manoj kumar tiwary (38 résultats)

Etat : New. pp. 180.

Etat : New. pp. 180.

Etat : New. pp. 180 1st edition NO-PA16APR2015-KAP.

Etat : New. Brand New. Soft Cover International Edition. Different ISBN and Cover Image. Priced lower than the standard editions which is usually intended to make them more affordable for students abroad. The core content of the book is generally the same as the standard edition. The country selling restrictions may be printed on the book but is no problem for the self-use. This Item maybe shipped from US or any other country as we have multiple locations worldwide.

Etat : New. Brand New, Softcover edition. This item may ship from the US or our Overseas warehouse depending on your location and stock availability.

Hardcover. Etat : New. ISBN:9781032646091,180pp.

Hardcover. Etat : New. 1st Edition. Contents: Introduction. I. Alignment of Inclusion in Elementary Education: 1. Inclusive Elementary Education in India: The Journey/R. V. Vaidyanatha Ayyar. 2. Social and Regional Inequality in Elementary Education in India: Retrospect and Prospect/Madhumita Bandyopadhyay. II. Social Diversity and Learning Performance Disparity: 3. Education of Equitable Quality: All Children Reading/Dhir Jhingran. 4. Social Diversity and Learning Achievement: Contextualising Policies and Practices for Primary Schools in Rural Bihar/Manoj KumarTiwary and Sanjay Kumar. III. Children in Unconventional Learning Settings: 5. Rights, Mobility and Social (In)Justice: The 2009 RTE Act and Mobile Pastoralist Children s Education Deprivation/Caroline Dyer. 6. Educationally Excluded Street and Working Children: Financial Literacy and Life Skill Based Education as a Way Forward/Shushmita Chatterji Dutt. IV. Learning English in the Labyrinth of Contrasting Technologies: 7. The Technology and Politics of Teaching English/Nita Kumar. 8. The Road to English: The Slow Migration of the EWS Child to Elite India/Peggy Mohan. V. Pedagogy, Teacher Agency and the Operation of Stereotypes: 9. Cultural Marginality and Reproduction of Stereotypes: An Insider s View on Practices of School/Vikas Gupta.10. Becoming a Critical Pedagogue: Teacher Agency and Critical Theory/Smriti Singh. Conclusion: Situating India s Inclusive Education in the Global Episteme of Diversity, Inequality and Democracy/Arvind Kumar Mishra. Index. Dynamics of Inclusive Classroom explores the challenges and possibilities of rendering classrooms more inclusive by contributing to a better understanding of educational needs of socially diverse children in India. The contributors to this volume show how, in a world of rapid social, political, economic and educational changes, social diversity, inequalities and social exclusion/inclusion are subjects of great import. Part of this process is the significant increase in the number of children from socially diverse backgrounds in the classroom. This increase calls for a better understanding of their needs and for processes that render classrooms more inclusive. In India, the increased enrolment of socially diverse students requires us to give special attention to issues of inequality based on caste, class, religion, gender, language and region, which affect children s learning processes and outcomes. This volume is based on a great variety of research, drawn from academic analyses, policy formulation, and classroom practices. Collectively, the contributors argue that, in order to render Indian classrooms inclusive, the country needs to formulate a school education policy that would result in pedagogical preparedness to deal with the increased enrolment of historically marginalised and oppressed children from diverse backgrounds. Through case studies and field examples, the authors also demonstrate the processes and practices through which learning can be made inclusive and democratic in Indian classrooms. This book offers fresh insights into diversity and contemporary educational practices in India and will be of considerable interest to students, scholars, practitioners and policy-makers involved in education, development studies, social work, sociology, history, and public policy. (jacket).

Hardcover. Etat : New. Brand New! Fast Delivery This is an International Edition and ship within 24-48 hours. Deliver by FedEx and Dhl, & Aramex, UPS, & USPS and we do accept APO and PO BOX Addresses. Order can be delivered worldwide within 7-11 days and we do have flat rate for up to 2LB. Extra shipping charges will be requested if the Book weight is more than 5 LB. This Item May be shipped from India, United states & United Kingdom. Depending on your location and availability.

Hardcover. Etat : New. ISBN:9781032646091.

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Paperback / softback. Etat : New. New copy - Usually dispatched within 4 working days. 330.

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Etat : New. 1st edition NO-PA16APR2015-KAP.

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Etat : As New. Unread book in perfect condition.

Etat : As New. Unread book in perfect condition.

Paperback. Etat : Brand New. 180 pages. 9.18x6.12x9.21 inches. In Stock.

Paperback. Etat : new. Paperback. Why are children from disadvantaged and minority communities overrepresented among academic underachievers, poor learners, and school dropouts? This volume engages with this question and examines classroom learning as a process that involves a multitude of actors situated in specific social, cultural, and historical contexts.The volume covers an interdisciplinary spectrum of educational processes, contexts, educational ambitions, and limitations of low-caste, working-class, and middle-class students from different Indian communities and regions. The volume delves into the problem of academic underperformance from a social identity perspective and probes into social context-based variability in classroom learning, systemic disadvantages in the form of negative stereotypes, and the family as an under-studied social group in all discussions of schooling. It also examines the teachers perceptions and attitudes towards Adivasi students and other minority groups in primary schools and their effect on childrens classroom engagement.The chapters in this volume provide insights into unresolved and critical research questions that require the attention of teachers, school management, educators, and policymakers alike. This book will also be useful for academicians, policymakers, teacher educators, pedagogic practitioners in India and abroad, and state and central government institutions working on school education, educational psychology, policymaking in education, learning methods, and research on educational enhancement. The volume delves into the problem of academic underperformance from a social identity perspective and probes into social context-based variability in classroom learning, systemic disadvantages in the form of negative stereotypes and the family as an under-studied social group in all discussions of schooling. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability.

Paperback. Etat : new. Paperback. Why are children from disadvantaged and minority communities overrepresented among academic underachievers, poor learners, and school dropouts? This volume engages with this question and examines classroom learning as a process that involves a multitude of actors situated in specific social, cultural, and historical contexts.The volume covers an interdisciplinary spectrum of educational processes, contexts, educational ambitions, and limitations of low-caste, working-class, and middle-class students from different Indian communities and regions. The volume delves into the problem of academic underperformance from a social identity perspective and probes into social context-based variability in classroom learning, systemic disadvantages in the form of negative stereotypes, and the family as an under-studied social group in all discussions of schooling. It also examines the teachers perceptions and attitudes towards Adivasi students and other minority groups in primary schools and their effect on childrens classroom engagement.The chapters in this volume provide insights into unresolved and critical research questions that require the attention of teachers, school management, educators, and policymakers alike. This book will also be useful for academicians, policymakers, teacher educators, pedagogic practitioners in India and abroad, and state and central government institutions working on school education, educational psychology, policymaking in education, learning methods, and research on educational enhancement. The volume delves into the problem of academic underperformance from a social identity perspective and probes into social context-based variability in classroom learning, systemic disadvantages in the form of negative stereotypes and the family as an under-studied social group in all discussions of schooling. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability.

Paperback. Etat : new. Paperback. Why are children from disadvantaged and minority communities overrepresented among academic underachievers, poor learners, and school dropouts? This volume engages with this question and examines classroom learning as a process that involves a multitude of actors situated in specific social, cultural, and historical contexts.The volume covers an interdisciplinary spectrum of educational processes, contexts, educational ambitions, and limitations of low-caste, working-class, and middle-class students from different Indian communities and regions. The volume delves into the problem of academic underperformance from a social identity perspective and probes into social context-based variability in classroom learning, systemic disadvantages in the form of negative stereotypes, and the family as an under-studied social group in all discussions of schooling. It also examines the teachers perceptions and attitudes towards Adivasi students and other minority groups in primary schools and their effect on childrens classroom engagement.The chapters in this volume provide insights into unresolved and critical research questions that require the attention of teachers, school management, educators, and policymakers alike. This book will also be useful for academicians, policymakers, teacher educators, pedagogic practitioners in India and abroad, and state and central government institutions working on school education, educational psychology, policymaking in education, learning methods, and research on educational enhancement. The volume delves into the problem of academic underperformance from a social identity perspective and probes into social context-based variability in classroom learning, systemic disadvantages in the form of negative stereotypes and the family as an under-studied social group in all discussions of schooling. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Hardback. Etat : New. New copy - Usually dispatched within 4 working days. 185.

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