4 extractive question-and-answer pairs built from An Analytical Study of Teachers’ Insights on the Integration of Ethnocultural Perspectives in Indian Education | Voices of Teachers and Teacher Educators, published by ejournals.ncert.gov.in. Source-evidenced topics include ethnocultural perspectives, inclusive pedagogy, cultural responsiveness, professional development, curriculum reform, culturally relevant teacher education, inclusive schooling, marginalized populations. Every answer is a verbatim span of text the source prints, and each row carries the passage it sits in, its offset in that passage, the source quote, the page and the location in the document, so any row can be checked against the original. Question types in the export: 3 factual, 1 relationship. 1 of the 4 pairs (25.0%) ask explanatory questions; the remaining 3 are factual or table-based questions. 100.00% of rows pass the corpus quality gate.
This dataset explores teachers' perspectives on integrating ethnocultural views into Indian education, focusing on inclusive schooling, professional development, and curriculum reform. It includes four question-and-answer pairs derived from a study published by NCERT. The dataset highlights the importance of identity-affirming practices for marginalized students, the reliability of a perception scale, and demographic details of surveyed teachers. The questions range from factual to explanatory, providing insights into the role of ethnocultural practices in education.
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# One-time install: pip install desidata
# Set DD_TOKEN in your environment first (create a free token in Profile & settings).
import desidata
df = desidata.load("ejournals-ncert-gov-in-5586fe0090b37af160663758a02872de")
df.head()First 4 of 4 rows
| question | answer | context | answer_start | question_type | knowledge_quality_score | source_document | source_quote | source_page | source_location | confidence | validation_status |
|---|---|---|---|---|---|---|---|---|---|---|---|
| What is the potential benefit of integrating ethnocultural views in inclusive schooling? | identity-affirming, especially among students who belong to historically marginalized populations | The potential of integrating the ethnocultural views is especially strong concerning inclusive schooling that is identity-affirming, especially among students who belong to historically marginalized populations. These results have policy, teacher-training, and teaching-curriculum implications in the pluralistic setting in education | 113 | relationship | 0.970 | https://ejournals.ncert.gov.in/index.php/vtte/article/view/5042 | The potential of integrating the ethnocultural views is especially strong concerning inclusive schooling that is identity-affirming, especially among students who belong to historically marginalized populations. | p[0] | 0.700 | valid | |
| What was the reliability coefficient of the Perception Scale on Ethnocultural Practices? | Cronbach’s alpha = 0.755 | The Perception Scale on Ethnocultural Practices (PSEP), a researcher-designed scale with 18 items that are structured into three dimensions – Understanding of Ethnocultural Perspective, Perception of Pedagogical Approaches, and Personal Engagement with Ethnocultural Perspectives – was utilized. An acceptable reliability coefficient (Cronbach’s alpha = 0.755) was produced by estimates of internal consistency. The results of the analysis showed significant disparities in ethnocultural perception with gender, type of school, and stream of teaching. In such a way, the study focuses on the necessity of special programmes of professional development, curriculum reform, and culturally relevant teacher education in order to reduce perception deficits and foster fair educational settings. | 335 | factual | 0.490 | https://ejournals.ncert.gov.in/index.php/vtte/article/view/5042 | An acceptable reliability coefficient (Cronbach’s alpha = 0.755) was produced by estimates of internal consistency. | p[0] | 0.700 | valid | |
| How many items that are structured into three dimensions – Understanding of Ethnocultural Perspective, Perception of Pedagogical Approaches, and Personal Engagement with Ethnocultural Perspectives – was utilized? | 18 | The cohort of participants was ethnically diverse and covered the fields of gender, school system, and subject area. The Perception Scale on Ethnocultural Practices (PSEP), a researcher-designed scale with 18 items that are structured into three dimensions – Understanding of Ethnocultural Perspective, Perception of Pedagogical Approaches, and Personal Engagement with Ethnocultural Perspectives – was utilized. An acceptable reliability coefficient (Cronbach’s alpha = 0.755) was produced by estimates of internal consistency. | 206 | factual | 0.370 | https://ejournals.ncert.gov.in/index.php/vtte/article/view/5042 | The Perception Scale on Ethnocultural Practices (PSEP), a researcher-designed scale with 18 items that are structured into three dimensions – Understanding of Ethnocultural Perspective, Perception of Pedagogical Approaches, and Personal Engagement with Ethnocultural Perspectives – was utilized. | p[0] | 0.800 | valid | |
| How many teachers working in government and private schools of Patna district, Bihar? | 168 | As India is a diverse socio-cultural country, the research focused on how teachers in an educational setting use cultural symbols and communal knowledge as part of their teaching in a homogeneous classroom environment. A descriptive survey design has been employed, and data collected on 168 teachers working in government and private schools of Patna district, Bihar. The cohort of participants was ethnically diverse and covered the fields of gender, school system, and subject area. | 288 | factual | 0.370 | https://ejournals.ncert.gov.in/index.php/vtte/article/view/5042 | A descriptive survey design has been employed, and data collected on 168 teachers working in government and private schools of Patna district, Bihar. | p[0] | 0.800 | valid |
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