DOCSLIB.ORG

Traditional and Non-Traditional Teacher Quality Measures in India Preeti Kumar Lehigh University, Preeti [email protected]

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Traditional and Non-Traditional Teacher Quality Measures in India Preeti Kumar Lehigh University, Preeti Myown@Yahoo.Com Lehigh University Lehigh Preserve Theses and Dissertations 2019 Teachers Matter: Traditional and Non-traditional Teacher Quality Measures in India Preeti Kumar Lehigh University, [email protected] Follow this and additional works at: https://preserve.lehigh.edu/etd Part of the International and Comparative Education Commons Recommended Citation Kumar, Preeti, "Teachers Matter: Traditional and Non-traditional Teacher Quality Measures in India" (2019). Theses and Dissertations. 4355. https://preserve.lehigh.edu/etd/4355 This Dissertation is brought to you for free and open access by Lehigh Preserve. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of Lehigh Preserve. For more information, please contact [email protected]. TEACHERS MATTER: TRADITIONAL AND NON-TRADITIONAL MEASURES OF TEACHER QUALITY IN INDIA by Preeti Kumar Presented to the Graduate and Research Committee of Lehigh University in Candidacy for the Degree of Doctor of Philosophy in Comparative and International Education Lehigh University 16 August 2018 Copyright Preeti Kumar 2018 ii Approval Approved and recommended for acceptance as a dissertation in partial fulfillment of the requirements for the degree of Doctor of Philosophy. _____________________ Date ____________________________________ Dissertation Director _____________________ Accepted Date Committee Members: ______________________________ Dr. Alexander W. Wiseman Comparative and International Education Program Director Professor ______________________________ Dr. Peggy Kong Comparative and International Education Assistant Professor ______________________________ Dr. Qiong Fu Counseling Psychology Professor of Practice ____________________________________ Dr. Lisa Damaschke-Deitrick Comparative and International Education Professor of Practice iii Acknowledgements This dissertation would not have been possible without the support of the members of my Dissertation Committee. Professor Alexander Wiseman, as teacher, advisor, supporter, and the Chair, guided me through every step of the long and endless journey, of the Ph.D. program. I am truly indebted to his support and trust. My sincere gratitude goes to Professor Qiong Fu who provided me with very effective feedback and valuable information for improvement at the appropriate time. Professor Peggy Kong and Professor Lisa Damaschke-Deitrick willingly accepted my invitation to serve on the committee. I truly appreciate their valuable time spent on reading my draft and giving me suggestions. I also thank my dear friend Elizabeth Bruce for patiently editing the draft and encouraging me at my lowest. Last but not the least, I give my deepest thanks and love to my husband Sanjeev and our son, Aadit. They have been the most ardent supporters of my educational pursuit. I am greatly indebted to their financial and emotional support. iv Table of Contents Title Page Copyright ........................................................................................................................................ ii Approval ........................................................................................................................................ iii Acknowledgements ........................................................................................................................ iv List of Tables ................................................................................................................................ vii List of Figures .............................................................................................................................. viii Abstract ........................................................................................................................................... 1 Chapter One: Introduction .............................................................................................................. 2 Problem Statement ..................................................................................................................... 5 Significance of the Study ........................................................................................................... 7 Research Questions .................................................................................................................... 8 Comparative and International Education ................................................................................ 10 Key Factors .............................................................................................................................. 12 Chapter Two: Literature Review .................................................................................................. 15 Organization of Literature Review........................................................................................... 16 Section I ................................................................................................................................... 16 Section II .................................................................................................................................. 30 Findings from Literature Review ............................................................................................. 43 Section III ................................................................................................................................. 44 Chapter Three: Methodology ........................................................................................................ 57 Qualitative Research Methodology and Rationale ................................................................... 57 Quantitative Research Methodology and Rationale ................................................................. 70 Independent Variables (IV)—Traditional teacher quality variables. ............................. 78 Independent Variables (IV)—Non-traditional teacher quality variables. ...................... 79 Dependent Variable (DV). .............................................................................................. 80 Chapter Four: Results ................................................................................................................... 86 Qualitative Phase ...................................................................................................................... 86 Traditional teacher quality variables. ............................................................................. 90 Traditional teacher quality variables. ............................................................................. 94 Quantitative Phase .................................................................................................................. 109 Descriptive statistics. .................................................................................................... 110 Summary of Quantitative Results .......................................................................................... 124 Chapter Five: Discussion ............................................................................................................ 126 Summary ................................................................................................................................ 126 Conclusion ............................................................................................................................. 140 Recommendations .................................................................................................................. 145 Concluding Remarks .............................................................................................................. 146 References ................................................................................................................................... 147 Appendix A ................................................................................................................................. 167 v Appendix B ................................................................................................................................. 168 Appendix C ................................................................................................................................. 171 Biography .................................................................................................................................... 172 vi List of Tables Table 1. Categories and Sub-categories for Teacher Quality Measures………………..……….13 Table 2. Traditional Teacher Quality Variable Keywords……………………………….……...63 Table 3. Non-Traditional Teacher Quality Variable Keywords…………….……….…………..63 Table 4. Pages Coded in Pilot Coding and Final Coding.….…………………………………....65 Table 5. Additional Teacher Quality Variable from NCF 2005, NCFTE 2009, and NPE 2016...69 Table 6. Data Frequency Matrix for Traditional Teacher Quality Variables………..….……….86 Table 7. Data Frequency Matrix for Non-Traditional Teacher Quality Variables Including Teacher Accountability……………………………………………………………….…….……87 Table 8. Pearson’s Correlation between Predictor Variables and Mean Mathematics Scores………………….………………….…………………………….………….……..….…115 Table 9. Multiple Regression Results Investigating the Association Between Traditional Teacher Quality Variables and Students’ Mathematics Performance.…..………………………………117 Table 10. Multiple Regression Results Investigating the Association Between the Non- Traditional Teacher Quality Variables and Students’ Mathematics Performance..……………119
Load more

Recommended publications
  • Distributional Impacts of Energy Policies in India: Implications for Equity in International Climate Change Agreements
    DISTRIBUTIONAL IMPACTS OF ENERGY POLICIES IN INDIA: IMPLICATIONS FOR EQUITY IN INTERNATIONAL CLIMATE CHANGE AGREEMENTS A DISSERTATION SUBMITTED TO THE EMMETT INTERDISICPLINARY PROGRAM IN ENVIRONMENT AND RESOURCES AND THE COMMITTEE ON GRADUATE STUDIES OF STANFORD UNIVERSITY IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY NARASIMHA DESIRAZU RAO AUGUST 2011 © 2011 by Narasimha Desirazu Rao. All Rights Reserved. Re-distributed by Stanford University under license with the author. This work is licensed under a Creative Commons Attribution- Noncommercial 3.0 United States License. http://creativecommons.org/licenses/by-nc/3.0/us/ This dissertation is online at: http://purl.stanford.edu/py027yn9445 ii I certify that I have read this dissertation and that, in my opinion, it is fully adequate in scope and quality as a dissertation for the degree of Doctor of Philosophy. Lawrence Goulder, Primary Adviser I certify that I have read this dissertation and that, in my opinion, it is fully adequate in scope and quality as a dissertation for the degree of Doctor of Philosophy. Debra Satz, Co-Adviser I certify that I have read this dissertation and that, in my opinion, it is fully adequate in scope and quality as a dissertation for the degree of Doctor of Philosophy. Joshua Cohen I certify that I have read this dissertation and that, in my opinion, it is fully adequate in scope and quality as a dissertation for the degree of Doctor of Philosophy. David Victor Approved for the Stanford University Committee on Graduate Studies. Patricia J. Gumport, Vice Provost Graduate Education This signature page was generated electronically upon submission of this dissertation in electronic format.
    [Show full text]
  • 1 Growth, Employment and Inequality in Brazil, China
    GROWTH, EMPLOYMENT AND INEQUALITY IN BRAZIL, CHINA, INDIA AND SOUTH AFRICA: AN OVERVIEW OECD Secretariat Please contact Elena Arnal ([email protected]) +33 1 45 24 99 88 or Michael Förster ([email protected]) +33 1 45 24 92 80 1 TABLE OF CONTENTS Introduction ..................................................................................................................................................... 3 1. ECONOMIC GROWTH SINCE THE EARLY 1990s: MODELS AND OUTCOMES ............................ 4 Economic reforms favoured productivity increases ..................................................................................... 4 The role of trade liberalisation and capital accumulation ............................................................................ 8 2. LABOUR MARKET DEVELOPMENTS ................................................................................................ 12 Employment and unemployment outcomes ............................................................................................... 12 Urbanisation and internal migration have shaped labour markets, especially in China ............................ 16 Labour market segmentation: towards increased informalisation? ............................................................ 18 3. IMPACTS ON POVERTY AND INCOME INEQUALITY .................................................................... 22 Extreme poverty has significantly decreased, but is still a concern ........................................................... 22 Inequality trends
    [Show full text]
  • Influenza a (H1N1) in India: a Systematic Review of Cases from 2010–2020
    International Journal of Advances in Engineering and Management (IJAEM) Volume 2, Issue 6, pp: 223-235 www.ijaem.net ISSN: 2395-5252 Influenza A (H1N1) in India: A systematic review of cases from 2010–2020. Siddhartha Dan1*, Kartikey Rastogi2 1*Department of Biotechnology, I.K. Gujral Punjab Technical University Jalandhar, Punjab, India. 2Department of Pharmacology, KIETSchool of Pharmacy, KIET Group of Institutions, Ghaziabad, Delhi, India. *Corresponding Author: Siddhartha Dan ----------------------------------------------------------------------------------------------------------------------------- ---------- Date of Submission: 02-09-2020 Date of Acceptance: 19-09-2020 ---------------------------------------------------------------------------------------------------------------- ABSTRACT-Influenza virus (H1N1) caused infects 5 to 15% of the human population [1]. The seasonal influenza, is an acute respiratory infection annual recurrence of seasonal epidemics is that spreads to whole worldwide.The first case of attributed to the continued development of H1N1 influenza A virus pandemics in India came to light viruses, which enable them to survive immunity in May 2009 in Hyderabad city of induced by prior infection or vaccination, and the Telangana.Human-to-human transmission led to ability of those viruses to be efficiently transmitted considerable morbidity and mortality within the by humans through respiration is done drops, direct country until December.The total number of contacts, and fomites.H1N1 virus vaccines are seasonal influenza cases in India from the year effective in preventing the spread of seasonal 2010 to 31st July, 2020 is 1,73,488. H1N1 virus epidemics but must be updated Decreasing ambient temperature is often associated regularly to keep pace with the development of with influenza weather. The viral particle's ability circulating viruses [2]. to survive long term in cold temperatures also plays H1N1 viruses are viruses of the an important role.
    [Show full text]
  • Climate Change Mitigation in India Mitigation and Adaptation Information Network for Sustainable Communities
    MITIGATION AND ADAPTATION INFORMATION NETWORK FOR SUSTAINABLE COMMUNITIES CLIMATE CHANGE MITIGATION IN INDIA MITIGATION AND ADAPTATION INFORMATION NETWORK FOR SUSTAINABLE COMMUNITIES CLIMATE CHANGE MITIGATION IN INDIA Supported by UNEP/GRID-Arendal Postbox 183, N-4802, Arendal, Norway Tel: +47 4764 4555, Fax: +47 3703 5050 Email: [email protected], Web: www.grida.no Prepared by Development Alternatives B-32, TARA Crescent, Qutub Institutional Area, New Delhi - 110016 Tel: +91 11 2689 0380, 2613 4103 Fax: +91 11 2613 0817, Email: [email protected], [email protected] Web: www.devalt.org Disclaimer The information in this report has been compiled from various sources and does' not necessarily depicts the views of UNEP/GRID-Arendal and Development Alternatives. Preface The present publication “Climate Change Mitigation in India” has been prepared as a part of project “Developing a knowledge base for decentralized renewable energy and efficiency in India” under the umbrella of “MAIN - Mitigation and Adaptation Information Network” for Sustainable communities by Development Alternatives (DA) in association with UNEP/GRID-Arendal. MAIN is an Information & Communication Technology (ICT) based network designed for exchange of information and experience, promoting innovation, capacity building, and empowerment by and for local communities. The objective of MAIN is to bring together expertise, knowledge and local experiences in a common network that empowers communities across the globe to create, share, use and store knowledge to support sustainable living. The publication focuses on the efforts taken up by the Government of India towards climate change mitigation and how the environmental concerns have been integrated in Indian planning process. The work also provides insights on Clean Development Mechanism (CDM) as an important mechanism for funding mitigation efforts for developing countries like India and through some light on Post Kyoto regime.
    [Show full text]
  • Labour Regulations and Labour Standards in India: Decent Work?
    Labour Regulations and Labour Standards in India: Decent Work? Jens Lerche, School of Oriental and African Studies ABSTRACT The article assesses the ILO decent work agenda in the Global South: its objectives and coherence, its impact on labour relations and conditions, and its overall policy direction in relation to alternative labour rights and welfare policy thinking. This is followed by a case study of the Indian version of the decent work agenda and the extent to which the ILO–India collaboration has influenced regulatory frameworks and labour relations. From this, wider lessons for both the ILO decent work agenda and for Indian labour relations are drawn: it is argued that the present emphasis on progress in social protection has inherent dangers as this is not likely to overcome underlying inequalities and form the basis for broader welfare coalitions, including for the political mobilization of informal workers themselves. KEYWORDS decent work, ILO, India, labour rights, social floor 1. Introduction For more than a decade the ILO has trumpeted its new approach to informalized labour, the ‘decent work’ approach. Decent work is now the main policy objective for the international community with regard to labour. In 2006 it became part of the Millennium Development Goals and in 2010 even the IMF engaged with the decent work strategy (IMF 2010). By 2011 the ILO had entered into specific bilateral ‘decent work’ agreements with 61 countries.1 But how does this approach work out in relation to developing countries? That is the overarching topic of this article with a specific focus on the case of India.
    [Show full text]
  • Mapping the Adverse Consequences of Sex Selection and Gender Imbalance in India and China
    CONSEQUENCES OF GENDER IMBALANCE Mapping the Adverse Consequences of Sex Selection and Gender Imbalance in India and China Ravinder Kaur Rapid fertility declines in China and India and the advent wo of the most populous countries of the world, India of technologies for sex determination have contributed and China, signifi cantly shape the gender balance in Asia through their skewed sex ratios, which are tilted in to the birth of fewer girls. As a result, both countries T favour of males. In China, the sex ratio at birth (SRB) for 2008 today have an excess of males and a shortage of females. was reported to be 119 boys for every 100 girls and India is now Much of the work on adverse sex ratios until now has estimated to have an SRB of about 110 (Das Gupta et al 2009; largely dealt with the identification, patterns, and causes ORG 2010).1 However, both countries have shown some im- provement in recent years – China’s SRB is down from a peak of skewed sex ratios, and not their consequences. This of 121, and 14 of its provinces with high sex ratios are begin- review examines the emerging literature on the social ning to show a downward trend; India’s is down from a peak of consequences of the gender imbalance, and the five about 113. Despite these mild improvements, the SRBs still re- papers that follow explore the relationship of sex ratios main adverse and there is continuing daughter discrimination and son preference. The rapid fertility declines in the two with other social dimensions.
    [Show full text]
  • Doing Business in India
    Doing business in India "India looks to the future with confidence. We are confident of meeting the domestic and international challenges to fast and inclusive growth. We are also better placed than any time in the recent past to push the reform process forward. I believe we have “Today India is changing and is a bright future if we make use of becoming the land of opportunities. strengths and the opportunities The pace at which India is growing, that we get." I can say with confidence that it will remain so for decades to come. Manmohan Singh, India remains one of the top three Prime Minister of India, at the India Economic Summit 2009, investment destinations even in New Delhi, 8 - 10 November 2009 recessionary conditions and we are determined to maintain that position.” “India has come through the crisis better than other countries. We Anand Sharma, Minister for Commerce and Industry, at the have growth here. This is a big Pravasi Bharatiya Divas, market and there is opportunity for New Delhi, 7 - 9 January 2010 firms to come in here...” Lars H. Thunell, “Few nations have the growth Executive Vice-President and Chief potential that India already enjoys. Executive Officer, International Finance Corporation, at the India holds the promise of a most India Economic Summit 2009, successful future…” New Delhi, 8 - 10 November 2009 Klaus Schwab, Founder and Executive Chairman, World Economic Forum, at the India Economic Summit 2009, New Delhi, 8 - 10 November 2009 This publication should be used as a research tool only. The information provided here should not be substituted for the tax professional’s own research with respect to client matters.
    [Show full text]
  • India-Sudan Bilateral Relations
    India-Sudan Bilateral Relations Historical Background India-Sudan relations go back in history to the time of the Nilotic and Indus Valley Civilizations (about 5000 years ago). The pastoral Beja, some 5% of Sudan’s population, are a Hamitic people, claiming their origin from India. Bilateral Relations – 1900-1947 The two famous steel suspension rail bridges in Khartoum and Atbara, still in use, were imported from India in the first decade of the last century. Indian experts, starting in 1900, developed Sudan’s forestry sector. In 1935, Mahatma Gandhi stopped over in Port Sudan (on his way to England through sea) and was welcomed by the Indian community there. In 1938, Pandit Jawaharlal Nehru stopped over in Port Sudan on his way to Britain and was hosted through a function at the home of Chhotalal Samji Virani. British Indian troops fought alongside Sudanese in Eritrea in 1941 winning the decisive battle of Keren (Bengal Sappers won a Victoria Cross for mine clearance in Metemma, now on the Sudan-Ethiopia border). The Sudan Block at India’s National Defence Academy was partly funded with a gift of one hundred thousand pounds from the Sudanese Government in recognition of the sacrifices of Indian troops in the liberation of Sudan in the North African Campaign during World War II. Bilateral Relations – Post 1947 The first Sudanese Parliamentary elections in 1953 were conducted by Shri Sukumar Sen, India’s Chief Election Commissioner (the Sudanese Election Commission, formed in 1957, drew heavily on Indian election literature and laws). A Sudanization Committee, established in February 1954 with budgetary support from India for compensation payments finished its work in April 1955.
    [Show full text]
  • The Changing Geography of Gender in India
    The Changing Geography of Gender in India Scott L. Fulford ∗ November 2013 Abstract This paper examines the changing distribution of where women and girls live in India at the smallest possible scale: India’s nearly 600,000 villages. Village India is becoming more homogeneous in its preferences for boys even as those preferences becomes more pronounced. A consequence is that more than two thirds of girls now grow up in villages where they are the minority. Most Indian women move on marriage, so parents’ sex selection decisions are felt well beyond the village. Yet marriage migration does not have an equalizing influence on sex- ual imbalances across villages. Linking all villages across two censuses, I show that changes in village infrastructure such as roads, power supplies, or health clinics are not related to changes in child sex. Geographically close villages reinforce each other’s preferences. The results sug- gest that there are no easy policy solutions for addressing the increasing masculinization of Indian society. JEL classification: O15; J12; J16 Keywords: Sex ratios; Marriage migration; Son preference; Geographic distribution of women; Asia; India ∗Boston College Department of Economics and International Studies Program, 140 Commonwealth Ave, Chestnut Hill, MA 02467; email: [email protected]. Thanks to Mashfiqur Khan who provided research assistance, the Boston College Faculty Workshop on Global Development, and the participants and organizers at the 2013 World Bank/Center for Global Development/Agence Franc¸aise de Development´ International Conference on Migration and Development in Morocco. 1 Introduction Child sex ratios have become more masculine across Asia over the last three decades, partly driven by the spread of sex selective abortions (Guilmoto, 2009).
    [Show full text]
  • An Analysis of Nursery School Admission in Private Schools of Delhi, India
    Journal of Education and Human Development December 2020, Vol. 9, No. 4, pp. 156-164 ISSN: 2334-296X (Print), 2334-2978 (Online) Copyright © The Author(s). All Rights Reserved. Published by American Research Institute for Policy Development DOI: 10.15640/jehd.v9n4a16 URL: https://doi.org/10.15640/jehd.v9n4a16 Early Educational Marginalization for Muslim Children in India: An Analysis of Nursery School Admission in Private Schools of Delhi, India Jannat Fatima Farooqui1 and Sukanya Sen2 Abstract Sachar Committee Report on conditions of Muslim community in India detailed upon how they simultaneously face integrated problems relating to security, identity and equity in the country. Following the findings of the committee, several studies, policymakers, academicians have advocated education to be the only sustainable mechanism to enhance socioeconomic status of Muslims in India. However, literacy rates among Indian Muslims continue to be lower than most other socio-religious communities and in recent years, the growth in literacy rates among SCs/STs has been higher than that of Muslims. This raises concerns about possible educational marginalization of Muslims in all arenas of the education sector; pre- primary/primary, secondary and higher/university level. According to national census data (2011), out of the total children in New Delhi falling in the age category of (0-5 years) more than 16% are Muslims. In correlation, it becomes significant to understand how many of these Muslim children, who are eligible to be enrolled in nursery class, are in reality getting admission in the competitive private school admission market of New Delhi. This study attempts to conduct a data-based analysis regarding the number of Muslim children (boys and girls) that were enrolled in nursery class in the most recent rounds of admissions of March 2018.The Directorate of Education of NCT of Delhi has put forwarded a list of 1695 recognized private unaided schools, out of which district-wise details of applicants were filled for 951 schools.
    [Show full text]
  • By Rani D. Mullen
    INDIA’S DEVELOPMENT ASSISTANCE: WILL IT CHANGE THE GLOBAL DEVELOPMENT FINANCE PARADIGM? By Rani D. Mullen Associate Professor, College of William and Mary, Virginia & Senior Visiting Fellow, Centre for Policy Research, New Delhi Prepared for the Workshop on Innovation in Governance of Development Finance: Causes, Consequences & the Role of Law Conference April 8-9, 2013 Gießen & New York University School of Law Abstract: The rise in volume and diversity of India’s foreign assistance over the past decade is a little understood phenomenon. India is not a new donor, having provided its first development assistance in the late 1940s, shortly after its independence. Yet its development assistance remained small compared to traditional DAC donors until the turn of the century. Since then Indian foreign aid has risen significantly. Indian foreign aid today is comparable to that of smaller developed countries such as Austria. Moreover, the growth rate of Indian aid stands in notable contrast to the stagnant or even declining foreign assistance of most developed countries. This paper will examine the historical underpinnings driving India’s approach to its development assistance program. It will also examine the evolution of its development assistance, and the recent changes in its volume, diversification of lending instruments, regional refocus, and increasing regional and global ambitions that drive its development assistance program. By examining these different aspects of India’s foreign aid program the paper will address the larger issue of whether changes in India’s development assistance program will lead to changes in the global development finance paradigm. __________________________________________________________________________________________________ The author would like to thank The Asia Foundation for making the research at the Indian Development Cooperation Research (IDCR) possible and also thank the Research Associates at IDCR, Sanskriti Jain, Cody Poplin, and Persis Taraporevala, for their work on this project.
    [Show full text]
  • FEMALE INCOME and EXPENDITURE on CHILDREN: IMPACT of the NATIONAL RURAL EMPLOYMENT GUARANTEE SCHEME in INDIA BHUPAL, Ganita* SAM, Abdoul G
    Applied Econometrics and International Development Vol. 14-2 (2014) FEMALE INCOME AND EXPENDITURE ON CHILDREN: IMPACT OF THE NATIONAL RURAL EMPLOYMENT GUARANTEE SCHEME IN INDIA BHUPAL, Ganita* SAM, Abdoul G. Abstract Touted as the largest public works program in the world, the National Rural Employment Guarantee Scheme (NREGS) was enacted in 2005 with the goal of curtailing rural poverty in India. To ensure gender diversity in program participation, the Indian Government set a target to allocate a third of NREGS employment to women. We study the relationship between female NREGS income and expenditure on children’s goods in rural households of Andhra Pradesh. We use propensity score matching and fixed effects estimation to account for voluntary self-selection into the program and unobserved heterogeneity. Our results indicate that female income from the program prompts a significant increase in the expenditure share of children’s clothing and footwear consumption, and that this positive spur happens on account of a significant increase in the expenditure share for boys. Male NREGS income, on the other hand, has no impact on children expenditure for the considered categories. Keywords: NREGS, rural India, female income, matching, panel data JEL Codes: O12, H43, C23 1. Introduction In 2005, the Government of India enacted the National Rural Employment Guarantee Act (NREGA) aimed at improving rural livelihoods through the provision of stable employment in rural areas.1 The program set to achieve its objective by providing at least one hundred days of guaranteed unskilled wage employment in a financial year to households in rural areas of the country (Afridi 2012).
    [Show full text]