Teaching in Primary Schools in China and India: Contexts of learning

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This book compares primary education in urban and rural China and India. It focuses on how the sociocultural context including educational policy, educators and parents’ beliefs, and the conditions under which teaching and learning occur shape classroom pedagogy and determine children’s attainment.

This in-depth, authentic, comparative analysis of the two largest educational systems in the world is a must-read for scholars interested in the teaching and learning in these two rapidly developing Asian cultures. A common set of questions has been addressed in diverse contexts. The empirical work on which this book is based is most impressive – videotaping of mathematics and language lessons, interviews with parents and educators questionnaires with parents, teachers and children and tests of children’s mathematics attainment – and this done in 3 locations in China, 3 in India and 12 schools in total.

 

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Contents

1 Introduction
1
Educational policy and implementation
12
3 The local contexts
25
Teaching and learning mathematics
44
Teaching and learning language
80
6 Policymakers school principals and teachers views on teaching and learning
98
7 Parents and students views on schooling and achievement
115
8 Teaching and learning in Chinese and Indian primary schools
136
Mathematics tests used in China and India
158
Excerpts from Chinese mathematics lesson transcripts
163
Guidelines for interviews of principal teacher and education policymakers
175
Parent questionnaires and interviews
180
Childrens attributions questionnaire
187
Notes
189
References
190
Index
201

Observation protocols
152

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About the author (2013)

Nirmala Rao is a Professor, Faculty of Education, the University of Hong Kong.

Emma Pearson is a Senior Lecturer at Universiti Brunei Darussalam.

Kai-ming Cheng is a Professor and Chair of Education, the University of Hong Kong.

Margaret Taplin is an Independent Educational Consultant based in Australia and Hong Kong.

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