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Padma M. Sarangapani is an Indian academic. She is professor and chairperson at the Centre for Education Innovation and Action Research at the Tata Institute of Social Sciences (TISS), Mumbai. Her work in the field of education spans across curriculum building, teacher education and education policy making.

Education
Prof. Sarangapani has an M.Sc. in Physics from the Indian Institute of Technology, Chennai, and an M.Phil. (Critique of primary school mathematics curriculum from a Piagetian perspective, 1990) and PhD in Education from the University of Delhi.

Articles
“A way to explore Children’s Understanding of Mathematics”, Issues in Primary Education, 2(2), July-Sept, 2000.
 * “Comparative Education in India: Why it is missing and why we need it.” In Journal of Education Planning and Administration 244: 363-378. 2010.
 * "Is Education News” in Economic and Political Weekly 46(42):69-76. With Vidya K.S. 2011.
 * “Quality Concerns the Extra National Dimension” in Contemporary Education Dialogue 7(1):41-57. 2010.
 * Quality, feasibility and desirability of low cost private schooling: what is the evidence? in Economic & Political Weekly, 44(43), 24 October, 67–69. 2009.
 * “Response to Tooley, Dixon and Gomathi” in Oxford Review of Education 36(4): 499 — 515, 2010. with C. Winch.
 * “Soft Disciplines and Hard Battles” in Contemporary Education Dialogue 8(1):67-84. 2011.
 * “The Open Classroom and its Critics” in Concerns, Conflicts and Cohesions: Universalization of Elementary Education in India Preet Rustagi, (New Delhi: Oxford University Press), pp 191-209, 2009.
 * “Classics with Commentary: The Tyler Paradox” Contemporary Education Dialogue 4(1):119-141. 2006.
 * “History of the quality debate” Contemporary Education Dialogue 2(1): 30-52—Also an invited paper submitted as a part of the Global Monitoring Report of the UNESCO EFA 2005, reprinted in CED. With Krishna Kumar.
 * “Childhood and Schooling in an Indian Village”, Childhood 10(4):403-418, Nov 2003. reprinted in Playing for Real: Hindu Role Models, Religion and Gender Edited by J S Hirst and L Thomas (New Delhi: Oxford University Press) 2004, pages81-101.
 * “Universities: The Invisible Dimension of Elementary Education” in Transformative Links between Higher and Basic Education: Mapping the Field, Karuna Chanana, (New Delhi:Sage) 2004, pp 95-107.
 * “Childhood and schooling in an Indian village” in Playing for real: Hindu role models, religion and gender J S Hirst and L Thomas, New Delhi: Oxford University Press, 2004.
 * “Aided programmes or guided policies? The DPEP in Karnataka” Economic and Political Weekly 38(32): 3401-3408, 2003, with A.R. Vasavi.
 * “Indigenising Curriculum: Questions posed by Baiga Vidya”, Comparative Education 39(2):199-209, ( May 2003).
 * Contributions to Prashika, R.K. Agnihotri, S. Shukla and New Delhi: Ratna Sagar, 2000.
 * “The Child’s Construction of Knowledge” in Socialization in the Indian Setting: theory, research and applications T.S. Saraswathi (New Delhi: Sage) 1999.
 * “Piaget’s Theory: going back in order to go forward” Indian Educational Review 35(2):1-27 1999.
 * “Self in Relation to Work: perceptions of children in an North Indian village” at ‘Rethinking Childhood’, Proceedings of the International Conference, Institute for Development Research, Bondy, France, November 2000.

Books

 * Source Book on Assessement for Classes I-V: Mathematics (New Delhi: National Council for Educational Research and Training) 2008. (Book writing team)