7. Conclusions
The chapter argued that the adoption of the theory-
practice model in Anglo-Indian schools is a necessary
condition for the growth and reform of Anglo-Indian
schools. It described the theory-practice model which
integrated the findings of the historical evidence in
chapters one to four and the field study in chapters
seven and eight. The model was based on the work of
educationists and classroom observation.
The chapter supported the argument that the classroom-
based curriculum development in the theory-practice model
would encourage the processes of review, evaluation,
accountability and appraisal in Anglo-Indian schools.
The chapter further argued that the model systematically
identified strategies to raise achievement levels for
Anglo-Indian students. The model will be faced with
passive resistance to innovation. There will be teachers
who are disinclined or uncommitted to become involved in
Action Research or Case Studies. If, this happens and
Anglo-Indians continue to fail in his/her classroom, the
teacher will have to consider the issue of offering
unequal opportunities for learning to Anglo-Indians.
The chapter supported the argument that the model was
flexible and could be further developed and modified by
teachers doing Action Research or Case studies.
Implementing the model would create new demands for
teachers. In other words, would the model benefit the
Anglo-Indian students, and can the model fit into an
existing teaching programme?
The chapter offered teachers clear and practical ideas
for implementing the model. The model can fit into an
existing curriculum programme. It is not unrealistic
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