Consultation on Teaching, Learning and Disadvantage India International Centre, New Delhi (India) 11 August 2016 Professor Pauline Rose REAL Centre, University of Cambridge #ImpactLessons #REALTeach

The Impact Initiative for International Development Research aims to increase the research uptake and impact of two programmes funded through the ESRC-DFID Strategic Partnership: What is the Impact Initiative? Poverty Alleviation Research (Total=18) Raising Learning Outcomes in Education Systems Research (N=19) Call 1: Effective Teaching (Total=11: India=3) Call 2: Challenging Contexts (Total=8: India=3) Education Theme (N= 37)

Thematic focus of all education projects (37 studies)

Thematic focus in India (6 studies)

QuantitativeMixed-Methods Qualitative Constructing a Global Framework for Analysis of Social Exclusion From and Within Learning Systems Improving school governance and learning outcomes at scale: A randomized evaluation of the Madhya Pradesh School Quality Assessment program Education systems, aspiration and learning in remote rural settings Literacy development with deaf communities using sign language, peer tuition, and learner-generated online content Multilingualism and Multi-literacy: Raising learning outcomes in challenging contexts in primary schools across India Learning outcomes and teacher effectiveness for children facing multiple disadvantages, including those with disabilities: India and Pakistan Mapping methodology approaches of 6 projects in India

Identifying impact for the Impact Initiative

Teaching Effectively All Children (TEACh): India and Pakistan Understand how markers of social disadvantage, such as disability, poverty, result in children not learning in primary schools Identify effective teaching strategies to raise learning outcomes

QuantitativeQualitative State/province Haryana in India Punjab in Pakistan ↓ In each country: District3 per state/province ↓ Village10 per district ↓ Household and school 30 households 1 government school per village (2 if single sex schools) 6 schools Total estimated sample for each country 900 households 1200 children aged schools 36 classroom observations 18 teacher interviews Mixed methods approach

LocationKey informantInformation Collected HouseholdsMother Household characteristics Disability identification Learning assessment for children aged 8-12: literacy, numeracy; self and peer relations; non-verbal reasoning Child time use Parental attitudes Literacy of mothers Primary schoolsStudents in grades 3-5 Learning assessment (as for households): beginning and end of school year Basic information on children’s background Detailed information on school characteristics Primary schoolsTeachers: Survey Teacher background Professional development (pre- and in-service training) Experience and attitudes towards teaching children from disadvantaged backgrounds, especially those with disabilities Job satisfaction and motivation Quantitative methods

LocationKey informantInformation Collected Issues of ability, disability, disadvantage and low achievement: Primary schools Teachers Understanding issues of diversity Practices teachers adopt to address student diversity Teacher perceptions of school conditions which support or impede their teaching Primary schools Classroom observations Teacher sensitivity and responsiveness to learning needs Children’s engagement and participation in the lesson Teaching practices and resources used Primary schools Children Innovations in learning assessment: tactile non-verbal reasoning; peer and self-relations Block, District and State Eg: Inclusive Education Resource Teachers Teacher trainers at DIET State policymakers Understanding of issues around diversity Types of support provided to schools and teachers Qualitative methods

What evidence exists on strengthening learning and teaching for the most disadvantaged in India’s primary schools? What advice would participants give for those designing research in this area? How can evidence on the topic best be communicated to stakeholders – and which stakeholders? #ImpactLessons #REALTeach Key questions for consultation