Centre of Excellence in Teacher Education

Publications


Riyaz - The student periodical 

Riyaz is a magazine brought out by CETE and School of Education at TISS, Mumbai. It features the contributions of students and staff to express their experiences and thoughts in the area of education. Its objectives are to promote discussions about different aspects of education and to inculcate articulating and writing habits among students.

Riyaz Volume 1:

Issue 1 August 2019 

Issue 2 September 2019

Issue 3 October & November 2019

Issue 4 December 2019 & January 2020

Riyaz Volume 2: 

Issue 1 November & December 2020

Issue 2 2021

 

STUDENT MEET 

An annual research focused event, collaboratively organised by students from all courses at the centre to discuss student concerns, create a space for support and mutual learning among the diverse student community at the Institute with rich intellectual engagements and work experiences. In addition, the event brings together academicians from formal institutions in India and beyond; practitioners in the field of civil and education rights of marginalised groups; and students from different universities and TISS campuses to deliberate on issues concerning social science research and its practices, emerging methodologies and learn from skill based workshops.

Student Meet 1 (2020) -  Report 

Student Meet 2 (2021)  - Report 


 

Faculty Publications:

2021- 22


 

Meera Chandran

  • Maniar, Vikas and Chandran, Meera (Forthcoming). Education and livelihoods in the global south. In Routledge handbook on livelihoods in the global south.

 

2020-21


 

Arindam Bose

  • Bose, A. (2021). Fostering meaning in trilingual mathematics classroom by connecting everyday and school mathematical ways of talking: A design approach. ZDM Mathematics Education, 53(2). DOI: 10.1007/s11858-021-01254-1.

Amina Charania

  • Constructivist teaching and learning with technologies in the COVID-19 lockdown in Eastern India. Amina Charania, Uchita Bakshani, Sumegh Paltiwale, Ishmeet Kaur, Nikhat Nasrin. First published: 16 May 2021 https://doi.org/10.1111/bjet.13111- Research journal 
  • Teachers’ professional learning during and after Covid: A role for open digital badges Authors- Simon Cross, Lina Adinolfi, Amina Charania, Freda Wolfenden,Mythili Ramchand, Sohini Sen, Sumegh Paltiwale, Emily Coughlan,Satej Shende, Durba Sarkar, Ananya Chatterjee, Omkar Balli Link- http://oro.open.ac.uk/75653/1/Teachers%27%20professional%20development%20during%20and%20after%20Covid%20_%20A%20role%20for%20open%20digital%20badges%20F1.pdf 
  • Charania, A., Bakshani, U., Singh R., Bhattacharya, S., & Mulla S. (2021, August 17-20). Computational thinking in Indian K-12 schools: Opportunities and challenges [Conference Presentation]. OCCE 2021. Tampere, Finland.

Anusha Ramanathan

  • Ramanathan, A., Rosenheck, L., Jayendran, N. (2021). The CLIx Open Story Tool: A World of Interactions. Designing for Children: Play and Learn. Mumbai: IDC, IIT. ISBN 978-81-931260-8-0
  • Co-Authors: Das, P., Dey, S., Kumar, D., Roy, N., Pillai, S., Chakravarthy, N., Aute, K. and Ramanathan, A. (2021). Linguistic and Stylistic Analysis of Texts. Student Learning Material. Institute of Distance and Open Learning (IDOL), University of Mumbai
  • Nishevita Jayendran, Anusha Ramanathan, Surbhi Nagpal. July 2021. Language Education: Teaching English in India. UK: Routledge. Link- https://www.routledge.com/Language-Education-Teaching-English-in-India/Jayendran-Ramanathan-Nagpal/p/book/9780367515492

Omkar Balli

  • Balli,O.,Singla,E. & Mohanti,S. Complexities of Defining and Scaling Educational Technology Intervention: A Case Study of CLIx. Mar, 2020- Omkar Balli - working paper  

Gomathi Jatin 

  • ‘Non-violent Communication in the Educational Context’ at the International Webinar on "Exploring the Transformative Potential of Education: The Choices We Make" organized from March 2nd and 3rd, 2021

Meera Chandran

  • Chandran, Meera (2021). Teacher accountability and education restructuring: an exploration of teachers’ work identities in an urban school for poor in India. International Studies in Sociology of Education, 1-20. https://doi.org/10.1080/09620214.2020.1855462
  • Chandran, Meera (2020). Teachers’ Work and Identity, A Case for Strengthening Knowledge Relations. Proceedings of the International Conferences on Philosophy of Education, Azim Premji University. ISBN:9789387676732
  • Chandran, Meera et.al. (2020). Making Edtech Work for Secondary Students and their Teachers: Research findings from Connected Learning Initiative- Phase 1. TISS. [technical report]
  • Sarangapani, Padma and Chandran, Meera (2020). Whither the Teaching Profession? Inspecting some silences in the NEP 2020, https://thebastion.co.in/politics-and/whither-the-teaching-profession-inspecting-some-silences-in-the-nep-2020/ (Sep 26, 2020) 

Mythili Ramchand

  • Schooling the Urban Poor : Engaging with Teachers- Ramchand, Mythili-Working paper for Max Weber on Education and the Urban series - https://doi.org/10.25360/01-2021-00007. Working paper

Nishevita Jayendran

  • Nishevita Jayendran, Anusha Ramanathan, Surbhi Nagpal. July 2021. Language Education: Teaching English in India. UK: Routledge. Link- https://www.routledge.com/Language-Education-Teaching-English-in-India/Jayendran-Ramanathan-Nagpal/p/book/9780367515492 

Padma Sarangapani

  • Sarangapani P.M. (2021) A Cultural View of Teachers, Pedagogy, and Teacher Education. In:
  • Sarangapani P.M., Pappu R. (eds) Handbook of Education Systems in South Asia. Global Education Systems. Springer, Singapore. https://doi.org/10.1007/978-981-13-3309-5_27-3- Book Chapter

 

 

2019-2020


 


Dr. Amina Charania

  • Assessing ICT Enabled Learning Artifacts through Rubrics in Eastern India, 12th annual International Conference of Education, Research and Innovation - ICERI2019 Proceedings, doi: 10.21125/iceri.2019.2704, 10994–10998, 2019. (co-author) [ISSN: 2340-1095] [ISBN: 978-840-9147-55-7]
  • Designing for Technology-Enabled Reflective Practice: Teachers’ Voices on Participating in a Connected Learning Practice. In R. Setty, R. Iyengar, M.A. Witenstein, E.J. Byker and H. Kidwai (Eds.), Teaching and Teacher Education: South Asian Perspectives, Cham: Palgrave Macmillan, 2019. (co-author) [ISBN: 978-303-0268-78-7]

Dr. Anusha Ramanathan

  • Thirumalai, B., Ramanathan, A., Charania, A., and Stump, G. (2019). Designing for Technology-
  • Enabled Reflective Practice: Teachers’ Voices on Participating in a Connected Learning Practice.' In Setty, R., Iyengar, R., Witenstein, M., Byker, E., Kidwai, H. (eds) Teaching and Teacher Education. South Asian Education Policy, Research, and Practice. Palgrave Macmillan, Cham. Print ISBN: 978-3-030-26878-7. DOI: https://doi.org/10.1007/978-3-030-26879-4_11
  • CoAuthor: CEIAR. (September 2019).State of School Management Committee: A Study of SMCs in Four States of India. Report. Mumbai: Tata Institute of Social Sciences.
  • A Time for Reflection, Riyaz, 1 (3), 1, 2019. (co-author) https://tiss.edu/uploads/files/Riyaz_Oct-Nov_v4_06.11.19_2TjIxsz.pdf
  • Classrooms as Safe Spaces: Reflections from Teaching in Afghanistan, Riyaz, 1 (1), 5–8, 2019. (co-author) https://tiss.edu/uploads/files/Riyaz_August_Issue.pdf
  • Designing for Technology-Enabled Reflective Practice: Teachers’ Voices on Participating in a Connected Learning Practice. In R. Setty, R. Iyengar, M.A. Witenstein, E.J. Byker and H. Kidwai (Eds.), Teaching and Teacher Education: South Asian Perspectives, Cham: Palgrave Macmillan, 2019. (co-author) [ISBN: 978-303-0268-78-7]
  • Freedom in Education: Celebrating Practice, Riyaz, 1 (1), 2–3, 2019. (co-author) https://tiss.edu/uploads/files/Riyaz_August_Issue.pdf
  • RTICT: The Journey Ahead, Riyaz, 1 (3), 12–15, 2019. (co-author) https://tiss.edu/uploads/files/Riyaz_Oct-Nov_v4_06.11.19_2TjIxsz.pdf • Taleem Kabul, Riyaz, 1 (1), 9, 2019. (co-author) https://tiss.edu/uploads/files/Riyaz_August_Issue.pdf


Dr Arindam Bose

  • • Analysing the Role of Language in Student’s Conception of Parallel Lines. In M. Graven, H. Venkat, A.A. Essien and P. Vale (Eds.), Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education, 43 (3), 504–510, Pretoria, South Africa: PME, 2019. (co-author) [ISBN: 978-063-9821-54-2] • Examining Knowledge Demands for Teaching Class Inclusion of Quadrilaterals. In M. Graven, H. Venkat, A.A. Essien and P. Vale (Eds.), Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education, 43 (2), 504–510, Pretoria, South Africa: PME, 2019. (co-author [ISBN: 978-063-9821-52-8]
  • Missed Opportunities: Instances from Geometry Lessons. In K.K. Mashood, T. Sengupta, C. Ursekar, H. Raval and S. Dutta (Eds.), Proceedings of epiSTEME 8 - International Conference to Review Research in Science, Technology and Mathematics Education, 8 (1), 308–318, 2020. (co-author) [ISBN: 978-819-4156-79-6] 166 Annual Report 2019–2020
  • Dr. Gomathi Jatin
  • • Freedom in Education: Celebrating Practice, Riyaz, 1 (1), 2–3, 2019. (co-author) https://tiss.edu/uploads/files/Riyaz_August_Issue.pdf
  • Dr Meera Chandran
  • Chandran, Meera (2019). A Critical Reflection on the Landscape of Technology in Education: What Have We Learnt and Where Do We Go from Here? In Connected Learning @ Scale: Positions, Policies and Partnerships; CEIAR, TISS

Dr. Nishevita Jayendran

  • Literature for Literacy: Strategies for Critical Thinking in the Classroom, Language and Language Teaching, 8 Number 2 Issue 16, 21–26, 2019. [ISSN: 2277-307X] • ‘Set Me Free’: Spaces and the Politics of Creativity in Margaret Atwood’s Hag-Seed (2016), Journal of Language, Literature and Culture, doi: 10.1080/20512856.2020.1735037, 67 (1), 15–27, 2020. [ISSN: 2051-2856]

Dr. Ruchi Kumar

  • Analysing the Role of Language in Student’s Conception of Parallel Lines. In M. Graven, H. Venkat, A.A. Essien and P. Vale (Eds.), Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education, 43 (3), 504–510, Pretoria, South Africa: PME, 2019. (co-author) [ISBN: 978-063-9821-54-2]
  • Examining Knowledge Demands for Teaching Class Inclusion of Quadrilaterals. In M. Graven, H. Venkat, A.A. Essien and P. Vale (Eds.), Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education, 43 (2), 504–510, Pretoria, South Africa: PME, 2019. (co-author) [ISBN: 978-063-9821-52-8]
  • Evolution of Criteria for Representational Adequacy for Teaching Integers through Collaborative Investigation. In H. Borko and D. Potari (Eds.), ICMI Study 25 Teachers of Mathematics Working and Learning in Collaborative Groups Conference Proceedings, 684–691, 2020.
  • Missed Opportunities: Instances from Geometry Lessons. In K.K. Mashood, T. Sengupta, C. Ursekar, H. Raval and S. Dutta (Eds.), Proceedings of epiSTEME 8 - International Conference to Review Research in Science, Technology and Mathematics Education, 8 (1), 308–318, 2020. (co-author) [ISBN: 978-819-4156-79-6]

Dr. Shamin Padalkar

  • In Defence of Schooling, Riyaz, 1 (4), 1–5, 2019–2020. https://www.tiss.edu/uploads/files/Riyaz_Dec-Jan_.pdf


Prof. Padma Sarangapani

  • A Cultural View of Teachers, Pedagogy and Teacher Education. In P.M. Sarangapani and R. Pappu (Eds.), Handbook of Education Systems in South Asia, Singapore: Springer Nature, 2020. [ISBN: 978-981-1333-09-5]
  • Introduction. In P.M. Sarangapani and R. Pappu (Eds.), Handbook of Education Systems in South Asia, Springer, 2020. (co-author) [ISBN: 978-981-1333-09-5] • Handbook of Education Systems in South Asia, Singapore: Springer Nature, 2020. (co-editor) [ISBN: 978-981-1500-31-2]
  • Understanding Teachers and Teaching in South Asia. In P.M. Sarangapani and Y. Sayed (Eds.), Teachers,Teaching and Teacher Education in South Asia, Springer, 2020. (coauthor) Annual Report 2019–2020 167 Ms. Bindu Thirumalai
  • Designing for Technology-Enabled Reflective Practice: Teachers’ Voices on Participating in a Connected Learning Practice. In R. Setty, R. Iyengar, M.A. Witenstein, E.J. Byker and H. Kidwai (Eds.), Teaching and Teacher Education: South Asian Perspectives, Cham: Palgrave Macmillan, 2019. (co-author) [ISBN: 978-303-0268-78-7]

Dr. Vidya K.S.

  • Parallel Partnerships: Teach for India and New Institutional Regimes in Municipal Schools in New Delhi, International Studies in Sociology of Education, doi: 10.1080/09620214.2019.1668288, 1–21, 2019. [ISSN: 0962-0214]
  • “We aren’t Teachers, We are Leaders”: Situating the Teach for India Programme. In T.J. Brewer, K. deMarrais and K.L. McFaden (Eds.), Teach For All Counter-Narratives: International Perspectives on a Global Reform Movement, New York: Peter Lang Publishing Inc., 2019. [ISBN: 978-143-3172-12-0]

2018-19


 

Dr. Arindam Bose

  • Non-typical Learning Sites: A Platform where Foreground Interplays with Background, Proceedings of the Tenth International Mathematics Education and Society Conference, 10 (1), 274–283, 2019. (co-author) [ISSN: 2077-9933]
  •  “C-RISIS “: The New Normal — Fake (Post-Factual) Mathematics Education, Proceedings of the Tenth International Mathematics Education And Society Conference, 10 (1), 185–188, 2019. (co-author) [ISSN: 2077-9933]

Dr. Amina Charania

  • ICT in Education: Indicators for Meaningful Integration in Government Schools, Learning Curve, 30, 2018.
  • Integrating Academic and Everyday Learning Through Technology: Issues and Challenges for Researchers, Policy Makers and Practitioners, Technology, Knowledge and Learning, 23 (3), 391–407, 2018. (co-author)

Dr. Gomathi Jatin

  •  Action Research Training Handbook: A Resource Handbook for Trainers, Teachers, Student Teachers and Practitioners, Mumbai: Smt. Kapila Khandvala College of Education, 2018. (co-author) [ISBN:978-81-924258-4-9]

Dr. Ruchi Kumar

  • Integrating ICT in Schools: Designing Interventions for Scale, Teacher Plus, 16 (8), 50–53, 2018. (co-author)
  • Operation Digital Board: Platforms like CLIx can help Change School Learning from Teacher-led to a Student-Led One, Financial Express,https://www.financialexpress.com/education-2/operation-digital-board-platforms-like-clix-can-help-change-school-learning-from-teacher-led-to-a-student-led-one/1278650/, Aug. 13, 2018. (co-author)
  • Core and Peripheral Beliefs and Practices of Teachers in Context of Curricular Reform. In J. Subramaniam (Ed.), Proceedings of the Tenth Mathematics Education and Society Conference,10 (1), 524-534, 2019. [ISSN: 2077-9933]
  • Relating Teacher Professional Development and Development of Students’ Mathematical Understanding. In Proceedings of Inaugural Conference of Mathematics Teachers’ Association - India, 1, 131–133, 2019. (co-author)

Dr. Shamin Padalkar

  • Developing a Blended Course for In-service Science Teachers in India and its Reception by the Teachers. In J.H. Kalir (Ed.), Proceedings of the 2018 Connected Learning Summit (Vol 1), Pittsburgh: Carnegie Mellon University: ETC Press, 2018. (co-author)
  • Teaching and Learning Basic Astronomy through a Blended Module. In H. Lee (Ed.), Proceedings of 8th International Annual Conference on Education and e-Learning (EeL), Singapore: Global Science and Technology Forum, 2018. [ISSN: 2251-1814]

Prof. Mythili Ramchand

  • Preparing Reflective Practitioners: Curriculum and Pedagogic Implications, Voices of Teachers and Teacher Educators, 7 (1), 17–23, 2018. [ISSN: 2455-1376]

Prof. Padma Sarangapani

  • Collegiality in Teaching: Perceptions and Experiences of Beginning Teachers in India, Voices of Teachers and Teacher Educators, 7 (1), 71–85, 2018. (co-author) [ISSN: 2455-1376]
  • Teacher Mediation in an ESL Science Education Context, Voices of Teachers and Teacher Educators, 7 (2), 30–38, 2019. [ISSN: 2455–1376]

Dr. Poonam Sharma

  • Management of Home–School Relationship: Role of School Principals in Low-fee Private Schools. In M. Jain, A. Mehendale, R. Mukhopadhyay, P.M. Sarangapani and C. Winch (Eds.), School Education in India: Market, State and Quality, Abingdon and New York: Routledge, 2018. [ISBN: 978-135-10-2566-9]

Ms. Jennifer Thomas

  • Creating Meaning-Focused Materials for a TELL Course: An Example from India. In M. Bouckaert, M. Konings and M. van Winkelhof (Eds.), Meaning-Focused Materials for Language Learning, Newcastle upon Tyne, UK: Cambridge Scholars Publishing, 2018. (co-author) [ISBN: 978-152-75-1179-8]
  • Integrating ICT in Schools: Designing Interventions for Scale, Teacher Plus, 16 (8), 50–53, 2018. (co-author)
  • Mama, Let’s Read Two Stories ! Torchlight, Issue 6,1–5, 2018.
  • • Operation Digital Board: Platforms like CLIx can help Change School Learning from Teacher-led to a Student Led One, Financial Express, https://www.financialexpress.com/education-2/operation-digital-board-platforms-like-clix-can-help-change-school-learning-from-teacher-led-to-a-student-led-one/1278650/, Aug. 13, 2018. (co-author)

 

2017-18


 

Dr. Arindam Bose

  • Facilitating Geometry Learning through Blended Curriculum. In B. Kaur, W.K. Ho, T.L. Toh, & B.H. Choy (Eds.), Proceedings of the 41 st Conference of the International Group for the Psychology of Mathematics Education (Vol. 2), Singapore: PME., 2017. (co-author) [ISBN: 978-981-11-3742-6].
  • Language Practices in Multilingual Mathematics Classrooms: Lessons from India and South Africa, Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education, 41 (2), 177–184, 2017. (co-author) [ISSN: 978-981-11-3742-6]
  • Rigor as Familiarity in Mathematics Assessments. In B. Kaur, W.K. Ho, T.L. Toh, & B.H. Choy (Eds.), Proceedings of the 41 st Conference of the International Group for the Psychology of Mathematics Education (Vol. 1), Singapore: PME, 2017. (co-author) [ISBN: 978-981-11- 3742-6].
  • Social Nature of Mathematical Reasoning: Problem Solving Strategies of Middle Graders with Diverse Out-of-School Experience, Mathematics Education and Life at Times of Crisis: Proceedings of the Ninth International Mathematics Education and Society Conference, 9 (2), 401–412, 2017. [ISSN: 978-960-94-3949-7]
  • Additive Model of Language Policy and Hybridity: Glimpses from Numeracy Learning in Early Grades in a South African Province. In S. Ladage and S. Narvekar (Eds.), Proceedings of epiSTEME 7 — International Conference to Review Research on Science, Technology and Mathematics Education, India: Cinnamon Teal, 2018. (co-author) [ISBN 978–938-63-0175-8].
  • Language and Communication in Mathematics Education: International Perspectives. ICME-13 Monograph. Cham, Switzerland: Springer International Publishing, 2018. (co-editor) [ISBN: 978-331-97-5054-5]
  • Teaching and Learning Mathematics in Trilingual Classrooms: Learning from Three Different Continents. In R. Hunter, M. Civil, B. Herbel-Eisenmann, D. Wagner and N. Planas (Eds.), Mathematical Discourse that Breaks Barriers and Creates Space for Marginalized Learners, Rotterdam: Sense Publishers, 2018. (co-author) [ISBN: 978-946-35-1210-7]

Dr. Amina Charania

  • Bridging Formal and Informal Learning through Technology in the Twenty-First Century: Issues and Challenges. In J. Voogt, G. Knezek, R. Christensen and K.W. Lai (Eds.), Second Handbook of Information Technology in Primary and Secondary Education, Cham Swritzerland: Springer, 2018.

Dr. Amit Dhakulkar

  • Zone of Proximal Development in the Era of Connected Computers. In S. Ladage and S. Narvekar (Eds.), Proceedings of epiSTEME-7: International Conference to Review Research on Science, Technology and Mathematics Education, 7 (1), 214–221, 2018. (co-author)
  • A Slate for Every Child: Rethinking Education in the Age of Computers, Teacherplus,http://www.teacherplus.org/2017/may-june-2017/a-slate-for-every-child-rethinking-education-in-the-age-of-computers, Jun. 2, 2017. (co-author)

Prof. Archana Mehendale

  • Re-visiting Delors Report: Lessons for India, The Learning Curve, 27, 55–57, 2017.
  • Some Points for Discussion in the Proposal for the Draft National Education Policy, 2016, The Learning Curve, 27, 33–38, 2017. (co-author)
  • Compulsion to Educate. In K. Kumar (Ed.), Routledge Handbook of Education in India: Debates, Practices, and Policies, Oxon and New York: Routledge, 2018. [ISBN: 978-1-138-09161-0]
  • Normative Articulations of the Aims of Education: An Exploratory Analysis. In M. Jain, A. Mehendale, R. Mukhopadhyay, P.M. Sarangapani and C. Winch (Eds.), School Education in India: Market, State and Quality, Abingdon and New York: Routledge, 2018. [ISBN: 978-1-13849474-9]
  • Regulatory State and the Diversified Private. In M. Jain, A. Mehendale, R. Mukhopadhyay, P.M. Sarangapani and C. Winch (Eds.), School Education in India Market, State and Quality, Abingdon and New York: Routledge, 2018. (co-author) [ISBN: 978-1-138-49474-9]
  • The Right to Education Movements and Policies: Promises and Realities, Geneva, Switzerland: NORRAG, 2018. Available at http:// resources.norrag.org/resource/124/the-right-to-education-movements-and-policies-promises-and-realities (co-editor)
  • School Education in India: Quality, Market and the State, Abingdon and New York: Routledge, 2018. (co-editor) [ISBN: 978-1-138-49474-9]

Prof. Padma Sarangapani

  • Preparing to Teach: Elementary Teacher Education at a District Institute, Economic and Political Weekly, 52 (34), 47–55, 2017. (co- author) [ISSN: 2349-8846]
  • Hyderabad’s Education Market. In M. Jain, A. Mehendale, R. Mukhopadhyay, P.M. Sarangapani and C. Winch (Eds.), School Education in India: Market, State and Quality, Abingdon and New York: Routledge, 2018. [ISBN: 978-1-138-49474-9]
  • Institutional Diversity and Quality. In. K. Kumar (Ed.), Routledge Handbook of Education in India: Debates, Practices, and Policies, Abingdon and New York: Routledge, 2018. [ISBN: 978-1-138-09161-0]
  • Market, State and Quality in Indian School Education: New Discursive Regimes and Contestations. In M. Jain, A. Mehendale, R. Mukhopadhyay, P.M. Sarangapani and C. Winch (Eds.), School Education in India: Market, State and Quality , Abingdon and New York: Routledge, 2018. (co-author) [ISBN: 978-1-138-49474-9]
  • Notes on Quality in Education. In M. Jain, A. Mehendale, R. Mukhopadhyay, P.M. Sarangapani and C. Winch (Eds.), School Education in India: Market, State and Quality, Abingdon and New York: Routledge, 2018. [ISBN: 978-113-84-9474-9]
  • Recovering the Practice and Profession of Teaching. In M. Jain, A. Mehendale, R. Mukhopadhyay, P.M. Sarangapani and C. Winch (Eds.), School Education in India: Market, State and Quality , Abingdon and New York: Routledge, 2018. (co-author) [ISBN: 978-1-138-49474-9]
  • School Education in India: Quality, Market and the State, Abingdon and New York: Routledge, 2018. (co-editor) [ISBN: 978-1-138-49474]
  • Teaching Because it Matters: Beliefs and Practices of Government School Teachers in Delhi. In M. Jain, A. Mehendale, R. Mukhopadhyay, P.M. Sarangapani and C. Winch (Eds.), School Education in India: Market, State and Quality, Abingdon and New York: Routledge, 2018. (co-author) [ISBN: 978-113-84-9474-9]

Ms. Jennifer Thomas

  • Book Review: Teaching Learning Resources for School Education, The Indian Journal of Social Work, 78 (4), 726–731, 2017. [ISSN: 0019-5634]
  • Technology Innovations for Language Learning, Language and Language Teaching, 6 (2), 52–54, 2017.


2016-17


Dr. Arindam Bose

  •  Measurement Learning in School and Outside, Proceedings of the 22nd Annual National Congress of the Association for Mathematics Education of South Africa (Volume 1), 124–136, 2016. [ISBN: 978-0-620- 71522-5]

Dr. Meera Gopi Chandran

  • Digital Resources for Teacher Professional Learning: Some Lessons. In D. Nawani (Ed.), Teaching-Learning Resources for School Education, New Delhi: Sage Publications, 2016. [ISBN: 978-93-515-0926-4]

Dr. Amina Charania

  • A Smart Partnership: Integrating Educational Technology for Underserved Children in India, Educational Technology & Society, 19 (3), 99–109, 2016. (co-author)

Prof. Archana Mehendale

  • Right to Child Care in India: ACritical Analysis. In N. Rao (Ed.), Disciplinary Dialogues on Social Change: Gender, Early Childhood and Theatre, New Delhi: Academic Foundation, 2016. [ISBN: 978-9332703483]
  • Towards a Multi-sectoral Legislation for Young Children: History, Opportunities and Challenges. In Alliance for Child Rights (Ed.), Rights to the Youngest: Towards a Legal Framework for Early Childhood Development, Bangalore: Books for Change, 2016.

Dr. Shamin Padalkar

  • Promoting Representational Competence with Molecular Models in Organic Chemistry, Journal of Chemical Education, 93 (6), 994– 1001, 2016. (co-author)
  • Prof. Padma Sarangapani
  • Resources in Teaching Learning: Cognitive and Pedagogic Considerations. In D. Nawani (Ed.), Teaching Learning Resources for School Education, New Delhi: Sage Publications, 2016.

Prof. Ajay Kumar Singh

  • Violence and Schooling: Understanding Children’s Observation, Pedagogy of Learning, 2 (3), 31–37, 2016. [ISSN: 2395-7344]
  • द्वन्द्व, हिंसाऔरबच्चोंकीशिक्षा: सैद्धान्तिकरूपरेखाकीपड़ताल,परिप्रेक्ष्य, 22 (2), 41–68, 2015. [ISSN: 0972-7515]

Ms. Bindu Ramdas Thirumalai

  • Curricular Materials in Early Language and Literacy Classrooms in Karnataka and Maharashtra. In D. Nawani (Ed.), Teaching-Learning Resources for School Education, New Delhi: Sage Publications, 2016. (co-author) [ISBN: 9.78935E+12]

Ms. Jennifer Thomas

  • Interview with Prof. YasmeenLukmani, Language and Language Teaching, 6 (11), 53–58, 2017. [ISSN: 2277-307X]

2015-16


Dr. Arindam Bose

  • Purposefully Relating Multilingual Registers: Building Theory and Teaching Strategies for Bilingual Learners Based on an Integration of Three Traditions. In R. Barwell, P. Clarkson, A. Halai, M. Kazima, J. Moschkovich, N. Planas, M. Phakeng, P. Valero, and M. Villavicencio Ubillús (Eds.), Mathematics Education and Language Diversity: The 21st ICMI Study, Switzerland: Springer International Publishing, 2015. (co-author)
  • A Reflection on Mathematics Education and Language Diversity in PME Conferences. In K. Beswick, T. Muir and J. Wells (Eds.), Proceedings of 39th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4), Hobart, Australia: Psychology of Maths Education, 2015. (co-author).
  • Archaeology of Measurement Knowledge: Implications for School Math Learning. In S. Mukhopadhyay and B. Greer (Eds.), Proceedings of the 8th Annual Conference of Mathematics Education and Society (Vol. 2), Portland, USA: Mathematics Education Society, 2015. (co-author)
  • Students’ Use of their Languages and Registers: An Example of the Socio-cultural Role of Language in Multilingual Classrooms. In A. Halai and P. Clarkson (Eds.), Teaching and Learning Mathematics in Multilingual Classrooms: Issues for Policy, Practice and Teacher Education, Rotterdam: Sense Publishers, 2016. (co-author)

Dr. Amit Dhakulkar

  • Exploring the Transient Phenomena of Electromagnetic Induction. In Proceedings of episTEME 6, Mumbai: Homi Bhabha Centre for Science and Education TIFR, 2015. (co-author)

Dr. Ruchi Kumar

  • From ‘Following’ to Going Beyond the Textbook: Inservice Indian Mathematics Teachers’ Professional Development for Teaching Integers, Australian Journal of Teacher Education, 40 (12), 85–103, 2015. (co-author)
  • Professional Development Workshops for In-Service Mathematics Teachers in India. In B. Sriraman, J. Cai, K. Lee, L. Fan, Y. Shimizu, C.S. Lim, K. Subramaniam (Eds.), The First Sourcebook on Asian Research in Mathematics Education: China, Korea, Singapore, Japan, Malaysia and Others, Charlotte, NC: Information Age Publishers, 2015. (co-author)
  • Teachers’ Construction of Meanings of Signed Quantities and Integer Operation, Journal of Mathematics Teacher Education, DOI: 10.1007/s10857-015-9340-9, 2015. (co-author)

Prof. Archana Mehendale

  • Right to Education and Inclusion in Private Unaided Schools: An Exploratory Study in Bengaluru and Delhi, Economic & Political Weekly, 50 (7), 43–51, 2015. (co-author)
  • Towards a New Education Policy: Directions and Considerations, Economic & Political Weekly, 50 (48), 15–18, 2015. (co-author)
  • A School by Any Other Name, Learning Curve, 25, 56–57, 2016. (co-author)
  • Making Section 12(1) (C) Work: Some Recommendations from Exploratory Work in Bengaluru and Delhi. In State of the Nation: RTE Section 12(1) (c) 2015 Provisional, Ahmedabad: Indian Institute of Management, Central Square Foundation, Accountability Initiative (Centre for Policy Research) and Vidhi Centre for Legal Policy, 2016. (co-author)
  • New Education Policy: Filling Educational Gaps using ICT, The Financial Express, February 1, 2016.
  • Policy Imperatives for Creating Pathways for Digital Learning in Schools, The Economic Times, February 1, 2016.

Dr. Shamin Padalkar

  • Models as Feedback: Developing Representational Competence in Chemistry, Journal of Educational Psychology, 107 (2), 451–467, 2015. (co-author)

Prof. Deepa Sankar

  • Primary Education in Malawi: Expenditures, Service Delivery and Outcomes, Washington, DC: The World Bank, 2016. (co-author)

Prof. Padma Sarangapani

  • Mother Tongues and the Policy of Languages of Instruction in India, Revue Internationale d’education Sevres, 70, 1–15, 2015.
  • Child Soldiers in the Culture Wars, Compare: A Journal of International and Comparative Education, 45 (4), 635–654, 2015.

Prof. Ajay Kumar Singh

  • Education of Urban Children. In Forgotten Voices : The World of Urban Children in India — A Report by Save the Children and PwC, New Delhi : Save the Children, 2015.