LEADER 03234nam 2200421 450 001 9910617315903321 005 20230516081844.0 035 $a(CKB)5680000000123767 035 $a(NjHacI)995680000000123767 035 $a(EXLCZ)995680000000123767 100 $a20230516d2022 uy 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aDelhi's Education Revolution $eteachers, agency and inclusion /$fKusha Anand and Marie Lall 210 1$aLondon, United Kingdom :$cUCL Press,$d2022. 215 $a1 online resource (xii, 197 pages) 311 $a1-80008-141-3 320 $aIncludes bibliographical references and index. 327 $aFront Matter (pp. i-iv) -- Table of Contents (pp. v-v) -- Acknowledgements (pp. vi-vii) -- Dedication (pp. viii-viii) -- List of figures, table and box (pp. ix-ix) -- List of abbreviations (pp. x-xii) -- 1 Setting the scene (pp. 1-23) -- 2 Education policy and politics in India and in Delhi (pp. 24-55) -- 3 Teachers, training and capacity building: what do teachers want? (pp. 56-89) -- 4 Teachers and the Delhi classroom: what has changed? (pp. 90-106) -- 5 Teachers and inclusion: success for all? (pp. 107-138) -- 6 Teachers and Covid-19: challenges of a pandemic (pp. 139-162) -- Epilogue: was it a revolution? (pp. 163-167) -- References (pp. 168-188) -- Index (pp. 189-196) -- Back Matter (pp. 197-197). 330 $aIn 2015, the Aam Aadmi Party (AAP) was elected to govern Delhi promising to improve public services, including education through government schools that would be the equal of private-school provision. Media reports, along with the party's re-election in 2020, suggest strong public confidence that AAP are delivering on that promise. But is this success reflected by experience in schools?Delhi's Education Revolution offers a critical evaluation of the AAP's education reforms by exploring policy and practice through the eyes of one key group: the government-school teachers tasked with making the AAP's pledge a reality. Drawing on 110 research interviews conducted via Zoom during the Covid pandemic in the summer of 2020, teachers explain how the reforms have changed their profession and practice, and whether education really has improved for children of all backgrounds. Analysis of views about critical issues such as inclusion and the pressure of achievement targets in classrooms that often contain more than 50 students, informs their observations about the reform programme itself. The study paints a more qualified picture of success than suggested elsewhere and makes a valuable contribution to the understanding of education reforms in India, and most especially, in Delhi. 517 $aDelhi's Education Revolution 606 $aEducation and state 606 $aAcademic achievement 607 $aIndia$zDelhi 615 0$aEducation and state. 615 0$aAcademic achievement. 676 $a379 700 $aAnand$b Kusha$01349019 702 $aLall$b Marie 801 0$bNjHacI 801 1$bNjHacl 906 $aBOOK 912 $a9910617315903321 996 $aDelhi's Education Revolution$93086896 997 $aUNINA LEADER 00881nam0-22002771i-450 001 990005301170403321 005 20251127104513.0 035 $a000530117 035 $aFED01000530117 035 $a(Aleph)000530117FED01 035 $a000530117 100 $a19990530d1976----km-y0itay50------ba 101 0 $ager 105 $ay-------001yy 200 1 $aGeometrische Ornamente auf anatolischer Keramik$eSymmetrienfrnhester Schmuckformen im Nahen Osten and im der -gäis$fBrinna Otto 210 $aMainz am Rhein$cPhilipp von Zabern$dc.1976 215 $aXIII, 203 p.$d29 cm 225 1 $aKeramikforschnngen$v1 700 1$aOtto,$bBrinna$0206517 801 0$aIT$bUNINA$gRICA$2UNIMARC 901 $aBK 912 $a990005301170403321 952 $aARCH. V 150 4$bARCH.$fFLFBC 959 $aFLFBC 996 $aGeometrische Ornamente auf anatolischer Keramik$9537071 997 $aUNINA