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Pappu R. Handbook of Education Systems in South Asia. Co-edited with Padma Sarangapani. The Handbook has been commissioned by Springer Nature and is scheduled for publication in 2020
Pappu R. (2020). Gender Equity in Education: Changes and Challenges in South Asia. In P. M. Sarangapani, R. Pappu (eds.), Handbook of Education Systems in South Asia. Global Education Systems. Singapore: Springer, https://doi.org/10.1007/978-981-13-3309-5_35-1
Pappu R., Vasanta D. (2020).Child Labor and Education in South Asia. In P.M. Sarangapani, R.Pappu (Eds) Handbook of Education Systems in South Asia. Global Education Systems. Singapore: Springer, https://doi.org/10.1007/978-981-13-3309-5_73-1 (Co-author)
Takker, S. (2020). Mathematical knowticing that informs practice. Teacher Plus, 18(9), October Issue. pp. 38-41.
Takker, S. (2020). Developing knowticing among mathematics teachers. Teacher Plus, May-June Issue. pp. 29-31.
Mehendale, A., Velugu, B., Ramchand, M., & Sawhney, S. (2019). N for Nose: Status of the Education Report for India 2019; Children with Disabilities. UNESCO, New Delhi. https://unesdoc.unesco.org/ark:/48223/pf0000368780.locale=en
Pappu R. (2019). Women’s Education and Social Reform in India: Creating ‘Angels’ in the House? Voices of Teachers and Teacher Educators. 8 (1), 50 - 58.
Pappu R., & Sawhney S. (2019). Building Effective School Libraries: Lessons from the Study of a Library Program in India. International Information & Library Review, 51 (3), 217-230, DOI: 10.1080/10572317.2018.1526617 (Co-author)
Takker, S., & Subramaniam, K. (2019). Knowledge demands in teaching decimal numbers. Journal of Mathematics Teacher Education, 22(3), pp. 257-280.
Takker, S. (2019). Understanding learners’ thinking through an analysis of errors. At Right Angles, pp. 38-44.
Pappu R. (2018). The Gender of English in India. In T.V. Kumar (Ed.), People’s Linguistic Survey of India, Volume 37 English and Other International Languages. Hyderabad: Orient Blackswan.
Sawhney, S. (2018). Tokenisation of children’s right to safe and protected environments – Indian teachers’ perspectives on school corporal punishment. In G.M. Sainz. & S. Ilie (Eds.), International Perspectives on Practice and Research into Children’s Rights. (pp.111-137). USA: Centre for Human Rights Studies. https://cedhmx.org/index.php/publicaciones/
Takker, S., & Subramaniam, K. (2018). Teacher Knowledge and Learning In-situ: A Case Study of the Long Division Algorithm. Australian Journal of Teacher Education, 43(3). Retrieved from http://ro.ecu.edu.au/ajte/vol43/iss3/1
Khunyakari, R. & Takker, S. (2017). Challenging the notion of confined classrooms: Thinking of education beyond textbooks. The New Leam, Vol III, No.22-23, March- April, 23-27.
Pappu R. (2017). A Humanist among Social Scientists: Some Thoughts on Literature and Social Sciences. In R.Z. Hazel & L. Sridevi (Eds.), English Language and Literature: Critical Perspectives. Hyderabad: GITAM University Press
Sawhney, S. (2017). Understanding the play of tacit social modelling in classroom interactions: A qualitative analysis. Compare: A Journal of Comparative and International Education. DOI http://dx.doi.org/10.1080/03057925.2017.1339262
Pappu R. (2016). Review of Education and Society: Themes, Perspectives, Practices (New Delhi: OUP) by Meenakshi Thapan in Contributions to Indian Sociology, 50: 1, pp. 130 – 132.
Parvathy, B.S., & Sawhney, S. (2016). Exploring the role of ICT in enhancing academic self-concept of students labeled as low achievers. In A. Ramakrishna, A. S. Reddy, S. Anuganti, & P. Laxman (Eds.), ICT Management and Challenges. (pp.234-237). Hyderabad: Pragma Publications. ISBN: 978-93-84845-19-3
Takker, S. & Khunyakari, R. (2016). Reimagining the learning landscape. Teacher Plus, 14(2), pp. 42-45.
Khunyakari, R. (2015) Experiences of Design-and-Make Interventions with Indian Middle School Students. Contemporary Education Dialogue, 12(2), 139-176. ISSN: 73-1849, Online ISSN: 2249-5320
Khunyakari, R. (2015). Re-thinking learning and assessment: Some concerns and prospects. Teacher Plus. July [ISSN: 0973-778]
Pappu R. (2015). Review of Contested Politics of Educational Reform in India: Aligning Opportunities with Interest by Manisha Priyam (Delhi: Oxford University Press, 2015) in Contemporary Education Dialogue, 14:2, 2017
Pappu R., Goswami N. (2015). Introduction. Indian Journal of Gender Studies. 22 (2), 159 – 169.
Pappu R. (2015). Towards a Framework for Forging Links: Exploring the Connections between Women’s Education, Empowerment and Employment. Indian Journal of Gender Studies. 22 (2), 300 – 321.
Sawhney, S. (2015). Unpacking the nature and practices of inclusive education: the case of two schools in Hyderabad, India. International Journal of Inclusive Education, 19(9) 887-907. DOI http://dx.doi.org/10.1080/13603116.2015.1015178
Sawhney, S. (2015). Disciplinary practices: Understanding stakeholders’ perceptions. In K. S. S. Reddy, R. K. Murthy, P. Shanker, & G. Madhukar (Eds.), Mental Health in Schools. (pp.26-32). Gujarat: Publish World. ISBN: 978-81-92891-05-7
Takker, S. & Khunyakari, R. (2015) Re-imagining classrooms as spaces for learning and professional development of teachers and teacher educators. Voices of Teachers and Teacher Educators, 4(2), 47-53. Delhi: NCTE, MHRD, GoI. ISSN: 2455-1376.
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