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Elementary Education For The Poorest And Other Deprived Groups

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Elementary Education For The Poorest And Other Deprived Groups

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Author : Jyotsna Jha
language : en
Publisher: Manohar Publishers
Release Date : 2005

Elementary Education For The Poorest And Other Deprived Groups written by Jyotsna Jha and has been published by Manohar Publishers this book supported file pdf, txt, epub, kindle and other format this book has been release on 2005 with Education categories.

Rough Estimates Indicate That Nearly 60-70 Million Children In The Age Group Of 6-13 Years Do Not Attend School In India And Remain Deprived Of The Basic Right To Learn. This Despite The Face That The Goal Of The Universalization Of Elementary Education Has Been A Stated Objective Of The Indian Nation State. Existing Information Clearly Reveals That The Majority Of Children Outside The School System Belong To Poor And Other Deprived Groups. The Study Focuses On Understanding Schooling Participation From The Perspective Of Poor And Deprived Families And Analysing The Present Policy And Interventions In The Context Of This Understanding. Basic Livelihood Insecurity, Adverse Socio-Political Positioning, Lack Of School Accountability And Oversimplification Of Equity Issues In Policies And Delivery Modes Emerge As Critical Issues.

Elementary Education For The Poorest And Other Deprived Groups

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Author : Jyotsna Jha
language : en
Publisher:
Release Date : 2002

Elementary Education For The Poorest And Other Deprived Groups written by Jyotsna Jha and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2002 with Education, Elementary categories.

In the Indian context.

Elementary Education For The Poorest And Othe Deprived Groups

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Author : Jyotsna Jha
language : en
Publisher:
Release Date : 2005

Elementary Education For The Poorest And Othe Deprived Groups written by Jyotsna Jha and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2005 with Education, Elementary categories.

The Elementary Education System In India

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Author : Rashmi Sharma
language : en
Publisher: Routledge
Release Date : 2012-04-27

The Elementary Education System In India written by Rashmi Sharma and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2012-04-27 with Education categories.

This book focuses on the failure of elementary education since Independence, which is usually seen as the result of simplified phrases like 'lack of political will', 'because of poverty', etc. This book looks at the system as a whole: infrastructure, quality of teaching, privatisation, nutritional incentives, curriculum. It contains samples from two states namely Rajasthan and Andhra Pradesh.

Dropouts In Primary Schools Strategies And Challenges

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Author : DR.ANEESUNNISA BEGUM
language : en
Publisher: Lulu.com
Release Date :

Dropouts In Primary Schools Strategies And Challenges written by DR.ANEESUNNISA BEGUM and has been published by Lulu.com this book supported file pdf, txt, epub, kindle and other format this book has been release on with categories.

Children And Sustainable Development

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Author : Antonio M. Battro
language : en
Publisher: Springer
Release Date : 2016-12-08

Children And Sustainable Development written by Antonio M. Battro and has been published by Springer this book supported file pdf, txt, epub, kindle and other format this book has been release on 2016-12-08 with Science categories.

This book addresses the changes in education practices, especially basic education, necessitated by the global challenges of climate change and sustainable development and in a context characterized by increasing poverty and inequality, migration and refugees. Written by a range of international scholars, scientists and grassroots practitioners from Africa, Latin America, Asia (India, China, Malaysia) and Europe, the individual contributions focus on education policies and child development in various social contexts. Case-based experiences from both developed and developing countries provide inspiration and shed new light on the fundamental changes needed to adapt existing school systems and teacher training to face the challenges of the future. In this regard, the need to empower children themselves is emphasized. All contributions are based on a Workshop hosted in November 2015 by the Pontifical Academy of Sciences at the Vatican entitled “Children and Sustainable Development: A Challenge for Education” and follow three other significant events on sustainable development in 2015, namely the publication of Laudato Si’, the Encyclical Letter from Pope Francis, the release of the United Nations Sustainable Development Goals, and the COP21 Conference in Paris.

Study Of Sarva Shiksha Abhiyan Initiatives On Universalization Os Elementary Education In Karnataka With Special Reference To Concerns Of Quality And Equity

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Author :
language : en
Publisher: Public Affairs Centre
Release Date :

Study Of Sarva Shiksha Abhiyan Initiatives On Universalization Os Elementary Education In Karnataka With Special Reference To Concerns Of Quality And Equity written by and has been published by Public Affairs Centre this book supported file pdf, txt, epub, kindle and other format this book has been release on with categories.

Gender And Social Equity In Primary Education

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Author : Vimala Ramachandran
language : en
Publisher: SAGE Publications India
Release Date : 2004-08-19

Gender And Social Equity In Primary Education written by Vimala Ramachandran and has been published by SAGE Publications India this book supported file pdf, txt, epub, kindle and other format this book has been release on 2004-08-19 with Education categories.

In recent years, India has made impressive strides in increasing literacy rates and in enabling access to education. The country now seems well set to provide universal and good quality basic education. Yet, behind this otherwise rosy picture lie serious concerns relating primarily to gender and equity. /-//-/This volume provides an insightful understanding of the ground realities of primary education programmes, particularly those run by the District Primary Education Programme (DPEP). Combining secondary research with field studies conducted in six states, the contributors explore gender and social equity issues in primary education. They conclude that there is a subtle but nevertheless discernible ‘hierarchy of access’ to education, which has resulted in new forms of segregation in primary schools.

Socio Educational Conditions Of Slum Childrens A Sociological Study In Gulbarga District

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Author : Dr. Surendra. K
language : en
Publisher: Lulu.com
Release Date : 2017-01-12

Socio Educational Conditions Of Slum Childrens A Sociological Study In Gulbarga District written by Dr. Surendra. K and has been published by Lulu.com this book supported file pdf, txt, epub, kindle and other format this book has been release on 2017-01-12 with Education categories.

Slum children studies present a picture of slum dwellers' physical, demographic, economic and health conditions along with crowding conditions and distribution of residents according to place of origin and duration of residence. Piece meal efforts to improve the condition of slums in the past have brought about some improvement in the lives of the slum dwellers. The living condition of slum dwellers is still far from satisfaction.

Opportunity And Performance

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Author : Sam Redding
language : en
Publisher: IAP
Release Date : 2021-07-01

Opportunity And Performance written by Sam Redding and has been published by IAP this book supported file pdf, txt, epub, kindle and other format this book has been release on 2021-07-01 with Education categories.

Because everyone from policymakers to classroom teachers has a role in achieving greater equity for children from poverty, this book provides a sweeping chronicle of the historical turning points—judicial, legislative, and regulatory—on the road to greater equity, as background to the situation today. It provides succinct policy recommendations for states and districts, as well as practical curricular and instructional strategies for districts, schools, and teachers. This comprehensive approach—from the statehouse to the classroom—for providing children who come to school from impoverished environments with the education in which they thrive, not merely one that is comparable to others, truly enlists everyone in the quest for opportunity and performance. The next step toward equity may be taken by a governor, but it may also be taken by a teacher. One need not wait for the other. Press Relaease Redding, S. (Ed.). (2021). Opportunity and performance: Equity for children from poverty. Information Age. Copyright: Academic Development Institute • historical and legislative background for understanding current situation • analysis of poverty’s impact on learning from multiple perspectives • likely effects of COVID pandemic on learning and what to do about it • proximal (classroom) and distal (system) levers for change • actionable steps for teachers, schools, districts, states • what can be done to disrupt poverty’s impact on learning, "right here, right now” • disproportionately positive effects (DPEs) of high-impact strategies • goalposts for measurement of progress by schools, districts, states • glossary of terms and discussion prompts Last year, 2021, saw a host of books and articles addressing aspects of “equity,” some mounting the bandwagon of advocacy and some arguing what the term itself actually means. But where were the clear-eyed analyses and practical solutions for educators? After more than a year of focused attention to equity by five education scholars, their book, Opportunity & Performance, entered this stream of publications. The team is associated with the Academic Development Institute and their collaboration was supported by the National Comprehensive Center. This book is unique and distinct from others in several ways. First, the authors agreed early on to put boundaries around a topic that could otherwise run loose with ambiguity. As they were all educators, the book would focus on equity in education. As equity could be viewed from the perspective of a variety of groups that seek it—racial and ethnic groups, children with disabilities, and English learners prominent among them—the team of authors chose to devote the book to the one historically underserved group that most pervasively suffers in terms of academic achievement and that includes the other groups. That group is children from poverty. The five authors are not only researchers, their careers bristle with experience in schools and agencies that work with schools. From different disciplinary fields within education, they have all created and implemented strategies to improve learning and to measure that improvement. The authors were determined to logically and persuasively link their conclusions from the research on poverty, on learning, and on the nexus of the two. They wanted the book to be useful. They sought a respectful tone that would encourage common ground and constructive action to open doors of opportunity and achieve greater learning for students from impoverished environments. The book’s authors and external advisors brought to the work a diversity of professional background and expertise on historically underserved students, children from poverty, effective instruction, systems change, and methods for evaluating progress. Equity of opportunity: Each student—despite family income, race, ethnicity, gender, language, or disability—has the opportunity to attend schools, access courses and programs, and be taught by teachers that meet standards of quality on a par with schools attended by their peers. Equity of performance: The schools, courses, programs, and teachers that serve students from historically underserved groups reorient their curriculum, instruction, and support services to ameliorate disadvantages these students may disproportionately bear, optimizing learning results for these students. The Book's Authors Linda Cavazos, Ph.D., is a researcher and technical assistance provider with more than 25 years of experience in education supporting the needs of culturally and linguistically diverse learners and directing projects in the areas of equity, diversity, inclusion, literacy, and cultural and linguistic competence, responsiveness, and sustainability. Allison Layland, Ph.D., is the Chief Education Strategist for the Academic Development Institute (ADI) with projects in several regional centers. She has con¬sulted with 11 state education agencies on effective implementation of the Individuals with Disabilities Education Act and has more than 20 years of teaching and leadership experience in general and special education at the school, district, and state levels. Sam Redding, Ed.D., is Chief Learning Scientist and a consultant to three regional centers. Dr. Redding also served as the Associate Director of the Center on School Turnaround (WestEd) and as Senior Learning Specialist for the Center on Innovations in Learning (Temple University), and Director of the Center on Innovation & Improvement. As a Senior Research Associate at the Laboratory for Student Success, he headed the Lab’s research and implementation of comprehensive school reform. Janet S. Twyman, Ph.D., BCBA, LBA, Dr. Twyman is a consultant for the Academic Development Institute. Throughout her career as a preschool and elementary teacher, school principal and administrator, university professor, instructional designer, distance learning architect, and educational consultant, Dr. Twyman has been a proponent of effective learning tech¬nologies that produce individual and system change. She has presented to and worked with education systems, organizations, and institutions in over 50 states and countries, including speaking about technologies for diverse learners and settings at the United Nations. Bi Vuong, MPA, is the Managing Director, Education Practice with Project Evident. Before joining Project Evident, Bi was the Director of Proving Ground at the Center for Education Policy Research at Harvard University. She also launched the National Center for Rural Education Research Network. Prior to Proving Ground, she served as the Deputy Chief Financial Officer for the School District of Philadelphia. Bi serves as a consultant for the Academic Development Institute with project assignments for several regional centers. The Book’s External Advisors Patricia Edwards, Ph.D. is professor of language and literacy at Michigan State University, a member of the Reading Hall of Fame, with research and publications on multicultural literacy, parent involvement, and related topics, especially among poor and minority children. Sheneka Williams, Ph.D. is professor and chairperson of the Department of Educational Administration at Michigan State University with a outstanding body of research on educational opportunity for African American students. T. V. (Joe) Layng, Ph.D. is a behavioral scientist with a distinguished career in research and practice, advancing learning through effective instruction for diverse students; Dr. Layng’s work focuses on the integration of technology with instructional design and systemic behavior interventions. Contact: Dr. Sam Redding at [email protected]

Elementary Education For The Poorest And Other Deprived Groups

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