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Full-Text Articles in Education

Engaging Influential Network Members In The Community To Advocate For Health And Aspirations Of Unmarried Adolescent Girls In Kolkata, India, Evangeline Ambat Jan 2016

Engaging Influential Network Members In The Community To Advocate For Health And Aspirations Of Unmarried Adolescent Girls In Kolkata, India, Evangeline Ambat

Master's Capstone Projects

Working with unmarried adolescent girls on issues related to their health, nutrition and building life skills impacts the health of their children in the future. This paper presents both the needs analysis and the outline of a project proposal resulting from the needs analysis to work with unmarried adolescent girls. Project ASHAYEIN (Advocacy for Supporting Health & Aspirations of Youth by Engaging their Influential Networks) - the acronym means "hopes and wishes" in Hindi- seeks to create a web of support to reduce the vulnerability of adolescent girls in an urban slum community in the Howrah area of West Bengal India and ...


A Critical Examination Of Policy And Practice In The Transition Experience For Students With Math Learning Disabilities In Mumbai, India, Melinda S. Eichhorn Sep 2014

A Critical Examination Of Policy And Practice In The Transition Experience For Students With Math Learning Disabilities In Mumbai, India, Melinda S. Eichhorn

Doctoral Dissertations

Although some research has examined the experiences of students with learning disabilities in Indian secondary schools (see Karande, Sholarpurwala, & Kulkarni, 2011; Karande, Mahajan, & Kulkarni, 2009), the role of policy in students’ transition into post-secondary education has been largely unexamined. This study is a preliminary effort at providing an investigation of special education policy in Mumbai and the impact on students’ transition to post-secondary education, especially in regards to mathematics. This study extends the current knowledge of students with learning disabilities in Mumbai by 1) taking an in-depth look at students with math learning disabilities specifically, 2) focusing on the transition between secondary and higher secondary education, and 3) examining the impact of current policies and procedures through the lens of critical pedagogy.

In this study, I gathered data on the math proficiency of secondary students with MLD and their typically achieving peers in Mumbai. Additionally, I conducted interviews with secondary students and post-college adults with MLD, as well as interviews with secondary math teachers and college lecturers in mathematics. I also observed post-secondary math classes in various colleges, collected survey data from math lecturers, and reviewed documents from educational institutions all over Mumbai.

The data from this mixed methods study revealed that, for this sample of students in Mumbai, secondary students with MLD do have gaps in their conceptual and procedural knowledge of mathematics as compared to their peers without MLD, especially in the areas of fractions, decimals, pre-algebra, and word problems. Through interview and survey data, secondary students with MLD also expressed frustration with geometry and algebra. The data also revealed that post-secondary students who take Secretarial Practice in place of math in junior college are not prepared for the degree college math course that follows. Additionally, post-secondary students with MLD expressed feelings of fear and judgment when asking for help in mathematics from college lecturers and peers. This suggests that there is a need for professional development among all educators, from primary to post-secondary, to raise awareness of MLD. Also, trying to mediate students’ difficulties at the secondary or post-secondary level is too late; early identification of MLD and early intervention are necessary.

These findings will be useful for inclusive education advocacy groups in India as they work with policy makers and enforcers at the national and state level, as they revise policy and procedures for students with learning disabilities in Maharashtra and India.


Farmer Literacy Practices: A Comparative Study Of Farmers In Kurnool District Of Andhra Pradesh, India, Konda Reddy Chavva Jan 2008

Farmer Literacy Practices: A Comparative Study Of Farmers In Kurnool District Of Andhra Pradesh, India, Konda Reddy Chavva

Master's Capstone Projects

ABSTRACT The goal of the study was to understand farmer literacy practices, and how farmer participants perceive the usefulness of Farmer Water School (FWS) training. Studying the farmer literacy practices was to help identify farmer friendly methods, and design effective messages for dissemination on crop choices, decisions, and sustainable groundwater management. To understand the usefulness of FWS training to farmers, a comparative study of FWS participants and non-FWS pa11icipants' perceptions on crop-water management, crop choices, and agriculture practices was undertaken. The study focused on the farmers of Kurnool district of Andhra Pradesh, India.

The research questions driving this study included ...


Plan For The Use Of Findings For Decision-Making And Refinement Of Program, David R. Evans, Gretchen Rossman, Urvashi Sahni Jan 1999

Plan For The Use Of Findings For Decision-Making And Refinement Of Program, David R. Evans, Gretchen Rossman, Urvashi Sahni

Strengthening the Education of Girls in India

The project, Strengthening the Education of Girls in India, was designed in 1995 through a collaborative effort of USAID officials and Indian nationals who are experts in girls' and women's education. In the three and one-half years since the project was designed, changes have occurred in the climate of support for and thinking about girls' education in India generally and the state of Uttar Pradesh specifically. this document describes salient elements of that changing context and discusses how the project will respond to them. The document also describes how findings thus far from project implementation will shape refinement of ...


Preliminary Program Effects On Girls' Enrollment And Classroom Learning Environments, David R. Evans, Gretchen Rossman, Urvashi Sahni Jan 1999

Preliminary Program Effects On Girls' Enrollment And Classroom Learning Environments, David R. Evans, Gretchen Rossman, Urvashi Sahni

Strengthening the Education of Girls in India

No abstract provided.


Baseline Study - Part Iii, David R. Evans, Gretchen Rossman, Urvashi Sahni Jan 1999

Baseline Study - Part Iii, David R. Evans, Gretchen Rossman, Urvashi Sahni

Strengthening the Education of Girls in India

No abstract provided.


Developing A Teacher-Training Module For Increasing Girls' Participation In Primary Schools: Action Research Phase - A Report, Urvashi Sahni Jan 1998

Developing A Teacher-Training Module For Increasing Girls' Participation In Primary Schools: Action Research Phase - A Report, Urvashi Sahni

Strengthening the Education of Girls in India

No abstract provided.


Teachers Becoming Action-Researchers: Developing A Teacher-Training Module For Increasing Girls' Participation In Primary Schools, Urvashi Sahni Jan 1998

Teachers Becoming Action-Researchers: Developing A Teacher-Training Module For Increasing Girls' Participation In Primary Schools, Urvashi Sahni

Strengthening the Education of Girls in India

A participatory action research project was launched in July 1996 and operationalised a year later in July 1997 in district RaeBareilly in the north Indian state of Uttar Pradesh. The guiding objective of the project is to strengthen the education of girls in India, by increasing their participation in primary education. This involves broadly an increase in enrollment, attendance, retention and achievement of girls in primary schools, i.e., classes 1 - 5. While there is a clear understanding and acceptance of the fact that there are several societal reasons for unequal participation of boys and girls in primary education, all ...


Participatory Research: Review And Reflection, Charles M. Harns Jan 1984

Participatory Research: Review And Reflection, Charles M. Harns

Master's Capstone Projects

No abstract provided.