.
by Nupur Garg.
M.B.A.
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Poole, Alice. "The effect of village education committees on school inputs in rural India." CONNECT TO ELECTRONIC THESIS, 2007. http://hdl.handle.net/1961/6798.
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Sarsani, Mahender Reddy. "Exploring the promotion of creative thinking among secondary school students in India." Thesis, University College London (University of London), 1999. http://discovery.ucl.ac.uk/10019235/.
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In India, research on creativity has focused on the construction of tests of creativity and correlational studies of creativity with self-concept, intelligence, personality etc.,. There have been no studies considering the effects of schooling on creativity, teachers' perceptions of creativity or how they could to promote it. This research focused on teachers' views of creativity and their classroom practices, and on students' performance on Tests of Creative Thinking by Baqer Mehdi, their attitude towards curriculum subjects, their occupational choices and their experiences at school. The sample for the survey included 373 students and 88 teachers drawn from nine Government schools in Andhra Pradesh, India. All the instruments were developed by the researcher and data was collected by means of questionnaires for students and teachers, an scale for assessing teachers encouragement of pupils in the classroom, interviews with teachers and a check-list for head teachers regarding out-of- school activities. To analyse the data, various quantitative and qualitative techniques were applied. The findings showed that teachers valued creativity, had established criteria for its definition and for identifying creative children. They believed that the development of creativity depended on good teacher-pupil relationships, encouraging experimentation and building self-confidence among the students. Obstacles to the development of creativity included inadequate resources, lack of instructional materials, lack of funds, passive unmotivated students with a tendency to rote learning, pressure to complete the syllabus, preparing students for examinations and teachers' teaching load. They felt that the curriculum was overloaded, inflexible and not suitable to cater for the needs of the wide range of learners. They preferred a child centred curriculum based on activities. The findings from the student data contributed to the development of a model linking parental factors, the medium of instruction and teacher encouragement. Path analysis showed that out-of- school activities, mother's education, teacher encouragement and mother's income had causal relationships with students' creative thinking. On the basis of the findings practical recommendations have been made for the promotion of creativity among school students.
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Tarar, Nadeem Omar Art College of Fine Arts UNSW. "Colonial governance and art education in colonial Punjab c1849-1920s." Publisher:University of New South Wales. Art, 2007. http://handle.unsw.edu.au/1959.4/44097.
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This dissertation examines the connection between colonial governance and art education in colonial Punjab after its annexation by the British in 1849. It argues that art education at the Mayo School of Art was part of large project for creating a disciplinary society. It draws largely on archival and printed primary sources for tracing the career of disciplinary technologies of art schools, museums, exhibitions as well as regulatory discourses of colonial anthropology and the folklore, that together constitute colonial sphere of art education. The archives entered the present study both as the source of information as well as the technology of the colonial rule. The disciplinary discourses of the colonial state formed the primary archive for the colonial construction and ranking of indigenous population on the evolutionary scale of "primitive" through the techniques of census and surveys. The ethnological, psychological and intellectual profile of "tribal" population of Punjab along the scale of evolutionary history provided a grid to structure empirical knowledge for vast scale social engineering of indigenous society, including the organization of a system of colonial education for "pre-literate" and "oral" society. The study specifically contends that boundaries between "oral" and "literate" were the folklorist prisms through which the practices of communities and institutions of "art" and "craft", the distinctions between, "primitive" and "modem", "artists" and "craftsmen", "traditional" and "creative", "anonymous" and "individuals", "literature" and "myth", "history" and "legend", and "knowledge" and "folklore" were articulated. The historical contingencies of naturalization of these binary oppositions will be read in the ethnographic project of the colonial state and art educational discourses in the late nineteenth and early twentieth century Punjab that transformed individuals and social groups into subjects of a particular kind of power through the techniques of discipline and regulation. The institutional career of the Mayo School of Art (from 1875 to 1920s) as a technical as well as an educational institution is located at the intersection of discourses on utility and aesthetics. Through the writings of key exponents of the British craft advocates in India and the administrative discourses of the colonial state in Punjab that had brought the study of "decorative arts" to the forefront of the imperial concerns as well as art pedagogy, the dissertation analyzes the implications of the art school instruction on the production of modern artists and craftsmen and the construction of "customary" sphere and "traditional" Punjabi art and craft.
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Humberg, Kerstin. "Boarding school education for tribal girls in development projects lessons learnt from a geographic field study in India." Saarbrücken VDM Verlag Dr. Müller, 2008. http://d-nb.info/98797436X/04.
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Srivastava, Prachi. "The business of schooling : the school choice processes, markets, and institutions governing low fee private schooling for disadvantaged groups in India." Thesis, University of Oxford, 2005. http://ora.ox.ac.uk/objects/uuid:60eb2998-5fbb-4974-91d5-164b09f54535.
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This study is a multi-level analysis of the pervasive phenomenon of what is termed here as low-fee private (LFP) schooling in India focusing on Lucknow District, Uttar Pradesh. The significance of the study is its focus on a private sector uniquely characterised as one targeted to a clientele traditionally excluded from private education. The study follows a single-case embedded case study research design of the type explained by Yin (1994). Its guiding framework comprises theoretical levels of analysis which are the individual, organisational, and institutional, corresponding to the case sub-units of household, school, and state respectively. The research design is structured through a new institutional paradigm which is also used to analyse results at the institutional level. Data were collected through interviews, observations, documents, and field notes. Direct household data sources were 60 parents/close family members at two focus schools (one urban and one rural); school sources were owners/principals of 10 case study schools (five urban and five rural); and state sources were 10 government officials. Analysis of the 100 formal interviews, informal interviews, observation events, and field notes followed a qualitative approach through an inductively derived analytic framework. Structured portions of household and school interviews were analysed through descriptive statistics providing data on household and school background characteristics. Documents were analysed using a modified content analysis approach. Implications of individual-level results lie in highlighting the schooling choices and patterns of a group that is otherwise regarded as homogenous, i.e. children are not sent to school because parents are uninterested in schooling and fail to see its relevance. In fact, results indicate that disadvantaged groups accessing the LFP sector in the study are active choosers who made deeply considered and systematic choices about their children's education. A model to explain their school choice processes is empirically derived. Data suggest that households employed the strategies of staying, fee-bargaining, exit, and fee-jumping to engage with LFP case study schools. Organisational-level results focus on case study school profiles, their organisational structures, and the strategies they employed to operate in the new schooling market. Results also focus on a qualitative understanding of the challenges case study schools faced as LFP schools, both by the institutional context and household demands. Finally, data point to the mechanisms instituted within the schools to deal with household needs and demands and the changing household-school relationship. The implications of institutional-level analysis He in exposing inconsistencies in the application of the formal institutional framework (FIF) for schooling to case study and other LFP schools by institutional actors. Differences in the FIF in principle and in practice are linked to perverse incentives embedded within it. The results strongly indicate the existence of what is termed here as, the shadow institutional framework (SIF), employed by case study schools to mediate the FIF to their institutional advantage. The SIF comprises internal institutions common across the set of case study schools, allowing them to form linkages with other LFP schools and exchange institutional information; and external institutions or higher order institutions governing how case study schools interacted with the FIF for basic and/or secondary education and private schooling. The SIF tied together an otherwise independent set of LFP schools as a de-facto sub-sector of the greater private sector. The study's main contributions are its analysis of an emerging local model of formal private schooling for disadvantaged groups; extending new institutional theory's application to education; and the methodological contribution of mediating the researcher's positionality through currencies.
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Jament, Johnson. "Attention deficit hyperactivity disorder (ADHD) within a South Indian (Keralian) mainstream school context." Thesis, University of Northampton, 2009. http://nectar.northampton.ac.uk/3596/.
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Attention Deficit Hyperactivity Disorder (ADHD) is a widely discussed special educational issue in Western contexts and developed countries. By contrast, limited information is available about ADHD in Eastern contexts and developing countries. In India in particular, the only available information is about the medical perspective of ADHD; little or no attention is given to social or educational perspectives. DSM IV criteria are the most commonly used standard assessment procedures. However, limited research is reported to discuss the potential cultural influences of this North American model. The present study examines the incidence and interpretation of ADHD within the context of five mainstream schools in Trivandrum, South India. It also explored cultural influences impact upon the cultural validity and reliability of DSM IV criteria when introduced into a South Indian context. In order to identify children with ADHD characteristics, culturally valid assessment tools such as behaviour checklist and behaviour rating scales, were developed from DSM IV (TR) symptoms criteria. Qualitative data was gathered from the five sample schools during the academic year of 2006-07 using a variety of methods including in-depth interviews (with 21 teachers), classroom observations (of 26 children), rating scale and document scrutiny. The case study method was adopted to gain in-depth information about the identified children. Informal interviews with parents (24) were also utilised to triangulate the information gathered from the school contexts. Qualitative data analysis techniques such as open coding and case analysis were used to assess children's behavioural characteristics and difficulties. The findings indicate that three percent of children (21) had ADHD characteristics within the sample schools. Some of the findings are consistent with the studies reported in Western contexts. There are also some contrasting results: a) most of the identified children had inattention rather than hyperactivity characteristics, b) a higher number of children with ADHD characteristics were from lower socio-economic backgrounds, c) teachers used coercive methods of physical punishments and sanctions as they interpreted the children's ADHD characteristics as a result of their lack of interest in learning. Most importantly, though DSM IV (TR) criteria are useful in identifying ADHD, two items of the 'symptoms' criteria were not identifiable within the present context of the sample schools. The findings suggest that socio-cultural factors do influence the validity and reliability of DSM IV criteria. The study has implications not only for further research but also for planning and policy making in the field of education for all. The conclusions suggest that an educational provision should be considered with regards to the varied and complex needs of children with special educational needs such as ADHD. Teacher education programmes should be enhanced with positive intervention strategies.
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Zakrzewski, Victoria S. "Developing Teachers' Capacities to Create Caring Relationships with Students: A Case Study of a Gandhi-Inspired Private School in India." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/cgu_etd/41.
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Research indicates that many factors may impede teachers' ability to develop caring relationships with students such as the school environment (Schaps, 2009), lack of cultural understanding (Thompson, 1998), the teacher's beliefs and attitudes about care (Goldstein, 2002), and personal experience of being cared for (Noddings, 1984). Yet, little research exists on how schools can address these and other potential limiting factors in order to help teachers cultivate caring relationships with students. The purpose of this study was to examine how one school in India, which claims to emphasize the importance of the teacher-student relationship, develops and supports teachers' capacities to create caring relationships with students. The hope was that the outcomes might provide insight for policy-makers, school administrators, and teachers about what is needed to best support teachers in their relationships with students.
The research site for this study was a pre-Kindergarten through 12th grade private school in India. The choice of India as a cultural context stemmed from the historical precedence of the importance of the teacher-student relationship. A mixed-methods descriptive case study served as the design for this study. Qualitative methods included interviews of teachers, administrators, and students, classroom and event observations, and document analysis. Quantitative methods included surveys of teachers and students. The qualitative data were analyzed using Noddings' (1984) four methods for teaching care (modeling, dialogue, practice, and confirmation) with other themes added as needed. Descriptive statistics and factor analyses of both surveys were used to triangulate and expand upon the qualitative data.
Findings indicated that schools can support teachers' capacity to care for students through a strong commitment to the teacher-student relationship, deliberate fostering of relationships between students, teachers, and parents, and through the modeling by and direct receipt of care from administrators. Other factors that may help teachers to care for students include cultural respect for the teaching profession and acknowledgement of care from both students and parents. However, teachers' efforts to care may be impeded by intense testing environments. Recommendations were made for the implementation of resources and support needed by teachers to create caring relationships with students.
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Edberg, Mikaela. "India is a secular state : a study of how teachers at Jiva Public School integrate religious education in their subjects." Thesis, University of Gävle, Department of Humanities and Social Sciences, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-524.
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This report is based on a field study that was carried out in India. The aim of this field study is to find out how the religious education is carried out at Jiva Public School in Faridabad. The questions that are tried to be answered are if the teachers at this school integrate religious education in some of their subjects, if they see any problems performing this kind of education and what attitudes teachers’ have towards religious education.
In the presentation of previous research, opinions of several international researchers regarding religious education and their thoughts about how a good religious education can be designed will be made.
The empirical material has been assembled by doing qualitative semi-structured interviews with teachers at the school mentioned above. This kind of method suits well the aim and questions since the focus will be on trying to understand these teachers way to reason and act. When describing the methods, other problems that can occur during a field study are presented.
The results are presented in text but also in diagrams, so that the reader can get a good overview. In the analysis and discussion the results will refer to the previous research.
While analysing the empirical material a result was that a majority of the teachers did not integrate religious education in some of their subjects. They did not see it as their task and they meant that it is less important to get absorbed about people’s different beliefs since India is a secular state. You should not give any religion preference so why should you discuss about religions in your teaching? The focus should instead be on acceptance and to teach the pupils to respect each other no matter what. The teachers that did integrate religion in their subjects did this by celebrating religious festivals within the school. Only two teachers practised “ordinary” lessons when teaching about religions.
Denna uppsats baseras på en fältstudie som har utförts i Indien. Syftet med fältstudien är att undersöka hur religionsundervisningen ser ut på Jiva Public School i Faridabad. Frågeställningarna som ska försöka besvaras är hur lärare på denna skola integrerar religionsundervisning i något av sina ämnen, om de kan se några problem med att utföra denna typ av undervisning och hur lärarnas inställning till religionsundervisning ser ut.
I avsnittet Tidigare forskning redovisas flera internationella forskares syn på just religionsundervisning och hur de tycker att bra religionsundervisning kan vara utformad.
Det empiriska materialet har samlats in genom kvalitativa semistrukturerade intervjuer med lärare på ovannämnda skola. Denna metod passar syftet och frågeställningarna bäst eftersom fokus kommer att ligga på att försöka förstå dessa lärares sätt att diskutera och agera. I metodavsnittet kommer också andra relevanta problem man som forskare kan ställas inför då en fältstudie skall utföras att tas upp.
Resultatet presenteras i löpande text, men också med diagram för att göra det hela mer överskådligt samt lättförståeligt. I analys- och diskussionsavsnittet kommer resultatet att knytas till den tidigare forskningen.
Vid analysen av det empiriska materialet visade det sig att de flesta lärare inte integrerar religion i något av sina ämnen. Detta på grund av att de ansåg att det inte var deras uppgift. De menade också att det var mindre viktigt att fördjupa sig i vad andra människor har för trosuppfattning eftersom Indien är en sekulär stat. Ingen religion skall ha företräde och varför skall man då diskutera religion i sin undervisning? Istället borde fokus ligga på acceptans och att lära eleverna att bara respektera varandra utan vidare. De lärare som däremot integrerade religion i sina ämnen gjorde detta genom att fira olika religiösa högtider på skolan. Endast två lärare använde sig av ”traditionella” lektioner då de undervisade om religion.
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Rai, Prabhat. "Building common knowledge : a cultural-historical analysis of pedagogical practices at a rural primary school in Rajasthan, India." Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:22402128-d2ca-4de5-8255-c15e4b4699dd.
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The centralised control over curriculum framing and pedagogy, the generally poor quality of teaching with little sensitivity to children’s sociocultural environment; and very high drop out rates, even at the primary school level, are some of the challenges facing school education in many of the regions of India. However, one of the successful approaches to these challenges has been the Digantar school system, working in rural communities. The study is based in one Digantar School in Rajasthan and employs concepts derived from the Vygotskian tradition to interrogate the methods employed in Digantar school system. The study took Edwards’ (2010a, 2011, 2012) idea of common knowledge and Hedegaard’s (2008, 2012, 2013) idea of institutional demand in practices as conceptual lenses through which to investigate the components of the pedagogical practices that help Digantar teachers to align the motives of the school with those of the child in classroom activities. In doing so it analyses the institutional practices that lead to the development of common knowledge that in turn facilitates how teachers engage pupils as learners. Data were gathered over six months and comprised around 120 hours of school-based video data together with interviews and detailed observations with teachers and community members. Data were gathered in classrooms, teacher meetings, meetings between parents and teachers and at school-community meetings. Analyses focused on the construction of common knowledge and the use made of it by the school to achieve a mutual alignment of motives between the practices of the school with the community and the families. The study has revealed that teachers’ engagement with the knowledge and motives of other teachers and community members helped to create common knowledge, i.e. an understanding of what mattered for each participating group, which facilitated teaching-learning in the school. The analysis also points towards a form of democracy, which enhances children’s participation in their learning. It was found that building and sharing of common knowledge and creating a socially articulated ‘space of reasons’ (Derry 2008) produced a pedagogical model that engaged children in creating their social situation of development, seeking and recognising the curriculum demands being placed on them.
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Thankachan, Briju. "Concerns of Teachers: Information and Communication Technology (ICT)-Enabled Instruction in Kerala, India." Ohio University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1385465581.
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Jerrard, Jane. "What does 'quality' look like for post-2015 education provision in low-income countries? : an exploration of stakeholders' perceptions of school benefits in village LEAP schools, rural Sindh, Pakistan." Thesis, University of Sussex, 2014. http://sro.sussex.ac.uk/id/eprint/51459/.
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The continuing disadvantage that poor and marginalized communities face in low-income countries is well recognized but international initiatives and government policies still fall short of providing sustainable quality education. The recently published Global Monitoring Report 2013 – 2014 “Teaching and Learning: Achieving Quality for All” recommends strategies for solving the quality crisis through attracting the best teachers, getting them where they are most needed and providing incentives to retain them. Few would dispute these strategies but their achievement is problematic, given the vastness of the challenge in a financially constrained global environment. This study is predicated on the acknowledgement that the strategies proposed provide too narrow a focus and that poor quality education is also due to contextual factors that have been relatively ignored. These contextual factors are investigated through this research. This research study explores community perceptions of school benefits as a lens through which to engage with marginalized rural communities' conceptualization of “quality” education. It utilizes Tikly and Barrett's (2011) framework for analysing quality education with its three key dimensions of inclusion, relevance and democracy. It investigates the factors and processes that are shaping perceptions of benefits within the three environments of policy-making, school and community. The research study uses a qualitative methodology, employing a critical stance, but engaging also with the insights of Bourdieu and Foucault viewing power as both repressive and productive. This research engages with the “regimes of truth” that have constrained social action as well as the process of discourse deconstruction and reconstruction that has shaped agency and facilitated social change. This is a multiple case study of four rural primary schools in marginalized communities in Sindh, Pakistan (two opened in 2002, two in 2007), using purposive sampling to maximize data heterogeneity. Data, mostly qualitative, was generated from semi-structured interviews with community leaders, school management committee members, parents and teachers. Focus groups were conducted with school graduates and teachers. Photographs were used as a participatory tool to facilitate interview and focus group discussions. The findings indicate that context-led policy, contextualized teacher training, pedagogy and curriculum and community leadership that facilitates agency are the key factors shaping perceptions of benefits. Emerging from these factors is both the employment of local teachers who can experience a transformational process that enables them to bring social change and a dynamic interaction between pedagogy and benefits. Positional benefits are highly valued with social skills being key to the development of social capital, which the findings indicate should be included in the discourse of “quality” education. The study provides empirical data demonstrating how the recent theoretical frameworks for quality education are being “fleshed out” in specific contexts and addresses issues raised in quality debates. It makes recommendations for the complementary role of non-government schools in the post-2015 EFA strategy and the provision of quality education in hard to reach areas characterized by poverty and marginalization in the global South.
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Shukla, Bhavna. "A Study of Some Factors Influencing Attitudes Towards Energy Education and its Relationship with Academic Qualifications and Personality Characteristics of Secondary School Teachers in Devi Patan Region (Uttar Pradesh) India." Diss., Dr. Ram Manohar Lohia Awadh University, 2006. http://hdl.handle.net/10919/71594.
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This study concerns seven factors Area, Sex, Age, Stream, Social background, Economic Status and Academic Qualification influencing attitudes towards Energy Education and their relationship with personality characteristics. Objectives of this study were to compare the attitudes of these different groups which were translated into null hypotheses. Stratified random sampling was applied and data was collected from secondary school teachers of Devi Patan Region, Uttar Pradesh (India) using Likert Scale and Meenakshi Personality Inventory. It was found that 96% teachers cutting across above factors accepted the importance of Energy Education and their personality traits do not have any significant effect on attitudes.
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Zia-Us-Sabur, Mohammed. "State-non-state relationship within the context of decentralization : understandings of school-level actors in Gopalpur sub-district, Bangladesh." Thesis, University of Sussex, 2016. http://sro.sussex.ac.uk/id/eprint/60172/.
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The focus of this study is to understand how policies to decentralize governance have affected the primary education sector in Bangladesh with specific reference to non-state schools. Decentralizing education has emerged as an important strategic tool to reform and enhance education quality globally. The study analyzes the relationship between the state and non-state primary education providers in the context of education reforms delivered via decentralization. The investigation used a qualitative case study approach with respondents residing and working in Gopalpur, a small township 125 km away from the capital of Bangladesh, Dhaka. Three categories of school-level actors were interviewed - School Management Committee (SMC) members, head teachers and teachers within two types of schools: Registered Non-Government Primary Schools (RNGPS) and Quomi madrassas. A primary focus of the study is to explore what the basic comprehension of the respondents regarding concepts and the implications of decentralization. The findings indicate that most of the school-level actors interviewed in the Gopalpur area were in fact familiar with the concepts of decentralization and related to it as an act of transfer of power and participatory education processes. The study further revealed that most of the RNGPS respondents supported policy guidelines and directives from the state, which is based on deconcentration, while the Quomi madrassas preferred delegated space. The research also explored the operational relationship between state and non-state providers in terms of two specific aspects. The first aspect was the relationship between state and non-state providers in three specific areas: the SMCs, monitoring activities and the training of education personnel with a focus on teachers. The other aspect involves the extent of trust and respect displayed from the center towards the school-level actors. The SMCs apparently do not feel motivated to be proactive in schools‘ affairs due to limited scope as dictated by the state and lack of authority to hold the school administrations accountable for their actions. However, Quomi Madrassa Management Committees (MMC) is very involved and act as effective mediators on behalf of the community as well as madrassas. In regards to monitoring and training inputs, the state‘s centralized system does not produce far-reaching enough results according to the RNGPS respondents. This study also investigated the mindset of officials belonging to the DPE (Directorate of Primary Education) and MOPME (Ministry of Primary & Mass Education) towards the school-level actors, which are characterized by lack of mutual trust and respect. This study reveals that given the diverse nature of non-state providers, each category of non-state providers has its own historical origins and its own understanding and approaches towards the state. The study also shows that SMCs, monitoring and training sub-systems within the governance play an important role in defining operational relationship between the state and non-state providers. The findings and analyses included herein contribute to the current policy discourse on decentralizing education in Bangladesh within the context of non-state providers and their relationship in operational terms with the state. It adds to more informed and participatory policy formulation and planning processes. Along this process, it serves to inform policy makers, school-level actors and researchers about the value of collective ownership of the policy discourse through meaningful dialogue.
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Lindén, Eleonore. "Utsatta barns rättsliga skydd för grundskoleutbildning i Indien - En fältstudie i Uttar Pradesh och West Bengal." Thesis, Umeå universitet, Juridiska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-131598.
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Sheikhi, Tina. "Utsatta barns rättsliga skydd för grundskoleutbildning i Indien - En fältstudie i Uttar Pradesh och West Bengal." Thesis, Umeå universitet, Juridiska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-131603.
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Pachauri, Anupam. "Multi-stakeholder partnerships under the Rajasthan education initiative : if not for profit, then for what?" Thesis, University of Sussex, 2012. http://sro.sussex.ac.uk/id/eprint/43256/.
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This thesis explores the development of a multi-stakeholder partnership model using a multiple case study research design. Specifically this study examines the rationale for the launch of the Rajasthan Education initiative, its development and its impact on educational development and reaches conclusions about the scalability and sustainability of multistakeholder partnerships (MSPs) in the context of Rajasthan. The literature review shows that there is insufficient independent research evidence to support the widespread claims that public private partnerships (PPPs), of which MSP is a new ‘avatar', are able to deliver results in terms of developmental gains and added value. This paucity of evidence and profusion of claims is partly explained by the fact, that the research that has been commissioned is not independent and its conclusions have been shaped by vested interests of those promoting the organisations they claim to evaluate. In particular organisations associated with the World Economic Forum (WEF) have been projecting PPPs and programmes of corporate responsibility as a way to engage for-profit organisations and enhance the effectiveness of external support for the delivery of services to basic education. Alongside this not-for-profit PPPs are seldom scrutinised in terms of public accountability, value for money, scalability, or sustainability partly due to the voluntary nature of such inputs to the public system. I believe my research makes a new and unique contribution to the independent evaluation of state enabled, not-for-profit MSPs in action. The research selected eight formal partnerships for case study which were selected using a matrix of organisational characteristics, scale and scope of interventions. The case studies are organised into four thematic groups i.e, School adoption, ICT based interventions, teachers' training and universalisation of elementary education in underserved urban localities. Each case study is examined using a framework which highlights three dimensions. These are i) the design of the partnership, ii) stakeholder involvement and intra agent dynamics and iii) the Governance of the partnership. A cross case analysis of the eight partnerships is used to arrive at conclusions about MSPs in Rajasthan. This uses the concept of double contingency of power (Sayer 2004), and specifically the concept of causal power and causal susceptibilities and Stake's (2006) multiple case analysis, to discuss the commonalities and differences across partnerships and emerging themes while cross analysing the partnerships. I have engaged in interpretivist inquiry and sought to understand the workings of an MSP which involves businesses and CSR groups alongside NGOs and government agencies with an aim to place Rajasthan on a fast development track. Rather than looking for an ideal type MSP, I problematise the MSPs in Rajasthan as I explain the workings of an MSP model in action. Given this methodological perspective, I have used semi structured interviews, observations of the partnership programmes in action, and document analysis as methods to collect and corroborate data for this study. The study concludes that the exiting MSP arrangements in REI are not scalable, unsustainable and have very limited impact. Moreover, the MSPs are unstable and reflect fluid inter-organisational evolution, as well as ambiguous public accountability. There was no purposeful financial management at the REI management level. In addition the exit routes for partners supporting interventions were not planned, resulting in the fading away of even those interventions that showed promise in accruing learning gains for children, and by schools and teachers. Non-scalability and lack of sustainability can be inferred from the fact that the partners do not have a long term view of interventions, lack sustained commitment for resource input and the interventions are implemented with temporary work force. The instability of the partnerships can be explained through the absence of involvement of government teachers and communities. Also economic and political power dominated the fate of the programmes. In this MSP it was clear that corporate social responsibility (CSR) was a driving force for establishing the MSP but was not backed by continued and meaningful engagement. The ‘win-win' situation of greater resources, efficiency and effectiveness, which formed the basic premise for launching the REI was not evident in reality. MSPs are gaining currency globally. This research points to the fact that much more intentional action needs to be taken to ensure that partnerships such as these have a sustained impact on development. The problems and issues of education are historically, politically and socially embedded. Any action that does not take this into account and which is blind to the interests of different stakeholders in MSPs, will surely fall short of achieving what it set out to do. Further independent research examining the ambitions and realities of other MSPs is needed to inform policy development and implementation. This is essential for achieving the goals of education for all before investing further in what appears to be a flawed modality to improve access, equity and outcomes in education.
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Gunyon, Richard. ""The Best Possible Education": Federal Indian Educational Policy in the Public Schools, 1969-1980." Thesis, University of Oregon, 2013. http://hdl.handle.net/1794/13293.
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The scholarship regarding the education of American Indians has focused primarily on the trials and atrocities of the period between 1870 and 1930. This thesis expands this analysis and explores the shifts in Indian educational policy that occurred in the mid to late twentieth century. Whereas federally controlled institutions had served as the primary means of educating Indian students prior to the 1930s, between the 1940s and 1960s, the federal government began shifting Indian children into state-controlled public schools. Unbeknownst to federal policymakers, this shift effectively limited federal control of Indian education by putting this control largely in the hands of local white communities whose goals for Indian education often differed greatly from those of the federal government. This limiting of federal power was most clearly demonstrated in the 1970s, when federal policymakers attempted to create a policy of self-determination for Indian education that was applied in only a limited fashion by state public schools.
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Kurup, Premnadh M. "Secondary students beliefs about, understandings of, and intentions to act regarding the greenhouse effect." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2003. https://ro.ecu.edu.au/theses/1324.
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The greenhouse effect (GHE) is a concern to everyone on this planet. To understand the GHE, students and citizens need an understanding of the chemical processes underlying this environmental phenomenon. Citizens need to be scientifically literate in relation to this phenomenon in order to participate in democratic decision-making and to take appropriate actions in their daily lives. As the GHE is a global issue it will require collective and individual actions to prepare for the likely climatic changes and to reduce the further impact of the GHE. This study focused on high school students' beliefs about, understandings of the GHE and their intentions to act in ways that would reduce greenhouse gas emissions. Aspects of the GHE that are taught in high school science were also investigated. The study was conducted in five schools each in Western Australia (Australia) and Kerala (India) and data were collected from 438 Year 10 and 12 students representing compulsory and post-compulsory stages of education in both states. Two hundred and thirteen students from Western Australia and 225 students from Kerala completed a questionnaire and a sample of students and heads of science were interviewed. A Propositional Knowledge Statement (PKS) was developed, which is a set of propositions that outline science concepts necessary for an understanding of the GHE in terms of its causes, effects, mechanism and actions that can be taken to reduce greenhouse gas emission. In this study the PKS is considered to be the essential knowledge necessary to interpret the GHE, to take appropriate environmental action, and to make informed decisions as a scientifically literate member of society. The questionnaire and interviews were based on the PKS. The study revealed that high school students strongly believe that the GHE is real and affecting the climate at present and will also affect it in the future. They consider that the GHE is a relatively important social issue and they believe that governments should conduct programmes to raise community awareness and enact strict laws to reduce the release of greenhouse gases. Students' understanding of the GHE is inadequate to make informed decisions and take appropriate environmental actions as a scientifically literate member of society. The majority of students and their families are already taking or are considering taking 10 accepted actions to reduce greenhouse gas emissions by household activities. The majority of students are not prepared to sacrifice their personal comforts or conveniences to reduce greenhouse gas emissions and they have strong reasons for that, however, they believe that governments should enact strict laws to reduce greenhouse gas emissions and should sign the Kyoto protocol. The GHE is not adequately represented in Western Australian and Kerala science and chemistry curricula. The heads of school science departments in Western Australia and Kerala consider that school science should do more to teach the GHE, as it is an important aspect of scientific literacy. An ideal scenario for students’ beliefs about, understanding of the GHE and commitments to take action that would enable individuals and communities to reduce greenhouse gas emission was developed based on the PKS and reports such as lPCC (2001), UNEP (2001), AGO (1999; 2000) and UN (1992). The actual scenario was based on the data from this study. The differences between ideal and actual scenarios were discussed and implications for improving education about the OHE were developed. Information about the curriculum and students' sources of information about the GHE, students' beliefs, understandings and intentions to act were mapped against the theory of reasoned action (Ajzen & Fishbein, 1980).
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Mullikottu, Veettil Mukundan. "The control of education: a multilevel analysis of continuity and change in two districts of Kerala, India." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31244634.
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Phillips, Ronald Sydney. "Special education: The status of special education services in Indian band-operated schools in Manitoba." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/187017.
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For many years Indian students requiring special education services were sent to provincial schools where services were provided. In 1985, the Department of Indian and Northern Affairs Canada (INAC) began providing funds to Indian band-operated schools for support of special education services. During the past nine years, parents, teachers, and administrators of band-operated schools have expressed concerned about the lack of and the quality of special education services in band-operated schools. There is an absence of information regarding the provision of special education services in band-operated schools in Manitoba. The purpose of this study is to describe the status of special education in these schools. The methodology of this study included surveys and in-depth interviews with principals of six band-operated schools in Manitoba. Two schools were randomly selected from each of three student enrollment categories (1200-750; 650-300; and 150-50). The major findings of this study confirm the concerns of parents, teachers, and administrators that the special education delivery system is not meeting the needs of disabled Indian students. Reasons for the lack of comprehensive services included: inefficient administrative structure; insufficient numbers of trained personnel; inconsistency of programs and services; absence of operating procedures; and lack of parent and community involvement. Eight activities are recommended for improving the quantity and quality of special education services to Canadian Indian children. First, planning committees need to be established at the band-operated school and tribal council level to develop cooperative plans for providing special education services to meet existing needs. Second, an Indian controlled special education organization should be developed consisting of band-operated schools, tribal councils, and a provincial agency. Such an organization can develop, support, and monitor special education activities. Third, the kinds and numbers of special education personnel must be increased. Fourth, there is a need to develop special education programs and services. Fifth, policies for efficient and effective operating procedures need to be written. Sixth, all students needing special education services should be identified and served. Seventh, parent and community involvement with band-operated schools must be encouraged. Eighth, additional research is needed in other Indian band-operated schools and reserves before these findings can be generalized.
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Lentis, Marinella. "Art Education in American Indian Boarding Schools: Tool of Assimilation, Tool of Resistance." Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/203447.
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This dissertation examines the process of domestication of American Indian children in government-controlled schools through art education. At the end of the nineteenth century, Thomas J. Morgan, Commissioner of Indian Affairs (1889-1893), and Estelle Reel, Superintendent of Indian schools (1898-1910), brought changes to the curriculum of Indian schools by introducing the teaching of elementary art and instruction in "Native industries" such as pottery, weaving, and basketry. I claim that art education was as an instrument for the `colonization of consciousness,' that is, for the redefinition of Indigenous peoples' minds through the instilment of values and ideals of mainstream society and thus for the maintenance of a political, economic, social, and racial hierarchy. Art education served the needs of the late-nineteenth century assimilationist agenda. I consider Morgan's and Reel's national mandates at the turn of the twentieth century and examine their rationales for including drawing and Native crafts in the Indian schools' curriculum. This knowledge of educational programs crafted at the bureaucratic level is applied to an analysis of art instruction in two selected institutions, the Albuquerque Indian School in New Mexico and the Sherman Institute in Riverside, California, from 1889 to 1917. I examine local responses to government policies and daily practices of Indian education at the micro level in order to provide specific information as to the organization, structure, and pedagogy of art instruction within a school day in these particular localities. Finally, I discuss how students' artworks were displayed in the context of exhibitions and national conventions as exemplary evidence of the progress toward civilization, but also of the instrumentality of an Anglo education in reaching this goal. As Indian policy changed, so did the art curriculum of Indian schools; while drawing continued until the mid-1910s Native arts and crafts began to disappear and were eventually discontinued. As activities that promoted independence and individual creativity, they began to undermine the government's agenda. From the early 1890s when it was first introduced into Indian schools to the mid-1910s when it lost its significance, art education was a tool for the assertion of America's hegemonic power.
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Gibson, Sierra M. "Increasing the High School Graduation Rate of Native American Students in Public Schools." Scholarship @ Claremont, 2015. http://scholarship.claremont.edu/cmc_theses/1045.
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Native American students obtain the lowest on-time high school graduation rate among all races and ethnicities in the United States. Through an analysis of previously published literature and seven interviews conducted by the author, this paper sets out to identify the key barriers Native students face when working toward their high school diploma. This paper will argue that, together, a history of abusive educational tactics and an institutionally racist policies and practices adopted by the U.S. Department of Education have made it challenging for Native students to complete high school on time.
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Fortuin, Kevin M. "American Indian High School Student Persistence and School Leaving: A Case Study of American Indian Student School Experiences." Thesis, The University of Arizona, 2012. http://hdl.handle.net/10150/265553.
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One method by which student success or failure is measured is whether or not students graduate or dropout. The current educational policy, No Child Left Behind Act of 2001, aims to close the achievement gap among different ethnic groups. Despite these goals, American Indian students have the highest dropout rate and lowest graduation rate in the country. For well over a century, federal educational policy has failed to meet the educational needs of American Indian students. This research project shows the need for perspectives to change in terms of "dropping out" and "graduating" in order to address and improve the success rates for Native American students in K-12 public schools. This thesis focuses on urban Native American student schooling experiences, calling for a need to avoid labeling students and for schools to place a greater emphasis on building positive interpersonal relationships with students and families.
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Swanson, Lisa Marie. "Diabetes Education Among American Indians on the Fort Berthold Indian Reservation: Improving Educational Interventions in the School Setting." Diss., North Dakota State University, 2020. https://hdl.handle.net/10365/31816.
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Minority populations such as American Indians (AIs) in the United States experience large-scale healthcare related disparities when compared with non-minority citizens. Diabetes can affect all races and ethnicities across the globe, regardless of age, sex, or location on the map, and affects AIs at disproportionately high rates. While type 1 diabetes mellitus (T1DM) is not preventable, type 2 diabetes mellitus (T2DM) can be prevented and avoided in some instances. The implementation of an evidence-based diabetes program in a school-based setting has the potential to positively improve the health of school-aged children.
Based on the need for high-quality diabetes prevention education, an evidence-based educational curriculum was piloted in order to ascertain the feasibility of using such a program to increase diabetes and obesity prevention knowledge in the school setting. The implementation of the Diabetes Education in Tribal Schools (DETS) curriculum in community and school-based settings has been reported in literature. The program is intended to lower the prevalence of T2DM by incorporating lifestyle management options that specifically targets American Indian/Alaska Native (AI/AN) minority communities.
Three lessons from the DETS curriculum were presented to the Boys and Girls Club of Three Affiliated Tribes (TAT) in Mandaree, North Dakota. Throughout the curriculum, students were educated regarding T2DM and obesity prevention by engaging in interactive learning activities. The results of the project revealed that community-based interventions for preventing T2DM and obesity can be a helpful way to reach children in the community setting. Overall, this curriculum was effective and successfully taught to voluntary participants. The measures used included qualitative interviewing and learning activities with answers/responses from the participants. Active community involvement by healthcare providers can promote primary prevention through educational activities.
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Cohen, Erik. "An Appreciative Inquiry Study of Successful Navajo High School Students on the Navajo Nation." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1397083944.
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Fisher, Elaine Kirstin. "A comparison of mathematics education in government and private schools in Mahbubnagar, India." Thesis, University of Newcastle upon Tyne, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.438031.
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Ferguson, Daniel Bruce 1969. "The Escuela experience: The Tucson Indian School in perspective." Thesis, The University of Arizona, 1997. http://hdl.handle.net/10150/291911.
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This study has three primary, interrelated themes. First, this thesis will show that creating native Christian leadership was a fundamental goal of the Presbyterians who ran the Tucson Indian Training School (1888-1960). Second it will be shown that this pursuit by the Presbyterians, when combined with the motivations and goals of the students and their families, often times expressed itself in Escuela students who were adept at cooperation and cultural brokering. Finally this thesis will address the fundamental difference between federal Indian schools and mission schools to show that a goal of creating Christian leaders was more easily achieved in the mission school environment after the turn of the 20th century. Primary and secondary sources, as well as interviews with Tucson Indian School alumni are used to place this particular Indian boarding school in historical, cultural and personal perspective.
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Desroches, Julie Luce. "Aboriginal education programs in British Columbia's public school system and their relation to Aboriginal student school completion /." Burnaby B.C. : Simon Fraser University, 2005. http://ir.lib.sfu.ca/handle/1892/2131.
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Varadarajan, Balasubramanian. "Branding Strategies of Private International Schools in India." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2589.
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Private international schools in India are considered by many to be a quality brand. They have grown rapidly leading to competition among schools for student enrollments. The purpose of this case study was to explore the branding strategies used by leaders of Indian private international schools. The study population consisted of private international school leaders in India as well as the faculty and parents from the study site. The double vortex brand model served as the conceptual framework for the study. Semistructured interviews were conducted with 5 school leaders, 5 faculty, and 5 parents from an international school in Chennai. Participants were selected using purposive sampling. Secondary data was collected from school website and school policy manual. Data were analyzed using thematic analysis. The major themes that emerged related to vision, mission, values, culture of the school, and the school's functional capabilities. Study findings suggest international schools in India adopt branding strategies based on core values to inspire, motivate, and educate employees to implement internal branding and communicate their school's brand story using social media tools. School administrators looking to enhance their school brand may find social benefits through improved sustainability, resource availability, and a more harmonious relationship between school leaders and parents. Social implications include better educational outcomes for students who then become better prepared to continue their academic pursuits after high school. The study may be of value to school leaders looking to enhance their school brand.
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SHARMA-CHOPRA, LOVELEEN PhD. "ACCULTURATION EXPERIENCES OF ASIAN INDIAN IMMIGRANT MATH AND SCIENCE TEACHERS IN A K-12 URBAN SCHOOL DISTRICT IN OHIO." Cleveland State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=csu1560815677597794.
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Jayalakshmi, G. D. "Video in the English curriculum of an Indian secondary school." Thesis, Open University, 1993. http://oro.open.ac.uk/57418/.
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This case study explores the potential of video in helping teachers and pupils to break out of entrenched but arguably unfruitful methods of English language teaching in Indian secondary schools, provides evidence that it can have a substantial impact, and analyses the conditions in which this is possible. The study could be described as action research drawing on ethnographic methods. I introduced a 'package' of video-based English lessons to the Core English Curriculum of an Indian Central School, and observed the consequences. The package was prepared by me, but taught by the students' regular teachers. First I observed for a month the nonnal, textbook-based teaching in the English classroom. Then the teacher was trained to use the video package, which was based on the contents of one of the chapters in the text-book they used. Finally, I observed the introduction of this package in the classroom. My data came from audio-recordings of the classes, diaries kept for me by the students, interviews and informal discussions with teachers and students, and my own observations of the classes and the school generally. In addition, I was able to draw on my own experiences of having been a student and a teacher in India. Chapter 1 outlines the background It discusses the unique position of English in India - its history and current social status - and describes schooling in India, placing Central Schools and their Core English Curriculum in context. It sets my research agenda as the study of the introduction of video in a 'real life' setting, as opposed to the 'artificial' experimental or quasi-experimental situations of much previous work. Chapter 2 surveys the literature I draw upon. As there is very little previous research bearing directly on this topic, I have had to refer to a wider body of partially relevant literature on: (i) use of television for education in India; (ii) second language classroom studies with an emphasis on the development of communicative competence; (iii) classroom studies with special reference to group work; (iv) bilingualism. Chapter 3 explains the advantages of a case study based on ethnographic methods, and considers some of the potential problems and limitations, notably the risks in generalising from one study. Chapter 4 deals with theoretical issues and practical methods in developing teaching materials for the project. I discuss research into the use of video in second language teaching, and explain how I drew on it to develop the video material itself, task sheets for students to work on in groups after watching video extracts, and a teacher-training package. Group work is not essential in introducing video, but I argue that it is the best way of using the medium. The next three chapters deal with the introduction of the video package, and the context in which it was introduced. Chapter 5 describes the school. Chapter 6 is a chronology of the various stages in the introduction of video into the English classroom. Chapter 7 then analyses this introduction in terms of the various participants involved - the problems faced by each, and the conflicts that arose between them. Chapters 8 and 9 concentrate on the classroom. Chapter 8 examines the traditional English classes, analysing the teacher-fronted, transmission mode of teaching that prevails, and identifying twin roots of this pedagogy. First, there is the indigenous Harikatha tradition (in which the written word is treated as a sacred text for reverent, uncritical commentary); and secondly, there is the imperial tradition, arising directly from the introduction of En~lish as the medium of educational instruction in India. The manner in which these traditions affect classroom pedagogy today is critically evaluated. Chapter 9 analyses the classes after the video package had been introduced. It focuses on talk, now the students' rather than the teacher's language, for with the introduction of video in the classroom, the students had to learn to work in groups on the task-sheets. The television screen did not inspire the same uncritical reverence as the written word. The chapter reveals how the ritualised routine of the transmission mode broke down with the introduction of video; and how it encouraged the students to take more control of their own learning environment. Chapter 10 discusses what the research can claim to have discovered. Video does seem to have considerable potential in helping teachers and students to break out of the traditional methods of language teaching in Indian schools, moving the students further on the path of developing communicative competence in English. But more research is needed, and I make concrete suggestions for such studies. With due caution because of the dangers of generalising from one case-study, I draw implications for teachers, schools and government if best use is to be made of the potential of video in English teaching.
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Reeves, Alison G. "To Us They Are Butterflies: A Case Study of the Educational Experience at an Urban Indigenous-Serving Charter School." Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/194438.
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In recent years, increasing numbers of Indigenous communities in the United States have embraced charter schools as an alternative to traditional federal, district and parochial schools. Often this has been part of an effort begun to further such goals as language and cultural preservation, improved educational programs, and community control of schooling. This study presents, through a single qualitative, ethnographic case study, a detailed portrait of one urban, Indigenous-serving charter school with primary focus on graduates' educational experiences and an exploration of its meaning for them. A portrait of the school is presented, including: the school's history; its mission, goals, objectives; its organizational framework; its curriculum and instructional practices; and its structure and support services. Demographic information about the school's graduates is included. Next the alumni experience is explored in depth. Findings include alumni perceptions of their relationships with staff, alumni perceptions of the curriculum and instruction at the school, and alumni perceptions of school climate. Finally, the characteristics of the schooling occurring at the case site are described in light of the theoretical framework of the study which is based on Jim Cummins' (1989, 1992, 2000) theory concerning empowerment of minority students and the concept of subtractive and additive schooling as described by Angela Valenzuela (1999). Lessons from the case site are also considered more broadly in terms of the challenges and possibilities of Indigenous-serving charter schools in the current educational context.
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Proctor, Lavanya Murali. "Discourses on language, class, gender, education, and social mobility in three schools in New Delhi, India." Diss., University of Iowa, 2010. https://ir.uiowa.edu/etd/726.
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This dissertation examines the ideological connections between schooling, mobility, and social difference among students in New Delhi. In it, I argue that educational mobility, especially with regard to English-language education, is an ideology which seems to offer a path to reduce social difference while in fact protecting it. I also argue that people who desire mobility engage in discursive practices which attempt to emphasize how their social positions are better than the ones they aspire to, a process I call discursive mobility. These discourses are inherently conflicted and contradictory, something I argue is characteristic of discursive responses to ideologies of educational mobility. Thus, I inquire into how different ideologies and discourses (dominant and subordinate) relating to social difference, education, and mobility interact, the prominent role of English in ideologies of education and mobility, and how the process of attempting mobility produces inherently contradictory ways of being.
This research was conducted in two government schools and one private school in New Delhi, using a number of methods including participant observation, surveys, interviews, group discussions, and matched guise technique. I describe the discursive contradictions that come from attempts at discursive mobility, how language is implicated in ideologies of educational mobility, how social ideologies of privilege affect schooling experiences and mobility possibilities, how students discursively respond to social difference, and how the discursive worlds of students in government and private schools differ.
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Timmons, Sara J. "Developing a plan to support mathematics students with advanced placement potential at Indian River High School." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 116 p, 2009. http://proquest.umi.com/pqdweb?did=1833621121&sid=8&Fmt=2&clientId=8331&RQT=309&VName=PQD.
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Gupta, Romanshi. "Sanitation, Ek Prem Katha: The Impact of Sanitation on Education in Indian Government Schools." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/scripps_theses/1260.
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The Total Sanitation Campaign is an initiative launched by the Government of India in 1999 to accelerate sanitation coverage throughout the country. This thesis measures the impact of the Total Sanitation Campaign on education in Indian government schools. I assess whether access to toilets, access to water or access to both toilets and water impact the following parameters of education: literacy, current enrollment in school or completed years of education. Data is sourced from the Indian Human Development Survey (IHDS) 2005, sorted for the nineteen major states in India and aggregated at a district level for each state. The analysis employs two separate probit regression models to assess sanitation facilities’ impact on literacy and current enrollment in school, and a robust linear model to assess sanitation facilities’ impact on completed years of education. The models control for age, sex, caste, religion, household location, household size and household income. The results indicate that sanitation facilities positively impact education based on the age, sex and caste of the sample population. These findings present implications for future policymaking in order to improve access to and participation in education.
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Sagmiller, Kay M. "Negotiating tensions : the development of an educational reform network /." Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/7628.
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Chapman, Heather J. "Factors Affecting Reading Outcomes Across Time in Bureau of Indian Education Reading First Schools." DigitalCommons@USU, 2010. https://digitalcommons.usu.edu/etd/712.
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Regardless of age, background, or socioeconomic status, children must learn to read in order to be successful in school and in their future careers. Reading is an essential skill necessary to be successful in all other academic content areas. Despite the importance of this skill, American Indian children consistently score below the national average on tests of reading ability and reading comprehension. During recent years, many schools in the Bureau of Indian Education (BIE) system requested funding through the Reading First initiative. Schools used the funding and support provided by the BIE Reading First grant to attempt system-wide change at the school level in order to refocus efforts on increasing reading achievement. The current study investigated the impact of the Reading First Initiative on American Indian students in kindergarten through third grade.
Results suggest that the models and methods employed using funding from the Reading First grant had a positive impact on certain aspects of reading achievement in students. Instructional Leadership Changes had a negative impact on student achievement while certain reading programs were found to have a more positive impact on some students than others. Furthermore, regardless of beginning of year reading level, all students showed increased gain in end-of-year outcome scores over time. Same grade cohort groups of students in kindergarten, second, and third grades demonstrated increased average scores over time as schools continued to implement Reading First models. Finally, while the gap between students with intensive needs and their peers was not erased, it also did not widen. Based on research indicating gain for these students is often below that of their peers, this is an important finding. Thus, it appears that the impact of Reading First in relation to teaching younger students the basic building blocks needed to read with fluency in the later grades was positive in the current sample.
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Buckley, Tianna Jeanne. "Academic Persistence Among Native American High School Students." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/7257.
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Qualitative interviews with 12 Native American high school junior and senior students who grew up on reservations identified the following themes related to their persistence in college: (a) faculty support, (b) structured social support, (c) family support or the lack thereof, (d) motivation to be better, and (e) encountering racism. The results indicated a need for clear academic expectations between the school district and the tribal liaisons, multicultural training to foster positive relationships from the primary to secondary level, and structured college preparatory instruction designed for Native American students. Results also indicated a need for further research into the educational experiences of multiethnic students.
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Surenkumar, Yamini. "A qualitative study of the Individual Education Plan (IEP) in Worcestershire (UK) and its applicability to Mumbai (India)." Thesis, Coventry University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.313130.
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Leon, Katrina Johnson. "Yuli's story| Using educational policy to achieve cultural genocide." Thesis, University of the Pacific, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10181177.
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All children residing in the United States have the right to a quality education. At least that is our collective expectation. Through the lived experience of Yuli, a Native American woman from the Southwest, you will discover, due to her birth on a remote reservation, she was not given the same access to education you or I would expect. On Yuli’s reservation, the school system is managed by the Bureau of Indian Education (BIE). Rather than provide K-12 schooling, the BIE operates K-8 on her reservation and then Native youth who want to go to high school must move off-reservation.
This qualitative study focuses on Yuli’s experience as she traversed the educational system offered to her in order to complete eighth grade, earn her high school diploma and be accepted to college. Her narrative gives insight into what she lost, personally and culturally, as a result of the operational delinquency of a United States of America government agency tasked with one duty, providing an adequate, quality education to Indigenous youth across America. This study explores Yuli’s story, educational inopportunity, and the cultural impact of leaving the reservation to attain an education.
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Londo, Jona <1995>. "Meditation and speaking anxiety in the EFL classroom: a study on the educational methodology of the Indian School Alice Project - Awakening Special Universal Education." Master's Degree Thesis, Università Ca' Foscari Venezia, 2020. http://hdl.handle.net/10579/16883.
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The aim of this thesis is to discuss the use of meditation as an instrument to reduce speaking anxiety in EFL classrooms, with particular reference to its application within the methodology of the Indian School Alice Project - Awakening Special Universal Education.
The first part of this work discusses the issue of Foreign Language Classroom Anxiety and the application of meditative practices in educational contexts in order to prevent this type of disturbs. Furthermore, the philosophy and the educational methodology of the Alice Project School are illustrated, describing how meditation is concretely adopted for educational purposes in the School’s curriculum.
The second part of the thesis presents a study conducted at the Alice Project School in Sarnath (Uttar Pradesh, India) with the purpose of evaluating the impact of meditation on the students’ anxiety levels prior to engaging in oral production activities in their EFL classes.
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Weisman, Eleanor Frances. "A movement and dance residency at a Lakota Indian reservation school : an action research study /." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1335538536.
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Anthony-Stevens, Vanessa Erin. "Indigenous Students, Families and Educators Negotiating School Choice and Educational Opportunity: A Critical Ethnographic Case Study of Enduring Struggle and Educational Survivance in a Southwest Charter School." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/293532.
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This critical ethnography focuses on the practice of an Indigenous-serving charter school in Arizona and how it created space to practice culturally responsive schooling for Indigenous youth in an era of school accountability and standardizing educational reforms. Urban Native Middle School (pseudonym) opened for four years before being closed under tremendous state pressure from high-stakes testing accountability measurements. This study uses data spanning two periods of data collection: archived data collected at the time of the school's operation, and follow-up data tracking educators', parents' and students' experiences after the school's closure. Careful examination of student, educator, and parent narratives about the school during its years in operation illuminate how adults and youth co-authored a unique reterritorializing both/and discourse, building a school community of practice around connections to mainstream standardized knowledge and local Indigenous knowledges. The transformational potential of the schools both/and approach offered students access to strength-based both/and identities. The second phase of the study, which followed educators', parents', and students' into new school environments, illuminates practices of educational negotiation on the part of participants within geographies of limited educational opportunity for Native youth, both urban and rural. With four years of data collection, this study expands understanding of how Indigenous families choose among available educational environments in landscapes of limited school options and policy labels which fail to address the on-the-ground realities of schooling in Indigenous communities. For the Indigenous educators and families in this study, navigating school choice in an era of high-stakes testing reflects an enduring struggle of American Indian education with educational policy. This study's findings suggest that the transformative potential of both/and schooling has positive and wide reaching implications on the school experience of Native youth, and further illuminates the persevering practices of Indigenous educational survivance in seeking access to more equitable, culturally sustaining educational experiences. With implications for practice and policy, this anthropologic case study of an Indigenous-serving charter school considers the powerful impacts of human relationships on student learning and critiques the injustice perpetuated by snapshot accountability measurements which deny students' spaces for cultivating bridges to access imagined futures.
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Menon, Swathi Sandesh. "Stakeholder Perspectives on Teacher Attrition in Private Early Childhood Schools in India." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7236.
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Teacher attrition is a problem that has consequences for children and schools in many countries; children are affected negatively both emotionally and intellectually, while schools suffer setbacks, such as financial stress and disruption of the learning environment. This multiple case study explored the perspectives of stakeholders in India regarding how teacher attrition in private early childhood schools influenced students, teachers, parents, school leaders, and schools, as well as the factors that stakeholders identified as important for teacher retention in private early childhood education. The conceptual framework was Bronfenbrenner's ecological systems theory. Data were collected through interviews with teachers and school leaders with at least 2 years of experience, and parents of children at affected schools. Twelve participants were selected via homogenous purposive sampling, with 4 in each group. Data were analyzed using thematic analysis. Results of data analysis showed that teacher attrition led to an increase in workload for the remaining teachers, causing mental and physical stress. Positive workplace relationships were needed to stem the problem. School leaders felt that teachers' salary should be commensurate with workload, while parents believed teacher contracts should include a minimum number of years of service required. Future research might focus on factors considered important to stemming teacher attrition such as flexible timetables, reduced workloads, and teaching independence. The study has implications for positive social change by providing insights to help policy makers and education leaders in India understand and possibly lessen the problem of teacher attrition
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Dixon, Pauline. "The regulation of private schools for low-income families in Andhra Pradesh, India : an Austrian economic approach." Thesis, University of Newcastle Upon Tyne, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.275410.
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Golightly, Thomas R. "Defining the Components of Academic Self-Efficacy in Navajo American Indian High School Students." BYU ScholarsArchive, 2006. https://scholarsarchive.byu.edu/etd/817.
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The academic difficulties experienced by a majority of Navajo American Indian students are well documented. Past research has focused on a variety of internal and external factors which possibly explain some of these difficulties. Low levels of academic self-efficacy (ASE) has been identified as one of the factors possibly contributing to lower than expected rates of academic achievement and low post-secondary education retention rates in this population. This investigation sought to further define the component structures of ASE using theoretical structures postulated by Bandura (1977a, 1997), namely: past success, modeling, verbal persuasion, and emotional arousal. Information about grade point averages (GPA) and standardized achievement tests (IOWA Tests of Educational Development) were obtained for a sample of American Indian Students (N = 118) as a measure of past success. Three self-report measures were administered to the participants in the sample: The Career-Related Parental Support Scale-Verbal Encouragement scale (CRPSS-VE); and two measures created specifically for this study, The People I Know (to assess levels of exposure to appropriate academic models) and My feelings about School (to assess levels of emotional arousal centered on school). An additional pair of self-report measures was administered to this sample, the Self-in-School (SIS) and Academic Hardiness Scale (AHS), which sought to assess overall levels of ASE in each of the participants. Reliability and factor analyses were conducted to psychometrically examine the measures created for this study. Both were found to be highly reliable measures which load primarily onto one factor. Regression analyses were created to determine if the measures of the four components would predict totals on the two measures of overall ASE (the SIS and AHS). Results indicated that GPA, IOWA percentile rank scores, the CRPSS-VE and My Feelings about School were significant predictors of SIS totals in the regression models. Only The People I Know and My Feelings about School were significant predictors of AHS totals in the regression analyses. There was some evidence suggesting that the four components of ASE predicted overall reported levels of ASE. Implications of this study as well as possible future studies are outlined.
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Singh, Avinash Kumar. "Drop-out from primary schools in tribal India : a case study of the Ho in Parampancho, West Singhbhum." Thesis, University College London (University of London), 1994. http://discovery.ucl.ac.uk/10006588/.
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Damm, Robert J. 1964. "American Indian Music in Elementary School Music Programs of Oklahoma : Repertoire, Authenticity and Instruction." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc278099/.
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The purpose of this study was to determine the instructional methods of Oklahoma's elementary school music educators with respect to the inclusion of an authentic repertoire of American Indian music in the curriculum. The research was conducted through two methods. First, an analysis and review of adopted textbook series and pertinent supplemental resources on American Indian music was made. Second, a survey of K-6 grade elementary music specialists in Oklahoma during the 1997-1998 school year was conducted.
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Jha, Madan Mohan. "The inclusion of children with 'special' educational needs in India : a case study of schools in Delhi." Thesis, University of Oxford, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.422452.
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