01837    a2200361   4500001001100000005001700011008004100028020001800069037003600087040000700123041000800130072001600138072001500154072001500169072001400184072001300198072001300211072002100224072002100245072002100266072002100287072001900308100001600327245007300343250000600416260003200422300001000454520092500464700002201389700002401411700002501435999001501460113858010420250317100418.0250312042018GB        50           eng    a9781138580107  bTaylor & FranciscGBP 46.99fBB  a01  aeng7 aJNLB2thema7 aJNA2thema7 aJNT2thema7 aJNLB2bic7 aJNA2bic7 aJNT2bic7 aEDU0100002bisac7 aEDU0430002bisac7 aEDU0110002bisac7 aEDU0000002bisac7 a372.9512bisac1 aNirmala Rao10aTeaching in Primary Schools in China and IndiabContexts of learning  a1  aOxfordbRoutledgec20180314  a224 p  bThis book compares primary education in urban and rural China and India. It focuses on how the sociocultural context including educational policy, educators and parents’ beliefs, and the conditions under which teaching and learning occur shape classroom pedagogy and determine children’s attainment. This in-depth, authentic, comparative analysis of the two largest educational systems in the world is a must-read for scholars interested in the teaching and learning in these two rapidly developing Asian cultures. A common set of questions has been addressed in diverse contexts. The empirical work on which this book is based is most impressive – videotaping of mathematics and language lessons, interviews with parents and educators questionnaires with parents, teachers and children and tests of children’s mathematics attainment – and this done in 3 locations in China, 3 in India and 12 schools in total.1 aEmma Pearson4A011 aKai-ming Cheng4A011 aMargaret Taplin4A01  c3112d3112