Moore, R;
Rolleston, C;
Grijalva, A;
(2021)
Unlocking the Black Box: To What Extent Are Interactive Classrooms Effective Classrooms in Andhra Pradesh and Telangana, India?
Comparative Education Review
, 65
(4)
pp. 667-690.
10.1086/716339.
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Abstract
Universalization of basic education in India has increased demand for access to secondary schooling, yet concerns about quality and equity remain. While evidence of poor learning attainment continues to accumulate, less is known about classroom interactions or how these relate to student outcomes. In this article, we employ a unique data set that links school effectiveness and classroom observation data to examine the relationship between these dimensions. We show that teacher classroom practices represent a potentially distinctive aspect of school quality only weakly associated with effectiveness measures in two states in India. We discuss the implications of this for understandings of equity of learning opportunities.
| Type: | Article |
|---|---|
| Title: | Unlocking the Black Box: To What Extent Are Interactive Classrooms Effective Classrooms in Andhra Pradesh and Telangana, India? |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1086/716339 |
| Publisher version: | https://doi.org/10.1086/716339 |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher's terms and conditions. |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Education, Practice and Society |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10137554 |
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