<p>By drawing on quantitative data and qualitative analyses of five major national education policies implemented in India over the last 15 years, this comprehensive volume explores their impact on teacher quality and perceived effectiveness, explaining how this relates to variations in student performance.<br />
Responding to a national agenda to increase the quality of the Indian teacher workforce, Teacher Quality and Education Policy in India critically questions the application of human capital theory to Indian education policy. Chapters provide in-depth and strategically structured analyses of five national policies – including the recently approved National Education Policy (NEP) 2020 – to see how Indian policymakers use teacher quality as a driver and measurement of education and national economic development. Ultimately, the text offers evidence-based policy recommendations to improve teacher quality in India, suggesting that while all five policies have contributed significant frameworks and recommendations for teacher quality reform, they have failed to move beyond a symbolic function.<br />
Given its rigorous methodological approach, this book will be a valuable addition to the under-researched question of education policymaking in postcolonial contexts. It will be an indispensable resource not only for scholars working on policymaking in the Indian context, but also for those working at the intersection of education, teacher development, and policymaking in developing countries.</p>

Teacher Quality and Education Policy in India: Understanding the Relationship Between Teacher Education, Teacher Effectiveness, and Student Outcomes (Routledge Research in Teacher Education)

Wiseman, Alexander W.

Kumar, Preeti

Reference

Routledge

<p><p>By drawing on quantitative data and qualitative analyses of five major national education policies implemented in India over the last 15 years, this comprehensive volume explores their impact on teacher quality and perceived effectiveness, explaining how this relates to variations in student performance.</p> <p>Responding to a national agenda to increase the quality of the Indian teacher workforce, <i>Teacher Quality and Education Policy in India</i> critically questions the application of human capital theory to Indian education policy. Chapters provide in-depth and strategically structured analyses of five national policies - including the recently approved National Education Policy (NEP) 2020 - to see how Indian policymakers use teacher quality as a driver and measurement of education and national economic development. Ultimately, the text offers evidence-based policy recommendations to improve teacher quality in India, suggesting that while all five policies have contributed significant frameworks and recommendations for teacher quality reform, they have failed to move beyond a symbolic function.</p> <p>Given its rigorous methodological approach, this book will be a valuable addition to the under-researched question of education policymaking in postcolonial contexts. It will be an indispensable resource not only for scholars working on policymaking in the Indian context, but also for those working at the intersection of education, teacher development, and policymaking in developing countries.</p></p>

Teacher Quality and Education Policy in India (Routledge Research in Teacher Education)

The internationally comparative perspective of the volume will frame educational innovation and social entrepreneurship using both the globalization and contextualization of educational quality and opportunity in disadvantaged communities worldwide as a foundation. Through the use of both empirical research reports and case study examples, this volume will examine the contributions of social entrepreneurs through educational programs, projects and systems worldwide, and how the social, cultural and political communities in each nation contextualize educational innovations. Chapters will examine evidence to assess the impact of social entrepreneurship in education and to make recommendations for innovative educational change. This volume will also highlight the importance of theory in both understanding and guiding innovative ideas in every stage of entrepreneurial development from research-to-practice.

International Educational Innovation and Public Sector Entrepreneurship (International Perspectives on Education and Society, 23)

Business & Money

Business Development & Entrepreneurship

Emerald Publishing Limited

<p>Teacher effectiveness and teacher quality have become the focus of intense international attention and concern. Around the world, governments are modifying existing certification requirements or implementing value-added modeling in order to qualify teachers without planning for the long-term consequences of these actions. The book brings together scholars from multi-disciplinary and international backgrounds to address two critical areas: (1) what existing cross-national measures of teacher effectiveness and teacher quality are most promising, and how can these be aligned to maximize their research potential; and (2) what core constructs of teacher quality or effectiveness are missing, and how can cross-national research help identify these. Identifying both what is used and what is missing in the international and comparative analysis and reform of teacher quality is key to informing evidence-based educational policy formation around teacher quality.</p>

Promoting and Sustaining a Quality Teacher Workforce (International Perspectives on Education and Society, 27)

Education & Teaching

Schools & Teaching

<p>This year's <i>Annual Review of Comparative and International Education</i>surveys the field from several globally representative perspectives. Contributors include scholars, policymakers and development consultants and cover comparative and international education trends and issues unique to Africa, Asia, Europe, North America, Oceania, and South America.&nbsp; <div><br /></div> <div>This volume is representative of a wide range of recent trends and important concerns in the CIE community worldwide and within particular regions or specific communities. Additionally, the Annual Review celebrates its fifth year of continuous publication this year, which highlights the ongoing interest in and importance of reflective practice and the professionalization of comparative and international education.</div></p>

Annual Review of Comparative and International Education 2017 (International Perspectives on Education and Society, 34)

Emerald Publishing

<p>This book in the International Perspectives on Education and Society (IPES) series describes, synthesizes, and forecasts how large-scale assessments and quantitative data impact evidence-based policymaking worldwide. This volume pays particular attention to the Middle East and North African (MENA) region and surrounding countries. The chapters provide and explain policymaking examples from national educational systems and international organizations in the United Arab Emirates, South Africa, Russia, Brazil and China, providing a forum for scholars and policymakers to identify how large-scale assessments and quantitative data can be used to inform policymaking at all levels of education, and how these data can be used to better understand specific country- and regional-level educational challenges.&nbsp; <div><br /></div> <div>Emphasizing that quantitative research evidence is often the most legitimized among national educational policymakers and international organizations influencing national educational policymaking due to its perceived accuracy and trustworthiness, authors discuss how this data is not always used to its full potential by policymakers or educators because of the predominant focus on student achievement and rankings systems. While student achievement data can offer great insight on educational systems, the unique country-level background data available through large international datasets provides opportunity for scholars and policymakers to develop greater insight into the social and cultural factors that influence education systems around the world.</div></p>

Cross-nationally Comparative, Evidence-based Educational Policymaking and Reform (International Perspectives on Education and Society, 35)

Higher & Continuing Education

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