ABSTRACT
This chapter begins with a summary interpretation of the dominant research approach, unpacking implicit assumptions within some of the leading publications in the field. The chapter then shifts to an examination of the approach to researching educational change in three low- and lower-middle-income country systems. The intention with the three cases is not to make a contribution to comparative education but rather to highlight the differences in approach to educational change from the Global South and to suggest how this scholarship can enrich the field as a whole. By the mid-2000s, there was an emerging consensus that simple, effective, low-cost approaches to educational change were needed for India. One part of the policy/research community began searching for answers from experimental research undertaken in India. The Pratham models, named from the organization that spearheaded the experimental research, are referred to as the "teaching at the right level" (TaRL) approach.
