Research Publications

The Reflective Learner: Seeing ‘Missed Takes’ in Mistakes
Why do students make mistakes? Is there a way of exploring their work beyond just ‘right’ and ‘wrong’? What is the hidden takeaway (missed take) in every mistake, for a student as well as a teacher? Here, you will find four accounts of teachers who examined such questions and effected a turnaround in the way that their ‘struggling’ students began to approach subjects like English and Mathematics.
Neeraja Raghavan
How Can Action Research Sustain Systematic and Structured Thinking in Participating Teachers?
Action Research (AR) has been used worldwide as a professional development tool, especially for teachers. The fundamental premise of this work is that the Action Research Framework of Plan-Act-Observe-Reflect is aligned with systematic and structured thinking, lending itself as it does to enquiry, analysis, hypothesis and problem-solving of organisational issues. Through structured interviews with four teachers (three Mathematics, one Science) who had engaged in AR approximately a year prior to this research, this paper serves to explore possible outcomes of AR by posing questions such as: When teachers have conducted AR to address one or more of their day-to-day practices, does (or how can) their engagement with AR enable teachers to think systematically about and analyse critically any other issues—for a significant period thereafter? Does/how can the engagement with a sequential framework like AR empower them to sustain this structured way of thinking and acting a year or so after their AR is completed?
Neeraja Raghavan
Teaching Tales, Learning Trails (2018)
This is a set of ten stories based largely on events that actually unfolded – ‘fictionalised fact’ – followed by rich discussions between groups of stakeholders, as they reflect on the questions raised by these stories.
Neeraja Raghavan, Vineeta Sood and Kamala Anilkumar
Karanam Bhaskar & Neeraja Raghavan (2017) – BRINGING EXCITEMENT INTO CHEMISTRY THROUGH ACTION RESEARCH
Poster presented at EPISTEME7 (https://episteme7.hbcse.tifr.res.in/) held at Homi Bhabha Centre for Science Educaiton, Mumbai – Paper available here Paper Bhaskar
Reshma Kiran (2017) – ENLIVENING THE TEACHING AND LEARNING OF CHEMISTRY Poster presented at EPISTEME7 (https://episteme7.hbcse.tifr.res.in/) held at Homi Bhabha Centre for Science Educaiton, Mumbai – Paper available here Reshma Kiran Paper
Kanchana Suryakumar, Hema Gowda and Shubha Venkatraman (2017) – ACTION RESEARCH ON MIXED AGE GROUP (MAG) CLASSES FOR MATHEMATICS IN MIDDLE SCHOOL – Poster presented at EPISTEME7 (https://episteme7.hbcse.tifr.res.in/) held at Homi Bhabha Centre for Science Educaiton, Mumbai – Paper available here Mixed Age Group Action Research_final
Teaching Archimedes Principle to sixth graders without teaching mass, density, pressure, volume or buoyancy
Neeraja Raghavan TEACHING SCIENCE, Vol 63, No: 3, September 2017, pp. 39-48 TS 63-3 article – Teaching Archimedes principle2
The Reflective Teacher: Case Studies of Action Research
Neeraja Raghavan, Contributing Editor Vineeta Sood
Published by Orient Blackswan in 2015
Teacher empowerment through action research
Ratna Singamsetty, Neeraja Raghavan, 2015
Presented at the epiSTEME 6 conference at Homi Bhabha Centre for Science Education, Mumbai in December 2015