View in EDS HTML Full Text PDF Full Text

Unlocking the Black Box: To What Extent Are Interactive Classrooms Effective Classrooms in Andhra Pradesh and Telangana, India?

Saved in:
Bibliographic Details
Title: Unlocking the Black Box: To What Extent Are Interactive Classrooms Effective Classrooms in Andhra Pradesh and Telangana, India?
Authors: Moore, Rhiannon, Rolleston, Caine, Grijalva, Ana
Source: Comparative Education Review. Nov2021, Vol. 65 Issue 4, p667-690. 24p. 5 Charts, 5 Graphs.
Subject Terms: *Basic education, *Teacher education, *Educational quality, Poverty, Human Development Index
Geographic Terms: OECD countries
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. [ABSTRACT FROM AUTHOR]
Copyright of Comparative Education Review is the property of University of Chicago Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: ehh
DbLabel: Education Research Complete
An: 154101548
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Unlocking the Black Box: To What Extent Are Interactive Classrooms Effective Classrooms in Andhra Pradesh and Telangana, India?
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Moore%2C+Rhiannon%22">Moore, Rhiannon</searchLink><br /><searchLink fieldCode="AR" term="%22Rolleston%2C+Caine%22">Rolleston, Caine</searchLink><br /><searchLink fieldCode="AR" term="%22Grijalva%2C+Ana%22">Grijalva, Ana</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Comparative+Education+Review%22">Comparative Education Review</searchLink>. Nov2021, Vol. 65 Issue 4, p667-690. 24p. 5 Charts, 5 Graphs.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Basic+education%22">Basic education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+quality%22">Educational quality</searchLink><br /><searchLink fieldCode="DE" term="%22Poverty%22">Poverty</searchLink><br /><searchLink fieldCode="DE" term="%22Human+Development+Index%22">Human Development Index</searchLink>
– Name: SubjectGeographic
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22OECD+countries%22">OECD countries</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Comparative Education Review is the property of University of Chicago Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=154101548
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1086/716339
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 24
        StartPage: 667
    Subjects:
      – SubjectFull: Basic education
        Type: general
      – SubjectFull: Teacher education
        Type: general
      – SubjectFull: Educational quality
        Type: general
      – SubjectFull: Poverty
        Type: general
      – SubjectFull: Human Development Index
        Type: general
      – SubjectFull: OECD countries
        Type: general
    Titles:
      – TitleFull: Unlocking the Black Box: To What Extent Are Interactive Classrooms Effective Classrooms in Andhra Pradesh and Telangana, India?
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Moore, Rhiannon
      – PersonEntity:
          Name:
            NameFull: Rolleston, Caine
      – PersonEntity:
          Name:
            NameFull: Grijalva, Ana
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 11
              Text: Nov2021
              Type: published
              Y: 2021
          Identifiers:
            – Type: issn-print
              Value: 00104086
          Numbering:
            – Type: volume
              Value: 65
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: Comparative Education Review
              Type: main
ResultId 1