Dr. Mythili Ramchand's research interests are in the areas of philosophy of education, initial teacher preparation, inclusive education from a social justice perspective and mediation of resources in teaching learning process. Over the dozen research studies that Mythili has led, she has extensively used Participatory Action Research, Multimethod surveys and case study approach. Four of the studies were Evaluation/Impact assessment of large scale Government/NGO driven projects in elementary schools.

On-going research

• Connected Learning and Research on Inclusive Education (PI) - Studying preparation and needs of educators for inclusive education and building capacities of faculty of education. Ongoing – Funded by Cognizant Foundation
• Connected Learning for STEM (Lead for knowledge transfer) - Global South-South collaboration among CETE TISS Mumbai, IBBUL Nigeria, OUT Tanzania, Samtse College Bhutan that aims at developing the capacity of middle and secondary teachers (Newly Qualified Teachers ) in mathematics and science and with relevance to Initial Teacher Education (ITE) programmes. The project involves the use of curated and adapted high quality locally relevant, interactive Open Education Resources (OERs), through knowledge transfer of Connected Learning Initiative (CLIx) for faculty of education. Ongoing - Funded by the International Development Research Centre (IDRC)
• Longitudinal Study of Teacher Education (LiSTEn) (Co-PI) - This is a research on the teacher education programme offered by the Centre of Excellence in Teacher Education. Key focus areas of the study are teacher identity formation, development of expertise and pedagogic content knowledge and socialization of student teachers into the profession. The study will follow a sample of student teachers enrolled in the programmes through the years of their preparation and into their initial years of teaching.

Studies Completed

●Re-imagining teacher education  – A comparative study of initial teacher education across BRICS countries in collaboration with University of Sussex. On going - Funded by Ministry of Human Resources Development, Government of India under SPARC

●Pedagogical Content Knowledge of Science in the Teacher Education Sector - A Developmental and Research Project. 2017. Funded by Educational Research and Innovations Committee, NCERT, New Delhi

● Diversity and Inclusion in Classrooms - Karnataka Context; In collaboration with DSERT and Seva in Action. 2015. Funded by UNICEF

● A Status Study of Pre-Service Elementary Teacher Education (D.Ed) in Karnataka. 2010. Commissioned by Karnataka Knowledge Commission

● Nature and Extent of use of ICTs in Classrooms. 2010. Commissioned by SSA

● Survey and Study of Current Status of Select D.Ed Colleges in Karnataka. 2009. Funded by Sir Ratan Tata Trust, Mumbai

● Evaluation of the Computer Assisted Programme implemented by Azim Premji Foundation in 20 rural schools near Bangalore. 2009. Commissioned by Quest Alliance

● Evaluation of Educational Leadership and Management Training Programme of Azim Premji Foundation, in collaboration with Institute of Social and Economic Change (ISEC),Bangalore. 2009. Commissioned by ISEC

● A research study based on the 2006-07 Performance Reports of Karnataka School Quality Assessment Organisation. 2008. Commissioned by the Government of Karnataka.

Select Publications

Journal Articles

• Ramchand, M. (2022). Pedagogic Content Knowledge of Science: A Framework for Practice and Construct for Understanding Teacher Preparation. Contemporary Education Dialogue. 19(2):281-303.  DOI: 10.1177/09731849221083063
• Ramchand, Mythili. (2021). Conceptions, perceptions and practices of inclusive education in schools in Karnataka (India): moving beyond normative prescriptions and blame-game. International Journal of Inclusive Education. DOI: 10.1080/13603116.2021.1965803
• Venkatesh Murthy, C.G & Ramchand, M. (2020). Elementary Education in India: A Review of Research. Indian Educational Review. July 2020.

Working Papers

• CETE (2023) Governance and Regulations of Teachers
  and Teacher Education: a Policy and Practice Brief 2(2). Centre
  of Excellence in Teacher Education, Tata Institute of Social
  Sciences, Mumbai. https://tiss.edu/view/6/mumbai-campus/centre-of-excellence-in-teacher-education/publications-blogs/
• Ramchand, Mythili. (2021). Schooling the Urban Poor: Engaging with Teachers. Education and the Urban in India: Working Paper Series 13. Max Weber Stiftung. https://doi.org/10.25360/01-2021-00007
• Centre of Excellence in Teacher Education (2021) Professional Standards Setting Body for
  Teachers and Teaching: a White Paper. Tata Institute of Social Sciences, Mumbai

Books

• Ramchand, M., Khunyakari, R., & Bose, A. (Eds.). (2023). Learning Without Burden: Where Are We a Quarter Century After the Yash Pal Committee Report. Routlede India
• Padalkar, S., Ramchand, M., Shaikh, R., & Vijaysimha, I. (2022). Science Education: Developing Pedagogical Content Knowledge. Taylor & Francis.

Book Chapters

• Khunyakari, R., Ramchand, M., & Bose, A. (2023). Unpacking the Construct of Burden in Ramchand, M., Khunyakari, R., & Bose, A. (Eds). Learning without Burden. London: Routledge. Chapter 1, pp: 1-32.
• Takker, S., & Ramchand, M. (2023). Initial teacher education: Possibilities and limits of curriculum reform in Ramchand, M., Khunyakari, R., & Bose, A. (Eds). Learning without Burden. London: Routledge. Chapter 3, pp: 57-80.
• Ramchand, M., Khunyakari, R., & Bose, A. (2023). Reflections on the Impact: Key Take-aways from the Interviews of Two Members of the National Advisory Committee in Ramchand, M., Khunyakari, R., & Bose, A. (Eds). Learning without Burden. London: Routledge. Chapter 16, pp: 346-416.
• Ramchand, M., Chandran, M., Rai, R., & Vithanapathirana, M. (2023). School Practicum Experience in Initial Teacher Education during Times of Disruptions: The Case of Bhutan, India and Sri Lanka. In Uma Pradhan, Karen Valentin and Mohini Gupta (Eds). Rethinking Education in the Context of Post-Pandemic South Asia (pp. 199-214). London: Routledge.
• Ramchand M. (2020) Learning to Teach: Initial Teacher Education in South Asia. In: Sarangapani P., Pappu R. (eds) Handbook of Education Systems in South Asia. Global Education Systems. Springer, Singapore. https://doi.org/10.1007/978-981-13-3309-5_30-1
• Ramchand, M. (2020). Teacher Preparation for Inclusion: Potential and Challenges. In Bhan, S (Ed). Accessibility: Barriers and Solutions. New Delhi: Renova
• Ramchand, M. (2016). Teaching Learning resources in Pre-Service Teacher Education Sector. Chapter 21 in Disha Nawani (Ed). Teaching-Learning Resources for School Education. Sage. New Delhi. pp: 351-365

Reports

• CETE (2023). The Right Teacher for Every Child. State of Teachers Teaching and Teacher Education for India Report 2023. Tata Institute of Social Sciences, Mumbai.  https://tiss.edu/uploads/files/SOTTTER_23_final_version.pdf
• CETE. (2023). Teacher supply demand: A review of the literature. Background
  paper 7: State of Teachers, Teaching and Teaching Education Report 2023.  https://www.tiss.edu/uploads/files/SoTTTER-23_BP7_Literature-Review.pdf
• Sarangapani P, Thirumalai B, Ramanathan A, Kumar R & Ramchand M. (2021). No Teacher, No Class: State of the Education Report for India. New Delhi: UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000379115
• Cross, S., Adinolfi, L., Charania, A., Wolfenden, F., Ramchand, M., Sen, S et al., (2021). Teachers’ professional learning during and after Covid: A role for open digital badges.
• Mehendale, A; Velugu, B; Ramchand, M & Sawhney, S. (2019). Status of Education of children with disabilities in India. New Delhi: UNESCO

Book Reviews

• Ramchand M. N. Mythili, Women in School Leadership. SAGE Publications, 2019, 260 pages, ₹850.00. ISBN: 9789353283780 (Hardback). Contemporary Education Dialogue. 2022;19(2):309-314. doi:10.1177/09731849221109107
• Ramchand, Mythili. (2021). David Scott, On Learning - A general theory of objects and object-relations.,2021, 286 pp., available for free download from www.uclpress.co.uk (CC BY-NC 4.0), ISBN 978-1-80008-000-3 . Educational Review. DOI:10.1080/00131911.2021.2010342
• Ramchand, M. (2020). Psychology of Learning for Teachers: Preparing for Classroom Inquiry. Language and Language Teaching. 9 (17).

Completed Projects

● Global teacher education policies and practices for equitable and quality education: Collaboration between University of Sussex, NIEPA, AUD & JMI for module development for educators. Ongoing – Awarded the Going Global Partnerships Collaborative Grant, British Council

● District Education Resource Centre (DERC): Setting up educational resource centres and strengthening research capabilities of faculty of education of DIETs. Ongoing – Commissioned by Department of School Education Research and Training, Government of Karnataka

●  All Round Improvement in School with Support from the Tech Mahindra Foundation (TMF): A multi-pronged effort to build capacities of head teachers, teachers and improve learning levels of children in four primary schools run by the Bruhat Bengaluru Mahanagara Palike. 2015-2018. Commissioned by Tech Mahindra Foundation 

● Implementing inclusive education in D.Ed colleges: A collaborative project with DSERT & Seva-in-Action. 2014-16. Funded by UNICEF
Localisation and translation of elementary OERs of TESS India. 2015. Funded by British Council
● Master Resource Persons’ orientation towards revised pre-service elementary teacher education curriculum. 2013. Funded by DSERT
● Synergy between D.Ed colleges and Schools: Research based intervention programme. 2011. Funded by DSERT
● Pre-service Elementary Teacher Education in Karnataka: A series of intervention Programmes targeting D.Ed colleges, as part of KEN. 2009-2013. Funded by Sir Navajbai Tata Trust, Mumbai

Curriculum and Material Development

● Series editor along with Nishevita Jayendran for the B.Ed textbook series of eight volumes titled Principles-based Adaptive Teaching. New Delhi: Routledge. Ongoing
● Designed and offered a course on Practitioner Research for Teacher Educators in collaboration with TISS-APSoE Hyderabad, NIAS Bangalore and DoE University of Mumbai. Funded by ICSSR. 2021
● Core committee member for designing 4-year integrated teacher education curriculum for Tata Trusts
Co-authored/authored for DSERT: Hand Book for teacher educators, Manual of practice in teaching and internship; Manual on Assessment of student teachers; Source book units for student teachers: Introduction to Education, Inclusive education, Curriculum and learning, Education for Peace and Facilitating Learning of Science.  2013-15
● Authored five units for elementary English for Teacher Education School Based Support (TESS India), an initiative of Open University UK. 2012-14

Present teaching assignments

Philosophy of Education, Inclusive Education and Teacher Education