Manthan: Abstracts - July 4, 2012

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Manthan: Abstracts
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July 4, 2012


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Day
-
2
: Parallel Session A

Name:

Vinod Kumar Sharma, Dharmendra Kumar Sharma, Falguni Sarangi.

Unit:

Field Institute, Sirohi, Rajasthan

Title:

“An evaluation study of the Kasturba Gandhi Balika Vidyalayas (KGBVs) of Sirohi”.


Abstract:

This paper is an outcome of an evaluation of Kasturba Gandhi Balika Vidyalayas, (KGBV) in the Sirohi
district of Rajasthan. The KGBV scheme is a centrally sponsored scheme of Ministry of Human Resource
Development, Government of India.
The scheme is applic
able only in those identified Educationally
Backward Blocks (EBBs) where, as per
census data of 2001
,
the rural female literacy is below the national
average and gender gap in literacy is more than the national average. All the five blocks of Sirohi
district
of Rajasthan falls under this category, hence the KGBV scheme was initiated here in 2005
-
06.


In the year 2010
-
11, a need was felt by the district education department to understand the
implementation of the KGBVs scheme in Sirohi. The District Ed
ucational Research Forum, a department of
District Institute of Education and Training, Sirohi and Azim Premji Foundation conducted an evaluation
study of KGBVs on four defined objectives of Enrollment and Retention, Physical infrastructure, Learning
quali
ty & academic monitoring and supervision.


The Sample design included all 5 KGBV schools, 50 children, 21 teachers, 5 wardens, 5 BEEOs and 5
district level functionaries. The methodology adopted revolved around classroom observations, structured
interview
s , secondary data analysis like study of learning outcomes, enrollment and retention records
across three years of 2008
-
09 to 2010
-
11 .


The findings of the study present interesting patterns on the issues of enrollment and retention which
increased init
ially with a gradual drop over the years. It has distinct linkage with our findings on the poor
physical infrastructure and inadequate academic environment. The aspect of monitoring and supervision
by senior government officials were found to be very few.


One important finding of the study is that a KGBV was consistent and reasonably good in all the defined
objectives of the study. It highlights a point that success in school quality is an outcome of several efforts
coming together.



Day
-
2
: Parallel
Session A

Name:

Vipin Chauhan, Ambika Mohan

Unit:

Azim Premji Institute, Dehradun (Uttarakhand)

Title:

Utilization of Researches in Uttarakhand

Abstract:

In our context, importance of research is recognized, not just in knowledge creation but also in its
utilization, such as making informed policy decisions. There is an urgent need to realize it and move in
this direction. Unfortunately, Uttarakhand state g
overnment has not been able to fully exploit several
opportunities of using recommendations from researches for improvements. The state itself had
commissioned a large study on teacher profile, which led to projections for required recruitments against
ret
irements, even specifying districts that would need special attention. However, the state was unable to
properly use these projections for planning recruitment efforts. Another example is from a study on MDM
practices, where it was recommended that women s
elf
-
help groups (WSHGs) of villages may be given the
responsibility of managing MDM, so that teachers’ time could be saved. This recommendation too was
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July 4, 2012


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programs. During the entire period in which the Foundation has been working in Uttarakhand, we have
been carrying out such researches from time to time, and are constantly learning and improving.
Reflecting on our LGP p
rogram and hence moving from its Phase I to Phase II, is one such example.
Another such effort was when a baseline study of some education institutions was carried out after
understanding that one of the key challenges faced by the state is the non
-
alignme
nt among the different
institutions. Now, the situation in the state is moving in a positive direction. Efforts are being made at
two levels


using researches to inform action and also, to enhance the research orientation of people
involved.


Day
-
2
:
Parallel Session A

Name:

D D Karopady

Unit:

Research Center

Title:

Theory of Behavior Change
-

How can we make it work better for us

Abstract:

We at the Azim Premji Foundation are intensely concerned about social change and are working towards
that,
particularly in the education domain. In most of our efforts, we are attempting a change in
behaviour of groups of individuals, be they Teachers, Head Teachers, Education functionaries or even
community members. However, we often wonder why, despite signif
icant efforts, we see no change or
very marginal change. Some answers are available in understanding the theory of behaviour change.This
paper looks at various theories and frameworks of behaviour change and attempts to draw lessons for us
in our work. For

many years, several theories such as Bandura’s Social Cognitive learning theory (1986),
Becker’s Health belief Model, Azjen and Fishbein’s Theory of Reasoned Action (1975) have been used or
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Day
-
2
: Parallel Session A

Name:

Benson Issac

Unit:

Faculty


䅐r

Title:

Nurturing a movement : An oral history of the organic farming movement in
South Interior Karnataka

Abstract:

From increduility during the peak of the Green revolution to grudging respect to state driven schemes
likethe organic Farming Missions of various governments, the perceptions and image of this form of
agriculture has been constantly changing. This project

is an effort to explore the emergence of the
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July 4, 2012


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organic farming movement This specific project is part of a larger effort of documenting and
understanding the trends and patterns related to sustainabile agriculture and the transitions around food
politics.
Organic Farming has been technological innovations in the field of agriculture by farmers to deal
with the

crisis in agriculture, but more significantly a form of resistance to interventions by the developmental
state in the area of agriculture like the G
reen Revolution paradigm, the introduction of GMOs in
agriculture, dam building, fertiliser subsidies, agriculture credit.

The stories will be told in the voices of the farmers, researchers and activists who have been at the core
of this movement. In thei
r voices we will explore the victories, the mile
-
stones, the frustrations and

challenges. There have been a number of stake holders and influences on this movement. The
inersections with landreforms, influence of Gandhian thought, popular science movement,

the kannada
language movements, the environemtal movements and farmers movements among others.

South interior karnataka ( Bangalore, Ramnagaram and Mysore Districts) forms the geographical focus of
the project given the pioneering efforts made by a number

of farmers at an indiviudal level and the
nature of activism that grown over the years leading to informal support systems and also policy
interventions.


Day
-
2
: Parallel Session A

Name:

Umesh P and Saraswathi

Unit:

Institutional Capacity Development

Program, Mandya

Title:

Overview of the ICD Program and studies conducted in the program

Abstract:

Purpose of Research Studies in ICD Program

1. To Improve Our Own Understanding of Education System

2. To decide Appropriate Interventions to enhance the service level of institutions

3. To Enhance the Effectiveness of Institution Processes

4. To Recommend Reforms in Education System

Research Studies conducted in ICD Program

1. Study on the Capacity D
evelopment Program for DIET Faculties

2. Study on Single Teacher Schools

3. Functioning of Three Teachers Higher Primary School, Mandya North & Maddur Block
-

Mandya District

4. Study on the Utilization of time by Head Teachers in various activities:
Chikkarasinakere Cluster,
Maddur Block, Mandya District.

Ongoing Research Studies:

1. Study On The Cascade Mode Of SDMC Training From DSERT To School

2. Study On The Role Clarity Of ECOs, BRPs & CRPs in academic support

3. Study on the Nutritional value o
f MID DAY MEAL in coordination with R&D team Foundation

Studies planned during the year 2012
-
13

• Study on Resource Person Development (for both District and Block Institutions)

• Study on the Development of Teacher Learning Center at block level

• Impac
t ⁅n杬g獨 T牡楮ing







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Day
-
2
:
Parallel Session
B

Name:

Mahadev, Shambhu, Periodi

Unit:

CFSI, Shorapur

Title:

Community Participation in Schools An Action research Study in CFSI, Shorapur

Abstract:

The importance of people’s participation in
development work has been stressed since the 70s. All the
major research studies confirm that the success in development work is sustained only through the
participation of people. But in the same breath these research reports also reveal that getting acti
ve
participation of the people
-

the real community is also the most difficult task. The Child Friendly School
Initiative (CFSI) in Shorapur has been trying to address this specific aspect vigorously. The present
paper discusses the action research the CF
SI team has been carrying out to enhance the participation of
the community in schools. CFSI is a holistic program of the Azim Premji Foundation with the aim of
providing quality education to all the children in a child centric and friendly atmosphere, s
upporting the
education department in a block. Started in 2005, the program envisages the quality education through
the intervention in 5 areas in a school
-

1. School environment 2. Class room environment 3. Teaching
learning process 4. Teacher devel
opment and 5. Community participation. The midline assessment
results of 2007 and the field study has very clearly identified areas which showed positive impact and
also some areas which did not show any improvements. Community participation and teacher
academic
development were two areas of concern that the midline assessment threw up. To address the need to
for initiating and sustaining people’s participation in the developmental processes, a detailed action
research was initiated by the CFSI team in 20
08. Our work in the field showed that the schools that are
doing well are the ones where the relationship between these two parties school faculty and the
community is good and based on mutual respect. In the three years(2005 to 2007) experience of
intera
cting with the school and community in Shorapur, the CFSI team has learnt that some kind of
disrespect has crept in to the relationship between the school and the community. Our field interventions
and research’s in development field has shown that respec
t, trust and communication between the stake
holders is the foundation of a healthy relationship which can contribute towards very productive and
meaningful engagement. The action research planned was based on this principle of creating spaces for
stake ho
lders participation. The CFSI team tried a few interventions towards increasing and improving the
participation of the community in school management. Initially the effort comprised evolving of the
school improvement plan in the village with the involvemen
t of community members. Later it included
their participation in bio
-
garden and Shramadaan. While these efforts did yield some initial results, they
seemed to peter out over time. Hence, a more detailed study to understand the perception of the
community
members about school was planned. As a part of this, focus group discussions with the
community were held in 86 villages and the results consolidated and analyzed. Based on these FGDs a
grand plan of Jathas and Melas was planned. Consistent communicati
on with the community was the
backbone of this approach. This paper discusses the results and analysis of the FGDs with the community
members. It later explains how the plan for community participation emerged from this analysis. It
discusses the potential

and limitations of these interventions to enhance meaningful participation of the
community in schools towards ensuring quality education to all children.


Day
-
2
: Parallel Session B

Name:

Goverdhan

Unit:

Field Institute Dhamtari

Title:

शाला

शशक्षा

और

समाज

Abstract:

प्रस्त



पर्ाा

विगत

एक

िर्ा

मे


गााँि

विद्यालय
-
सम

दाय

संबंध

पर

ककए

गए

सघन

काया

के

दौरान





अन

भिों

का

दस्तािेजीकरण

है।

यह

दस्तािेज़

सहभागी

शोध

प्रविधध

के

द्िारा

विद्यालय

के

सभी

हहस्सेदारों

के

बीर्

व्याप्त

संिादहीनता

की

स्स्तथी

को

तोड़

कर

एक

प्रभािी

एिं

ननरंतर

संिाद

की

प्रकिया

स्थावपत

करने

के

शलए

ककए

गए

तमाम

कोशशशों

एिं

उनके

पररणामों

के

दौरान





अन

भि

को

साझा

करने

का

एक

प्रयास

है

स्जसमें

बदलाि

की

प्रकिया

का

एक

हहस्सा

रहते





इस

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प्रकिया

की

गत्यात्मकता

एिं

आने

िाले

र्

नौनतयों

एिं

संभावित

उपायों

का

एक

विश्लेर्णात्मक

अधद्यन

ककया

गया

है।


Day
-
2
: Parallel Session B

Name:

Ravindra Prakash Y

Unit:

Namma Shale

Title:

Strengthening School Development and Monitoring Committee (SDMC) network
at the cluster level: A field action research in
Namma Shale operational area in
rural Karnataka

Abstract:

In Karnataka, SDMCs have taken up the responsibility of monitoring regular activities of the

school. These could bring the communities closer to the schools. Study conducted by Policy Planning
Unit and National Law School, Bangalore, in 2004, has demonstrated many good practices, emerged from
the functioning of the SDMCs, also it has raised various issues regarding functioning of SDMCs and has
suggested that ‘ there was need to protect the auton
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Day
-
2:
Parallel Session B

Kailash Kandpal

Field Institute, Rudrapur

Film :
-

Jahan Chaah Wahan Raah

Abstract:

Government schools, all over the country, operate under several very severe constraints.
These constraints are in the form of insufficient infrastructure, lack of adequate number and quality of
human resources, ineffective and inefficient administrative a
nd support systems etc. Even though in
listing these constraints under certain broad heads they might appear general, the reality is different.
Most of the constraints are results of specific contextual issues. Such specific constraints cannot possibly
be
addressed through some general solutions as advocated by national level agencies. These constraints
demand specific solutions and there is no dearth of evidence to support the fact that such solutions are
possible. What is required in such scenarios is ‘Lo
cal initiative and innovation’. The film on Govt Primary
School Nagla, Udham Singh Nagar, captures one such instance where local initiative and innovation has
led a school to overcome the several constraints that hinder all other schools in that geography.

The
school has a team of 4 motivated teachers who cater 326 students studying from class 1 to 5 with their
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own innovations and enthusiasm. This film erases the notion of negativity that is harped upon for
Government Schools.



Day
-
2
: Parallel Session B

Name:

Vikas Kumar

Unit:

APU, Degree Program

Title:

Prosecuting Corruption in India: Evidence from Karnataka

Abstract:

The Indian public debate is divided between those who demand a powerful national institution to
prosecute corruption and those who
want to continue with the existing decentralized system, albeit after
reforms. The best case for a national anti
-
corruption ombudsman (Lokpal) is to show that the existing
ombudsmen (Lokayuktas) in the states work. And even if they have not performed satis
factorily, an
assessment of their performance should inform the design of the proposed national institution. However,
there has been no systematic effort by the parliament or the civil society to evaluate the experience of
the existing anti
-
corruption agen
cies in the states. We examine comprehensive data of the cases handled
by Karnataka’s Lokayukta, the best known example of provincial ombudsman, between 25 July, 1995 and
2S 䵡牣hⰠ2M11⸠lu爠ana汹獩猠獨潷猠that tack汩l朠c潲ou灴楯i 牥qu楲i猠a fun摡menta氠牥
獴牵rtu物n朠of 扯bh
the c潲o a摭楮楳i牡t楶e funct楯i猠of the 杯ge牮浥ntⰠwh楣h acc潵nt f潲om潲o than 8M 灥爠cent 潦 ca獥猠of
c潲牵灴楯nⰠan搠the c物r楮a氠汥条氠獹獴emⰠwh楣h acc潵nt猠f潲oa汭潳琠the ent楲i 摥污y 楮 灲潳pcut楯i of
c潲牵灴楯n⸠䥴 a汳漠sh潷猠t
hat at 灲p獥nt the 摥s楧渠潦 anti
J
c潲ou灴楯i 潭ou摳man 汥ave猠a 汯琠t漠the
灥牳潮a汩ly 潦 the i潫ayukta an搠灲p獥nt猠an 楮centive 獴牵rtu牥 that 摯ds n潴osu灰潲t a su獴a楮e搠摲dve
a条楮獴⁣ 牲異ri潮K





Day
-
2
: Parallel Session B

Name:

Pradeep Ramavath J

Unit:

ESLG


roC

Title:

Dysfunctional school development and monitoring committees: critical appraisal in
Lambani Thandas of Karnataka

Abstract:

National policy on education of 1986 visualized direct community involvement in the ma
nagement and
monitoring of school development activities through decentralized educational governance framework.
Article 21A, 273G read along with eleventh schedule of Indian constitution mandates state to guarantee
‘elementary education’ as an important f
un摡menta氠獯s楯
J
cu汴u牡氠物杨琠of ch楬i牥n a来搠扥tween S
J
14
yea牳⸠Thi猠業灯牴ant const楴ut楯ia氠牥獰潮s楢楬楴y was v楳ia汩穥搠t漠maneuve爠decent牡汩穥搠杯ge牮慮ce
mechan楳i thr潵gh 杲gm 灡nchayat献s py獴emat楣 co
J
潰o楯n eff潲o猠t漠c牥ate 灡牡汬l氠楮獴楴u
t楯i猠楮
‘decentralized governance framework’ with the establishment of school development and monitoring
c潭o楴tee猠批 cent牡汩穥搠e硥cut楶e 潲摥爠i猠an un楮ten摥搠eff潲o by educat楯na氠扵牥buc牡cy t漠摥汩nk
灡nchayath猠f牯r man摡te搠c潮獴楴uti潮a氠牥獰sn
獩s楬楴y⸠rn灬pnne搠fun搠摩獢u牳r氠批b 卡pva 卨ik獨a
Abhiyan and recent confusions created by ‘right to education act of 2009’ on the roles and responsibilities
潦 楮摩癩dua汳Ⱐauth潲楴楥猬sin獴楴ut楯n猠etcKⰠa牥 獥en as 獯浥 潦 the c潭o潮 牥a獯s猠f潲o摩dfu
nct楯n楮朠潦
獣ho潬o 摥ve汯灭ent an搠m潮楴潲楮g c潭o楴tee猠楮 iam扡n椠Than摡猠潦 䭡牮慴aka⸠cu牴he爬 c物rical
a灰pa楳i氠潦 the獥 c潭o楴tee猠u獩n朠in獴楴ut楯na氠ethn潧牡灨p ha猠he汰l搠to 灲p扥 m潲o on the 楮a扩汩by
of these badly engineered ‘pseudo decentral
ized structures’. Thus the proposed paper is administered to
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July 4, 2012


7

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incorporate on the challenges and issues related to larger aspirations of equitable quality elementary
education to disadvantaged Lambani communities through constitutionally decentralized instit
utional
structure and processes.





Day
-
2
: Parallel Session
C

Name:

Radha Ganesan & Mujahidul Islam

Unit:

ETD


roC

Title:

Technology as an Enabler

Abstract:

The session on Technology as an Enabler will focus on the use of mobile phones as a means
to engender
on
-
going professional development of teachers. Mobile Gurukul will serve as a platform and utilize the
pervasiveness of mobile phones to establish a distance mentoring system for school teachers. This
project plans to address the endemic issue
of “digital divide” and bridge the technology access issues by
c潭o楮in朠the in摩d楤畡汩iy 潦 m潢楬o phone猠w楴h the c潬污扯牡t楶e natu牥 潦 we戠techn潬潧o⸠Th牯u杨
䵯扩汥 du牵kulⰠwe inten搠t漠c牥ate an 潰onⰠc潬oa扯牡t楶e 汥a牮楮g env楲潮ment f潲 the tea
ch楮g
c潭oun楴y by ca灩pa汩穩n朠潮 the u扩煵楴y of m潢楬o 灨pnes⸠ma牴楣楰int猠can c潮nect w楴h each 潴桥oI
獨a牥 an搠摩獣ds猠楳獵e猠re污te搠t漠the楲i 摡楬i teach楮朠an搠汥a牮楮朠e硰x物rnce猠批b楮te牦acin朠w楴h the
䵯扩汥 du牵ku氠灬ptf潲o th牯rgh the楲i m潢o
汥 ph潮e献s 併爠a業 楳i t漠fo獴e爠the c牥at楯i 潦 a 汥a牮敲
J
cent物挠env楲潮ment 楮獩摥 the 獣h潯汳 批b enc潵牡杩n朠a cu汴u牥 of enqu楲y an搠楮qu楳楴ivene獳s and
nu牴u物n朠a c物rica氠m楮摳dt am潮杳gⰠ扯bhⰠthe 獴u摥nt猠an搠teache牳⸠坥 獥ek t漠楮fluence the te
ache牳
to take up dual roles of asking about and solving other teachers’ issues through the rapidly growing
m潢楬o 灨pne ma牫整⸠ 䅮瑩捩灡te搠併瑣潭l猺 au物湧 the 灩汯p 灨慳p 潦 th楳i 灲潪ectⰠwe 獥ek t漠条the爠
whethe爠the 摩獴ance
J
ment潲楮朠獹獴em 潦fe牥搠
批b 䵯扩汥 duruku氠楳i u獥搠批 the teache牳r wh漠a牥
a汲la摹d m潴楶ote搠to teach effective汹 in the楲i teach楮朠an搠汥a牮rn朠s灡ce献 Th楳i w楬i 扥 獰sc楦ica汬l
a獳s獳s搠f潲o the teache牳 who a牥 獩suate搠at a 来潧牡灨楣a汬l 牥m潴o l潣at楯iⰠwh漠摯 n潴o u獥
c潭oute
牳 an搠inte牮整 f牥煵敮瑬qⰠand have 煵敳q楯n猠an搠i獳ses 牥污te搠t漠the楲iteach楮g and 汥a牮楮g
act楶楴楥献s we w楬氠獥ek t漠獰sc楦ica汬l un摥牳ran搠the f潬汯o楮机 e潷 many an搠what ty灥猠潦 que獴楯is
a牥 a獫e搠f牥煵敮瑬y? 坨tt ty灥猠潦 an獷e牳ra牥 ea獹 t
o c潭o牥hend an搠un摥牳ran搠thr潵gh a mo扩汥
扡獥搠dent潲楮g⁳ 獴em?⁁牥⁴he⁲ 獰sn獥猠un摥r獴an摡扬b⁡n搠摯⁴heyake⁳ n獥⁴漠ohe⁴eacher猿 ao
the ment潲猠 灲潶攠 t漠 be he汰lu氠 t漠 them in the楲i 獥a牣r f潲o the an獷e爿r a漠 teache牳r 灲pfer
獥n摩湧⽲eceiv楮朠te
硴x潲ov潩oe me獳s来猿 that w潲o猠an搠what 摯d猠n潴ow潲o 楮 the m楬潴i mha獥? 䥳
the牥 a nee搠to 扲楮朠any technica氠潲ow潲of汯l chan来猠扡獥搠潮 the fee摢dck 潦 the u獥牳r⡔eache牳
an搠䵥nt潲猩? btc⸠ The PM m楮ute ⠱R min猠灲p獥ntat楯i f潬汯oe搠by 儦䄩 獥s
sion on “Mobile Gurukul”
w楬氠灲潶楤p an 潶erv楥w 潦 m潢楬o 汥a牮楮本 the 灲楮c楰汥猠潦 the 䵯扩汥 durukku氠灲潪ectI 灲潰o獥搠
meth潤潬潧yⰠant楣楰ite搠cha汬ln来猠an搠潵tc潭o献s坥 楮ten搠t漠u獥 th楳i獥s獩潮 t漠獥ek 楮put猠潮 the
fea獩扩汩syf⁴h楳i灲潪ect
an搠潴he爠re汥vant⁩n灵瑳⁴hat⁴he⁰ 牴楣楰int猠say haveK


Day
-
2
: Parallel Session C

Name:

Meera Gopi Chandran

Unit:

Research Center

Title:

A Design experiment in Whole Class Technology integration


䄠A潩ntf⁥nt特rf潲o
teache爠灲潦e獳楯ia氠
摥ve汯灭ent

Abstract:

This paper is based on an ongoing design experiment in teacher professional development through whole
class technology integration in twelve government schools in of Karnataka. It is now well documented
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that technology has failed to

bring about the transformation of teaching learning in the classrooms that it
was purported to not just in contexts plagued by poor infrastructure but even in resource rich contexts.
The burden of blame for this often falls on the teacher who is seen as r
esisting or unwilling to adapt to
the change that is sought to be achieved. It is true that teachers are suspicious of innovations in the
classroom but not just because they fear the extra work it might entail but because they are unconvinced
about the uti
lity of the innovation in aiding the teaching learning process. Even more pressing perhaps is
the fear of not having the means to cope with the demands of the innovation and consequently failing.
Research over the years has shown that teachers’ fears in th
is regard are in fact well founded. Efforts to
introduce technology in classrooms stop at training teachers in the use of the same assuming that
integration will somehow be achieved. Although there is enough evidence to show that the issue in
technology in

classrooms is really one of integration, there are very few studies that have actually tried to
unpack the term integration to understand what it actually entails in the classroom. Studies show that,
while comfortable metaphors such as child centred learn
ing and teacher as a facilitator are invoked, the
actual role of the teacher remains largely unclear. Studies have also shown that popular notions of
interactive teaching are difficult to sustain in real classroom conditions and that teachers who are faced

with the challenge of maintaining pace and allowing for student contributions, end up becoming more
and more directive. The issue with most teacher development efforts is also that they tend to focus on
pedagogy in isolation, not recognising that in pract
ice it is linked inextricably with subject knowledge
which is often a problematic for teachers. It should therefore not be surprising that, faced with the
challenge of a new and often alien technology, cursory training, little or no support with classroom
processes combined with less than adequate content knowledge, teachers struggle and eventually give
up on the new initiative. Taking cognisance of the above, the ongoing research repositions technology by
placing the teacher in the driving seat. This paper

discusses an evolving conceptual framework for
teacher development in technology integration, that is founded on acknowledging deep seated teacher
beliefs about teaching/ learning, validating and building on rather than challenge their current practices,
foregrounding content pedagogy rather than technology and promoting teacher autonomy and reflexivity.
The paper also discusses the significance of the methodology of design experiment that helps validate
the approach of using technology as a point of entry

to achieve the larger goal of teacher development
through responses from teachers, who perceive the technology innovation as a symbol of change and a
licence to experiment and also as a safe avenue to express and fulfil their unmet need for content
develo
pment.


Day
-
2
: Parallel Session C

Name:

M Srinivas Rao (MSR)

Unit:

AP RESt Team, Hyderabad

Title:

What is the result of Providing a Choice of Schools to Parents of Children in Rural
Andhra Pradesh

Abstract:

The rapid expansion of private schools throughout rural India has given many households an alternative
to sending their children to government schools. Some believe that this expansion may be due to
parental dissatisfaction with government schools. The rec
ent “Right to Education” bill 2005, the private
獣ho潬猠sha汬la摭楴 the e硴xnt 潦 at 汥a獴 2R┠of the 獴牥n杴h of that c污獳Ⱐch楬d牥n 扥汯l杩n朠t漠weake爠
獥ct楯i an搠摩獡摶dnta来搠杲潵瀠in the ne楧桢iu牨潯搠an搠灲pv楤i f牥e and c潭oul獯特 e汥menta特
e摵da
t楯i t楬氠楴s c潭灬pt楯i⸠ae獰楴e the 獥emin杬g 獵灥物潲r灥牦潲oance 潦 灲楶pte 獣h潯汳 c潭oa牥搠to
杯ge牮浥nt 獣h潯o猬s the牥 楳i 汩lt汥 物杯r潵s ev楤ince t漠an獷e爠whethe爠灲pvate 獣h潯汳oactua汬l 摯da
扥tte爠j潢o潦 業灲潶楮朠educat楯ia氠潵tc潭o猠潦 獴u摥n
t猠楮 䥮摩d 牥污t楶e t漠杯ge牮浥nt
J
牵n 獣h潯汳o
却p摥nt猠 楮 灲楶pte 獣h潯氠 潦ten c潭o f牯r 牥污tive汹 wea汴h楥爠 fam楬楥猠 w楴h m潲o e摵dated an搠
m潴楶ote搠灡牥nt猬san搠ch楬摲dn 獴udy楮朠in 灲pvate 獣h潯汳o潦ten 獴a牴 獣h潯汩og a few yea牳r扥f潲o the楲i
灥e牳

in government school. Thus, a simple comparison of student’s performance in private schools
ve牳畳r g潶ernment scho潬猠w潵汤l 灲潶楤i a m楳汥ad楮朠灩捴u牥 潦 the a扩汩by of the 摩ffe牥nt ty灥猠of
獣ho潬猠to a摤dvalue t漠獴u摥nt 汥a牮rn朮gA 灲楮c楰il a業 潦
the An摨牡 m牡摥sh pcho潬oCh潩oe ⡁m千⤠
灲潪ect 楳i t漠a獳s獳sthe 牥污t楶e 灥牦潲oance 潦 灲pvate an搠杯ge牮浥nt 獣h潯汳 楮 業灲潶楮朠e摵cat楯n
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outcomes of students. The key objective of the study is to rigorously evaluate the impact of providing
school ch
oice to disadvantaged children in rural areas of Andhra Pradesh, both on children who receive
the choice as well as the aggregate impact on education outcomes for all children in villages where the
school choice program is implemented The School Choice s
tudy is a longitudinal study over a 5
-
year
period, being carried out in 5 districts of Andhra Pradesh. The main aim of the study is to rigorously
evaluate the impact of providing a choice to disadvantaged children enrolled in rural government schools
to st
udy in private schools. A Randomized Evaluation design has been adopted in the research. The study
involves scholarships being provided to children from 180 villages to enrol in private schools of their
choice if they so desire. The scholarship worth Rs 30
00 per child was intended for students who were
studying in kindergarten (KG) and grade 1 in school year 2007
-
2008. The learning levels of children in
both private and government schools of these villages are being periodically assessed by using well
desig
ned tests.


Day
-
2
: Parallel Session C

Name:

Malini Bhattacharjee

Unit:

Research Cetner

Title:

Education for Children of Migrant Labor through Public Private Partnership (PPP):
a Study of the Tent Schools Model in Bangalore

Abstract:

At a time and
age when privatization and globalization have become enveloping forces, it is not surprising
that their impact is beginning to manifest in every conceivable domain of human existence, including
education. While education has been largely ‘controlled’ by th
e 杯ge牮浥nt 楮 m潳琠獯s楥t楥猠f潲o牥a獯ss
潦 e煵楴qⰠthe 牯汥 of the 灲楶pte 獥ct潲o ha猠扥en 杲潷楮朠楮 灲潭inence 楮 the 牥cent 灡獴⸠Th楳i
灨敮pmen潮 i猠灥牨慰猠潮 the 物獥 摵攠t漠the ina扩汩by 潦 the pu扬楣b獥ct潲oto 灲潶楤i 煵慬楴y e摵cat楯i
an搠 a 牥al
楺it楯i 潮 the 灡牴 潦 the 獴ate that 灲楶pte act潲猠 can mean楮gfu汬y c潮t物rute to
un楶er獡汩穡t楯i of e摵cat楯i⸠fn 䥮摩dⰠ摥獰楴e the 灡獳s来 潦 The o楧桴i of 䍨楬摲Cn t漠䙲敥 and
䍯C灵汳pry b摵cat楯i 䅣琠⡒Tb⤠2MMVI an搠hu来 扵摧dta特r a汬潣at楯i猠ma摥 f
潲o業灲潶楮朠educat楯nI
the 獴ate 潦 灵扬楣 e摵cat楯i 楳i 摩獭a氮l 佮l of the 扩杧e獴 cha汬ln来猠t漠the oTb 䅣琠t潤oy 汩l猠楮
en獵物n朠un楶e牳r氠en牯汬rent an搠c潮t楮u楮g e摵dat楯i of a汬l out
J


J

scho潬o ch楬摲in⸠ The out
J


J

獣ho潬ocate杯特gof ch楬摲in co
m灲楳楮朠m楧牡ntsⰠ獴牥et an搠獬sm ch楬摲in often 摯dn潴ohave acce獳st漠
e摵dat楯i in any f潲oK m物癡re act潲猬o 灡牴icula牬礬 灨楬pnth牯灩c f潵ndat楯i猠 an搠 潴he爠 n潮
J

杯ge牮浥nta氠潲条n楺it楯i猠have 扥en 獥en t漠扥 act楶e汹 灡牴ne物湧rw楴h the 杯ge牮浥nt to

c潭o u瀠
w楴h 楮n潶at楶e educat楯i 摥汩le特rm潤o汳l f潲othe獥 ch楬摲in⹏ne 獵ch mo摥氠楳i that 潦 the Tent scho潬o
楮 䉡n条汯牥 wh楣h 灲潶i摥猠 e摵dat楯n t漠 ch楬摲in 潦 m楧牡nt 污扯u爮r Th潵杨g the Tent 獣h潯汳l
灲潧牡mme 楳ian 卓䄠楮楴楡t楶eⰠ楴 楳i牵r 楮 activ
e c潬污扯牡t楯i w楴h kd佳lan搠灨楬inth牯灩挠䙯un摡t楯i献
The 灵牰p獥 潦 th楳i 灲p獥ntat楯i 楳i t漠c物r楣a汬l e硡m楮e the 獴牥n杴h猠an搠汩l楴at楯i猠潦 th楳i m潤o氠and
e硰汯牥 the 灯獳楢楬楴楥猠潦 業灲潶楮朠楴 fu牴he爮r The 牥獥a牣re爠take猠the 獴an搠that w楴h i
nc牥a獩sg
u牢rn楺it楯iI an搠a numbe爠潦 灥潰汥 a摯灴楮朠m楧牡t楯i a猠a 汩le汩h潯o 獴牡te杹g 灵扬楣b educat楯nal
楮獴楴ut楯n猠have t漠扥 m潲o 楮n潶at楶e 楮 te牭猠潦 牥
J
楮vent楮朠the m潤o猠an搠摥汩le特rmechan楳i猠潦
e摵dat楯i⸠ma牴ne牳h楰猠w楴h 灲楶pte a来nci
e猠have the 灯pent楡氠t漠n潴o潮汹 業p牯re e摵dat楯na氠acce獳s
扵琠a汳漠make the pu牰潳r 潦 e摵cat楯i mo牥 mean楮gfu氠f潲othe 扥nefic楡物r献sThe獥 灡牴ne牳桩灳rshou汤
楮 e獳snce 扥 c潮ce楶e搠an搠業灬pmente搠in a way that 潰o業楺i the 獴牥n杴h 潦 扯bh the 灡
牴楥s
楮v潬ve搬⁷楴h潵t⁡扳潬v楮g⁴he⁳ ate ⁩ 猠牥獰sn獩扩汩sy⁴漠灲ov楤i⁦潲⁴he⁥摵cat楯if⁡汬⁣h楬摲dnK


Day
-
2
: Parallel Session C

Name:

Srinivasalu

Unit:

APREST, Hyderabad

Title:

Impact of Sending Children to Private

Schools


䄠Aua汩lat楶e
bvaluat楯i⁩ ⁁n摨牡⁐牡摥sh

Abstract:

Background:Most of the parents wish to send their children to private schools of their choice for
Manthan: Abstracts
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July 4, 2012


10

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education and English medium. As they think that the private schools provide education in English
medium with discipl
ine and orderliness in education and behavior at early stage of childhood and
schooling. They believe that it will sow the seed of quality education among children at early stage of
schooling and education in early years. According to the RTE, all private

recognized schools shall reserve
25% of it seats at entry level to disadvantaged children of neighborhoods. In order to understand this
thoroughly, AP School choice study provides an option for the parents to decide the school which they
want to send thei
r children for education. The school choice tries to understand the families’ hopes and
aspirations towards their children education. Objectives of the study: 1. To study the qualitative impact
of school choice (scholarship) on scholarship students and

the families of scholarship students in terms of
social, economic, educational and cultural aspects.2. To understand the perceptions of the general
community on school choice (scholarships) to economically disadvantaged children.Scope of the study:
Sc
ope of the study is limited to the parents and scholarship students who are recipients of School Choice
(scholarship) of Azim Premji Foundation. This study would facilitate possible changes in parents and
scholarship students in West Godavari district of A
ndhra Pradesh, where the AP School Choice Phase I
study was implemented by Azim Premji Foundation from January 2007 to May 2012. Research
Methodology:The methodology for this study used was explorative design through detailed interviews,
interactions and d
iscussions with 8 set of parents and scholarship students who have been in private
school for past 5 years. A total 4 Project Units (Villages) of West Godavari district have been selected,
with 2 PUs belonging to scholarship students who were offered a sch
olarship to attend a private school in
Grade 1 and 2 and the other 2 PUs belonging to group who were offered a scholarship to attend a private
school starting in Grade 2 and 3. Findings:Scholarship students changed themselves in discipline,
punctuality and

regularity to schools as well as in Attitude, behaviour and communication. School choice
study provided an opportunity for girls to attend private school equally with boys. School choice also
brought viable change in savings of family after scholarship. T
here were few negative changes in
scholarship students due to more corporal punishments, pressure with medium of instruction and
homework in English in private schools. The impact of school choice on scholarship students and their
families should not be s
olely measured by the learning of students in competency learning assessments.
There has been an impact of school choice on students in aspects like non
-
cognitive skills of students
which are equally important in achieving their goals of education and in g
aining professional attitudes.


Day
-
2
: Parallel Session C

Name:

Umamaheshwar Rao

Unit:

APREST

Title:

What does the Teacher Test tell us Findings from Andhra Pradesh

Abstract:

The major objectives of this study, were to measure the performance of
teachers who participated in 5
years of Andhra Pradesh Randomized Evaluation Study, and understand their competencies through a
Teacher competency test. Their competencies are determined through subject proficiency in
Mathematics, Telugu and Environmental
science at elementary level. To study teachers’ attitudes towards
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Manthan: Abstracts
-

July 4, 2012


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