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Articles 1 - 30 of 38
Full-Text Articles in Education
Teachers’ And Parents’ Perspective As How The Social Environment Of Immediate Vicinity Can Affect The Academic Learning Of A Child 4-6 Years Age Group, Salma Amin Rattani, Deedar Shah
Teachers’ And Parents’ Perspective As How The Social Environment Of Immediate Vicinity Can Affect The Academic Learning Of A Child 4-6 Years Age Group, Salma Amin Rattani, Deedar Shah
School of Nursing & Midwifery
In the process of human development environment plays a pivotal role. At the age of 4 -6 years, children's immediate vicinity expands from home to school and in his social environment parents and teachers play a vital role. Therefore, in this study which was conducted in Phander district Ghizer, Northern areas; of Pakistan, employing descriptive research design five parents and five school teachers were enrolled. Participants shared their definition and understanding about social environment and immediate vicinity and its effects on academic learning. This research is part of Advanced Diploma in Human Development: Early Child Development Programme, Aga Khan University. …
Communities Of Practice And Teacher Development – Lessons Learnt From An Educational Innovation In Pakistan, Sajid Ali
Institute for Educational Development, Karachi
Communities of Practice (CoP) is a novel idea that highlights the importance of informal learning and working groups in an organization. Organizations need to nurture informal spaces of learning so as to enhance overall organizational success. This article builds on this idea and applies it to educational context of Pakistan, particularly towards the issue of teacher training. The paper presents the example of an educational improvement programme in KPK province of Pakistan titled ‘Primary Education Project – Improvement of the Learning Environment (PEP-ILE)’. It is highlighted that PEP-ILE created cluster based training model around subject areas. Such configuration allowed for …
Gender Roles And Their Influence On Life Prospects For Women In Urban Karachi, Pakistan: A Qualitative Study, Tazeen S. Ali, Gunilla Krantz, Raisa Gul, Nargis Asad, Eva Johansson, Ingrid Mogren
Gender Roles And Their Influence On Life Prospects For Women In Urban Karachi, Pakistan: A Qualitative Study, Tazeen S. Ali, Gunilla Krantz, Raisa Gul, Nargis Asad, Eva Johansson, Ingrid Mogren
School of Nursing & Midwifery
BACKGROUND: Pakistan is a patriarchal society where men are the primary authority figures and women are subordinate. This has serious implications on women's and men's life prospects.
OBJECTIVE: The aim was to explore current gender roles in urban Pakistan, how these are reproduced and maintained and influence men's and women's life circumstances.
DESIGN: Five focus group discussions were conducted, including 28 women representing employed, unemployed, educated and uneducated women from different socio-economic strata. Manifest and latent content analyses were applied.
FINDINGS: TWO MAJOR THEMES EMERGED DURING ANALYSIS: 'Reiteration of gender roles' and 'Agents of change'. The first theme included perceptions …
The Unforgettable Experience Of A Workshop On Pythagoras Theorem, Salima Shahzad Arwani
The Unforgettable Experience Of A Workshop On Pythagoras Theorem, Salima Shahzad Arwani
Institute for Educational Development, Karachi
No abstract provided.
Understanding The Evolving Roles Of Improvement–Oriented High School Teachers In Gilgit-Baltistan, Takbir Ali
Understanding The Evolving Roles Of Improvement–Oriented High School Teachers In Gilgit-Baltistan, Takbir Ali
Institute for Educational Development, Karachi
In this paper the author presents a framework for understanding how improvement-oriented high school teachers’ accounts of change experiences portray their evolving roles as change agents in school reform. The data on which this paper is based come from a one-year long in-depth study (doctoral thesis research project) in which the author set out to investigate how improvement-oriented teachers pursue important changes in the realm of classroom, school and community; how the teachers-initiated changes can be characterized; and how the teachers’ roles evolve with their change practices. The researcher employed qualitative case study methodology, using in-depth interviews, classroom observations, post-observation …
Salam Teacher, Sultan Alam
Salam Teacher, Sultan Alam
Professional Development Centre, Gilgit
No abstract provided.
Exploring Leadership Practices In Rural Context Of A Developing Country, Ali Nawab
Exploring Leadership Practices In Rural Context Of A Developing Country, Ali Nawab
Professional Development Centre, Chitral
The success or failure of any institution has closely been linked with the leadership practices exercised in the institution. Whereas the number of private schools is rapidly increasing in the rural context of Pakistan, the leadership practices of these institutions are interesting and timely questions to ponder upon. Drawing upon the data of a qualitative case study, this paper discusses the leadership practices in a private school in rural Pakistan. It is found that the school leaders in this context have still traditional approach to leadership with little possibilities of shared or distributed leadership. Since the private schools are owned …
Developing Child Friendly Environment In Early Childhood Education Classroom In Pakistan, Khush Funer Murtaza
Developing Child Friendly Environment In Early Childhood Education Classroom In Pakistan, Khush Funer Murtaza
Professional Development Centre, Gilgit
Among all levels of education, Early Childhood Education and Development (ECEd) is considered to be the most critical level for social (relationship to others), emotional (self-image and security), cognitive (thinking and reasoning) and physical development of children. Therefore, the teachers of early years need to play a significant role in the teaching and learning process through providing a friendly environment in their schools. The study employed a case study approach. Information was gathered through a combination of methods, which included classroom observations, field notes, document analysis, focus group and semi structured interviews. The focus group participants and the interviewees were …
Do Teachers Learn In School Contexts? Some Perspectives From Pakistan, Ayesha Bashiruddin
Do Teachers Learn In School Contexts? Some Perspectives From Pakistan, Ayesha Bashiruddin
Institute for Educational Development, Karachi
No abstract provided.
Role Of Head Teachers In Managing The Forces Emanating From The External World Of Schools In Gilgit-Baltistan Of Pakistan, Mola Dad Shafa
Role Of Head Teachers In Managing The Forces Emanating From The External World Of Schools In Gilgit-Baltistan Of Pakistan, Mola Dad Shafa
Professional Development Centre, Gilgit
This paper reviews the nature and intensity of some external forces that shape and re-shape headteachers’ school improvement efforts in the mountainous and rural Gilgit-Baltistan of Pakistan. The external forces emanating from the outside world of the schools are categorized under three themes: divisions within the school community, influences of the district office, and issues of communication with parents. The divisions within the school community were clear and deep. The major divisions included the uneven socioeconomic levels, the various tribal systems, the sense of local and non-locals, and the different religious denominations. The challenges related to the District Office were: …
What Works In Education In Pakistan, And Why? The Case Of Pdcn’S Whole School Improvement Program In Gilgit-Baltistan Of Pakistan, Mola Dad Shafa, Darvesh Karim, Sultan Alam
What Works In Education In Pakistan, And Why? The Case Of Pdcn’S Whole School Improvement Program In Gilgit-Baltistan Of Pakistan, Mola Dad Shafa, Darvesh Karim, Sultan Alam
Professional Development Centre, Gilgit
This inquiry is part of a country-wide study conducted to explore What Works in Education in Pakistan, and Why? The Whole School Improvement Programme (WSIP) of Aga Khan University-Professional Development Center, North (AKU-PDCN) offered in Gilgit-Baltistan is one of the seven cases chosen based on its best practices in teacher professional development and school improvement in the mountainous and rural Gilgit-Baltistan of Pakistan. Three schools representing the public, private and AKESP systems were selected for this study. The findings emanating from the three cases have been structured and discussed under the themes of „Teachers Professional Development,‟ „School-Community Relations,‟ „Monitoring and …
The Possibilities And Challenges Of Multigrade Teaching In Rural Pakistan, Ali Nawab, Salima Rahim Baig
The Possibilities And Challenges Of Multigrade Teaching In Rural Pakistan, Ali Nawab, Salima Rahim Baig
Professional Development Centre, Chitral
In rural Pakistan instruction frequently occurs in multigrade settings where, due to lack of teachers and space, two to three teachers teach six classes. Manyteachers lack the knowledge and skills to manage multigrade classes effectively as they have been trained for single-grade teaching. Thisqualitative study was conducted to explore the possibilities and challenges of implementing multigrade course strategies in four project schools. Based on the findings of the study, this paper argues that multigrade courses have positive impact upon the teaching learning practices of schools. However, government has to play a key role in sustaining the implementation and impact of …
Influence Of Teacher-Student Interactions On Kindergarten Children’S Developing Gender Identity Within The Pakistani Urban Classroom Culture, Almina Pardhan
Influence Of Teacher-Student Interactions On Kindergarten Children’S Developing Gender Identity Within The Pakistani Urban Classroom Culture, Almina Pardhan
Institute for Educational Development, Karachi
In the current global push to explore the diverse and complex ways in which the school culture contributes to the shaping of young children's gender identity, early childhood teachers’ role in this process is an area of concern which has received limited attention. Furthermore, the schooling experiences of early years children in developing world contexts such as Pakistan remain largely absent. As such, this article discusses findings from a study investigating the role of women teachers’ practice in the construction of children's gender identities in the kindergarten classroom culture of one urban co‐education school in the highly gender‐segregated Pakistani context. …
Understanding How Practices Of Teacher Education In Pakistan Compare With The Popular Theories And Narrative Of Reform Of Teacher Education In International Context, Takbir Ali
Institute for Educational Development, Karachi
Movements to reform teacher education are underway in many parts of the world, including Europe, Australia, North America and many other developing countries. The directions of and the approaches to these reforms vary in each country. Invariably changing educational policies across countries, innovations, research, and ongoing discourse in the field have contributed to new ways of understanding teacher education in different societies. This reflective paper examines the critical gaps in understanding the main causes underlying core issues facing teacher education and professional development in Pakistan; how the efforts and perspectives about reforming teacher education in Pakistan compare with the practices …
Street Theatre : Critical Pedagogy For Social Studies Education, Al-Karim Datoo, Zainab M. A. Chagani
Street Theatre : Critical Pedagogy For Social Studies Education, Al-Karim Datoo, Zainab M. A. Chagani
Institute for Educational Development, Karachi
This paper aims at exploring the usefulness of street theatre as critical pedagogy in teaching of social studies education. It gives a brief background of street-theatre and its linkages with critical pedagogy. In the light of theoretical underpinnings of this arts-based pedagogy, the paper deliberates upon the relevance and efficacy of street theatre in a social studies classroom. This paper uses a street theatre performance case to look at the techniques such as: body motion, body work, props, use of visual and audio aids, etc.; processes such as: conscientization and catharsis; and dialogical approach employed by street theatre to bring …
Private Higher Education In Pakistan, Nelofer Halai
Private Higher Education In Pakistan, Nelofer Halai
Institute for Educational Development, Karachi
The demand for higher education all over the world, especially in the developing world, has fueled a tremendous growth of private universities. Countries such as India and China, for example, possess increasing space for private universities to flourish either independently or through private-public or private-international partnerships. However, almost without exception the private universities being established in developing countries are of poor quality, and in this case Pakistan is no exception.
Drug Abuse, Darvesh Karim
Drug Abuse, Darvesh Karim
Professional Development Centre, Gilgit
No abstract provided.
Reflecting On The World Environment Day, Darvesh Karim
Reflecting On The World Environment Day, Darvesh Karim
Professional Development Centre, Gilgit
No abstract provided.
Developing Pedagogical Content Knowledge Of Science Teachers Through Action Research: A Case Study From Pakistan, Nelofer Halai, Manzoor Ali Khan
Developing Pedagogical Content Knowledge Of Science Teachers Through Action Research: A Case Study From Pakistan, Nelofer Halai, Manzoor Ali Khan
Institute for Educational Development, Karachi
The aim of this study is to analyze the action research undertaken by Khan as a teacher researcher in a private school as part of the degree requirement of his M.Ed. program in Teacher Education at the Aga Khan University, Institute for Educational Development. The purpose of this analysis undertaken by the first author and supervisor of the study in collaboration with Khan was to understand the development of Pedagogical Content Knowledge (PCK) of the teacher researcher through action research in a science classroom in the context of Pakistan. Khan taught the concepts of heat and temperature using an inquiry …
Exploring Students’ Learning Difficulties In Secondary Mathematics Classroom In Gilgit-Baltistan And Teachers’ Effort To Help Students Overcome These Difficulties, Takbir Ali
Institute for Educational Development, Karachi
This article sets out to describe and explain how four high school teachers, identified as improvement-oriented teachers (IOTs), in their day-to-day teaching, try to use pedagogical remedies to help their students overcome the difficulties that hinder in-depth learning in secondary mathematics classrooms. Providing reflective accounts from the IOTs’ experiences and presenting illustrative examples from their classrooms, the study provides a broad picture of the context in which students learn mathematics. The study recognizes the factors that constrain students from gaining in-depth understanding into subject matter knowledge; it highlights the possibilities of fostering in-depth learning by establishing the primacy of the …
Deficient Policy Communication Deficient Outcomes – Capacity Building Policy Under Education Reforms In Sindh, Pakistan, Sajid Ali
Institute for Educational Development, Karachi
Education decentralisation in Pakistan started from 2001 through an all-out devolution programme of the government across sectors. To strengthen the decentralisation reform and build capacity of district educational managers a USAID sponsored programme Education Sector Reform Assistance (ESRA) was launched in 2003. In order to assess the impact of these capacity building initiatives, a research study was carried out during 2005-2006. The research used qualitative design and was carried out in one of the ESRA target districts in Sindh province. The paper argues the improper communication of policy severely compromised the achievement of intended policy objectives. The research noted that …
Strengthening Africa’S Contributions To Child Development Research: Introduction, Kofi Marfo, Alan Pence, Robert A. Levine, Sarah Levine
Strengthening Africa’S Contributions To Child Development Research: Introduction, Kofi Marfo, Alan Pence, Robert A. Levine, Sarah Levine
Institute for Human Development
The articles in this Special Section are based on contributions to an SRCD-sponsored invitational conference held in Victoria, Canada, in February 2009. This introductory article establishes the rationale for focusing on Africa as part of an effort to advance a more inclusive science of child development, provides a brief overview of the thrust of the other articles in the section, describes 2 research capacity-building initiatives that emerged from the conference, and concludes with reflective perspectives on conceptual and methodological considerations for a future African child development field.
One Step On A New Journey, Salima Shahzad Arwani
One Step On A New Journey, Salima Shahzad Arwani
Institute for Educational Development, Karachi
No abstract provided.
Getting The Girls To School: The Community Schools Project In Gilgit-Baltistan Of Pakistan, Mola Dad Shafa
Getting The Girls To School: The Community Schools Project In Gilgit-Baltistan Of Pakistan, Mola Dad Shafa
Professional Development Centre, Gilgit
This paper reviews a ten-year, two-phase educational project that, amongst its main aims, attempted to increase significantly the enrolment of girls in schools. After discussing the constraints on the lives of females in the region, the paper analyses the effects of the project on enrolment. Although girls’ enrolment doubled, a large proportion of girls remained out of school and the drop-out rate of girls was significantly higher than that of boys. The paper examines the reasons for these trends and suggests that, contrary to some expectations, many parents are willing to send their girls to school, but only under strictly …
Food For Thought: Eathing For The Baby & You, Cassandra Fernandes Faria
Food For Thought: Eathing For The Baby & You, Cassandra Fernandes Faria
Institute for Educational Development, Karachi
No abstract provided.
Change Agents’ Orientations To Change: Experience From Pakistan, Mir Afzal Tajik
Change Agents’ Orientations To Change: Experience From Pakistan, Mir Afzal Tajik
Professional Development Centre, Chitral
In this article, I report on a qualitative study conducted in the rural, mountain district of Chitral, Pakistan. The study examined 5 Teacher Educators (TEs’) specific actions and methods (strategies) and their underlying assumptions and core values (orientations) of change in schools. These TEs work as change agents in the schools established by the Aga Khan Education Service, Pakistan (AKES,P) in partnership with local communities. The TEs’ mandate from AKES,P insists that educational change and community development must go hand-in-hand. They therefore play a unique role as both educational reformers and community developers, stimulating change in schools on the one …
Multilingual Education In South Africa: The Role Of Publishers, Viv Edwards, Jacob Marriote Ngwaru
Multilingual Education In South Africa: The Role Of Publishers, Viv Edwards, Jacob Marriote Ngwaru
Institute for Educational Development, East Africa
The South African constitution and related legislative tools provide a supportive framework for multilingual education. Successful implementation, however, requires appropriate learning materials and questions remain as to the vision and commitment of publishers to producing them. Based on an analysis of currently available books for children and interviews with publishers and key figures in the book value chain, this paper explores both the educational rationale for African language publishing and the issues that constrain expansion. These issues include the heavy dependence on the schools market in a society where the majority of the population cannot or do not buy books, …
Transforming Classroom Discourse And Pedagogy In Rural Zimbabwe Classrooms: The Place Of Local Culture And Mother Tongue Use, Jacob Marriote Ngwaru
Transforming Classroom Discourse And Pedagogy In Rural Zimbabwe Classrooms: The Place Of Local Culture And Mother Tongue Use, Jacob Marriote Ngwaru
Institute for Educational Development, East Africa
Rural African classrooms are still practicing discourses and pedagogies that contribute towards students' continued underachievement and marginalization. The use of behaviourist-based pedagogical approaches and the exclusion of learners' socio-cultural experiences including their mother tongue (MT) still characterize most classroom practices. The use of classroom discourse that severely constrains opportunities for pupil participation and the development of higher order thinking skills has also been noted. This paper describes an intervention based on the principles of transformative and constructive developmental pedagogy designed to improve approaches to teaching and learning in a primary school in rural Zimbabwe. Examples of prevailing classroom practices organized …
Girls' Secondary Education In Uganda: Assessing Policy Within The Women's Empowerment Framework, Shelley Jones
Girls' Secondary Education In Uganda: Assessing Policy Within The Women's Empowerment Framework, Shelley Jones
Institute for Educational Development, East Africa
This paper makes the case that policies, such as the National Strategy for Girls' Education in Uganda (NSGE), intended to achieve gender equity in education for girls in developing countries, have limited relevance to, and impact on girls' actual educational experiences. Recent considerations of girls' education acknowledge that gender equity within education is more than access to schooling; it entails the cultivation of capabilities necessary for girls to participate fully, actively and equally in all aspects of their societies. Drawing on a longitudinal, ethnographic policy research case study with 15 Ugandan schoolgirls in rural Masaka District, Uganda, from August 2004 …
Addressing Issues Of Access And Fairness In Education Through Dynamic Assessment, Pauline Rea-Dickins, Matthew Poehner
Addressing Issues Of Access And Fairness In Education Through Dynamic Assessment, Pauline Rea-Dickins, Matthew Poehner
Institute for Educational Development, East Africa
No abstract provided.