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- Institute for Educational Development, Karachi (10)
- Book Chapters / Conference Papers (4)
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- Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research (1)
- Education Faculty Publications and Presentations (1)
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Articles 1 - 27 of 27
Full-Text Articles in Education
Supporting And Retaining Early Career Mathematics Teachers Using An Online Community Of Practice, Paula Jakopovic, Travis Weiland, Maria Campitelli, Lorraine Males, Lisa Amick
Supporting And Retaining Early Career Mathematics Teachers Using An Online Community Of Practice, Paula Jakopovic, Travis Weiland, Maria Campitelli, Lorraine Males, Lisa Amick
Science, Technology, Engineering, and Mathematics (STEM) Education Faculty Publications
This study reports on efforts over several years to design and implement a yearlong intervention intended to support secondary mathematics teachers in their early years of teaching. The intervention is designed to retain early career mathematics teachers in the professions by engaging them in the development of meaningful professional relationships with a school-based mentors, and by creating an online community of practice for support with other professionals. The intervention itself consists of early career teachers and their mentors participating in monthly professional learning activities such as online meetings, videoconferencing panels with experts, and collaborative reading and discussing timely, purposeful, and …
“There’S Nothing Wrong With Fun”: Unpacking The Tensions And Challenges Of Human Centered Design For Learning With Pre-Service Teachers, Zoe Falls, Justin Olmanson
“There’S Nothing Wrong With Fun”: Unpacking The Tensions And Challenges Of Human Centered Design For Learning With Pre-Service Teachers, Zoe Falls, Justin Olmanson
Department of Teaching, Learning, and Teacher Education: Faculty Publications
Research into practices of making within formalized education has primarily focused on K12 settings, inservice teachers in professional development, and pre-service teachers facilitating a maker experience for K12 students. Less is known about the professionalizing impact making and human centered design can have on pre-service teachers, especially in relation to how or if the experience deepens their understanding of content, pedagogy and human centered design. This study traces a group of pre-service social science teachers’ development of a meme generator to support learning history. By studying their process from inception to conclusion, we found students were less inclined to engage …
Navigating The Contested Terrain Of Teacher Education Policy And Practice: Authors Respond To Scale, Nick Henning, Alison G. Dover, Erica Dotson, Ruchi Argwal Rangnath, Christine Clayton, Martha K. Donovan, Susan Ophelia Cannon, Stephanie Behm Cross, Alyssa Dunn
Navigating The Contested Terrain Of Teacher Education Policy And Practice: Authors Respond To Scale, Nick Henning, Alison G. Dover, Erica Dotson, Ruchi Argwal Rangnath, Christine Clayton, Martha K. Donovan, Susan Ophelia Cannon, Stephanie Behm Cross, Alyssa Dunn
Middle and Secondary Education Faculty Publications
Stanford Center for Assessment, Learning, and Equity (SCALE) provided a commentary on the manuscripts in the first part of this special issue, which highlighted the benefits of edTPA and the necessity for such assessment programs to improve teacher education and strengthen teaching practices. In turn, the authors responded to the SCALE commentary. The authors’ responses raise concerns about equity, fairness, and unintended consequences of teacher performance assessments. These responses highlight the need for continued dialogue on ways to improve teacher education and strengthen the teaching profession.
The University Supervisor, Edtpa, And The Making Of The New Teacher, Martha K. Donovan, Susan Ophelia Cannon
The University Supervisor, Edtpa, And The Making Of The New Teacher, Martha K. Donovan, Susan Ophelia Cannon
Middle and Secondary Education Faculty Publications
As university supervisors at a large, urban university in the southern US, we examined the ways that the Education Teacher Performance Assessment (edTPA) shaped the pedagogic relationships and decision-making processes of our students and ourselves during the spring of 2016. We situated this study of edTPA within the framework of critical policy scholarship (Grace, 1984, cited in Lipman, 2010) by reviewing the role of tests in licensing teachers in the context of the perpetual reform of U.S. education. We drew upon Biesta’s (2009) notion that neoliberal accountability trades democratic relationships for consumer relationships and Attick and Boyles’ (2016) argument that …
Digital Poetry Practicum: Preservice English Language Arts Teachers’ Dispositions Of New Literacies, Katie Dredger Ph.D., Susanne Nobles Ph.D., Jenny M. Martin Ph.D.
Digital Poetry Practicum: Preservice English Language Arts Teachers’ Dispositions Of New Literacies, Katie Dredger Ph.D., Susanne Nobles Ph.D., Jenny M. Martin Ph.D.
Teacher Education Program Faculty Scholarship
This qualitative study investigated how graduate preservice teachers (PSTs) engaged in a digital practicum experience with a geographically distant secondary English Language Arts (ELA) classroom. The graduate PSTs, enrolled in a Masters of Arts, English Education program at a university in the mid-Atlantic United States, mentored the 9th-grade students in the online spaces of a course wiki and video conferencing. In this portion of a larger study, PSTs mentored the students during a poetry unit organized by the ELA cooperating teacher and housed in the ELA classroom. A goal of this practicum was building PSTs’ Pedagogical Content Knowledge (Shulman, 1986) …
Reconceptualizing Pedagogical And Curricular Knowledge Development Through Making, Steven Greenstein, Justin Olmanson
Reconceptualizing Pedagogical And Curricular Knowledge Development Through Making, Steven Greenstein, Justin Olmanson
Department of Teaching, Learning, and Teacher Education: Faculty Publications
While making is typically tethered to narratives of entrepreneurship and business, it can provide a gateway to meaningful interaction and deepened understanding of both content and pedagogy. In this article we provide descriptions of two courses—one each at the pre-service and in-service levels—that engage teachers in making and design practices that we hypothesized would inform their pedagogical and curricular thinking. With a focus on the design of new tools to support teaching and learning through the use of human-centered design practices and digital fabrication technologies, these courses have teachers exploring at the intersection of content, pedagogy, and making. Specifically, they …
Deep Understandings And Thick Descriptions: Tackling Questions About Race, Gertrude Tinker Sachs, Rachel Grant, Shelley Wong
Deep Understandings And Thick Descriptions: Tackling Questions About Race, Gertrude Tinker Sachs, Rachel Grant, Shelley Wong
Middle and Secondary Education Faculty Publications
In this article, three professors of color speak out in response to the continuation of White police killings of Black people in the United States. We contend that there is a strong need for everyone, professors and educators in particular, to be proactive in confronting racism by tackling not avoiding, difficult questions and conversations. We propose that through the enactment of deep understandings and thick descriptions in our classrooms at all levels we may encourage a critical humanitarian response to the challenges of not knowing the diverse “Other.” We present real experiences from our teaching to illustrate the kinds of …
Exploring Cultural Proficiency: A Case Study Of A Culturally And Linguistically Diverse Middle School In A Predominantly White School District, Jared Peo
Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research
Issues of diversity continue to plague our nation. Recent events and Supreme Court cases have revealed a side of the United States that many wanted to believe was only part of our nation’s past. Diversity is a reality and predictions about future population demographics estimate an increase in diversity. As diversity increases, conflict becomes more frequent because “difference threatens dominance” (Howard, 2006, p. 57). The academic achievement and socioeconomic gaps between minorities and the dominant culture have been extensively researched and debated. However, they have not diminished despite legislation aimed at reducing them. This begs the question: how will the …
Teacher Education Nepantlera Work: Connecting Cracks-Between-Worlds With Mormon University Students, G. Sue Kasun
Teacher Education Nepantlera Work: Connecting Cracks-Between-Worlds With Mormon University Students, G. Sue Kasun
Middle and Secondary Education Faculty Publications
Teacher educators work with students of various backgrounds, often distinct from their own. This paper explores how one teacher educator examines her positionality in relation to Mormon students and how, despite not sharing their faith, she is able to work the “cracks-between-worlds” of difference and commonality toward understanding and learning. Through Anzaldúa’s concept of autohistoria-teoria, theorizing through one’s biography, the author explores and theorizes her experiences. She encourages educators to consider how they engage students, learn from other nepantleras (bridge-builders), and create more opportunities toward shared understanding while also complicating and letting go of a dogged sense of teaching students …
Chronicles Of Change : Strengthening Teacher Education In Pakistan, Nida Dossa
Chronicles Of Change : Strengthening Teacher Education In Pakistan, Nida Dossa
Institute for Educational Development, Karachi
A step towards improving education in Pakistan; being able to sit in a classroom, feel safe, learn about how the world works: being able to read a book, make up stories and discover new ideas - these are the basic rights of every child. however, millions of children in Pakistan have never seen a classroom or attended a lesson. Here, educational challenges are innumerable and oftentimes seem insurmountable. STEP - Strengthening Teacher Education in Pakistan works to improve the quality and delivery of elementary education services appropriate to the poor in the country, particularly women and children in Pakistan.
Strengthening The Professional Development For Teachers At Uc-Trc Level – A Hub For Teachers Professional Development, Rakhshinda Meher
Strengthening The Professional Development For Teachers At Uc-Trc Level – A Hub For Teachers Professional Development, Rakhshinda Meher
Institute for Educational Development, Karachi
Professional development is a continuous improvement process, on job training and support needed to improve teaching, it encompasses the processes that educators engage in to initially prepare themselves, continuously update themselves, and review and reflect on their own performance. The experiences suggest that continuing professional development is needed to reinforce learning and support educational change process. This paper encompass on strengthening the professional development for teachers at Union Council Tehsil Resource Center (UC-TRCs). Teacher Mentors, developed by AKU-IED, STEP Project initiated the Cluster-based Mentoring Programme (CBMP) and also providing teachers follow-up support through Schools visits. Teachers professionally support each other, …
Emerging Trends In Digital Citizenship In Pre-Service Teacher Practice, Gayle Yvonne Thieman
Emerging Trends In Digital Citizenship In Pre-Service Teacher Practice, Gayle Yvonne Thieman
Education Faculty Publications and Presentations
The article examines how technology and emerging digital trends are affecting civic participation and ways teachers can put strategies and techniques into practice and increase civic engagement.
Social Studies Preservice Teachers’ Citizenship Knowledge And Perceptions Of The U.S. Naturalization Test, Frans H. Doppen, Joseph R. Feinberg, Carolyn O'Mahony, Ashley G. Lucas, Chara Haeussler Bohan, George Lipscomb, Masato Ogawa
Social Studies Preservice Teachers’ Citizenship Knowledge And Perceptions Of The U.S. Naturalization Test, Frans H. Doppen, Joseph R. Feinberg, Carolyn O'Mahony, Ashley G. Lucas, Chara Haeussler Bohan, George Lipscomb, Masato Ogawa
Middle-Secondary Education and Instructional Technology Faculty Publications
Teacher educators from six states invited their social studies methodology students to complete an abbreviated version of the U.S. Citizenship and Immigration Services (USCIS) Naturalization Test. The preservice teachers were also asked to share their conceptions of citizenship and evaluate the naturalization test. The findings from this study indicated that although this sample of preservice teachers had limited conceptions of citizenship, most were able to get a satisfactory score on the test. The authors discuss the implications of these results and suggest ways to broaden citizenship education in teacher preparation programs.
Teaching Teachers And Students About The Nature Of Science, Nelofer Halai
Teaching Teachers And Students About The Nature Of Science, Nelofer Halai
Institute for Educational Development, Karachi
This article advocates the teaching about the nature of science to both pupils in schools and teachers in teacher education institutions in Pakistan. Not knowing about science; teachers tend to continue to teach science as fixed knowledge and not as inquiry and this cycle continues. This cycle needs to be broken. This article first discusses the salient features about the concept of the nature of science and then illustrates these ideas with the help of a simple but a powerful activity which could be used both with teacher educators and pupils in secondary and lower secondary classrooms.
Well-Prepared Middle School Teachers: Common Ground Or Subtle Divide Between Practitioners And University Faculty In The State Of Oregon, United States, Linda L. Samek, Younghee M. Kim, Jay Casbon, Micki M. Caskey, William L. Greene, Patricia Maureen Musser
Well-Prepared Middle School Teachers: Common Ground Or Subtle Divide Between Practitioners And University Faculty In The State Of Oregon, United States, Linda L. Samek, Younghee M. Kim, Jay Casbon, Micki M. Caskey, William L. Greene, Patricia Maureen Musser
Curriculum and Instruction Faculty Publications and Presentations
This qualitative study followed a survey study that investigated university faculty, classroom teachers, and principals' perceptions of well-prepared middle school teachers in the state of Oregon in the United States. A qualitative approach allowed the researchers to explore and interpret the participants' views (Denzin & Lincoln, 1998). In spite of many similarities, a number of differences in emphasis or priority were found among the groups, including views on assessment, curriculum development, and the importance of family and community connections for beginning classroom teachers. This study provides a foundation for deeper analysis and discussion among university faculty and practitioners concerning the …
Understanding The Practice Of Teacher Educators In Implementing The Intel® Teach Essentials Pre Service Course In Pakistan, Nelofer Halai, Ratan Salem, Nasira Gardezi
Understanding The Practice Of Teacher Educators In Implementing The Intel® Teach Essentials Pre Service Course In Pakistan, Nelofer Halai, Ratan Salem, Nasira Gardezi
Institute for Educational Development, Karachi
This paper focuses on understanding the practice of teacher educators in implementing the Intel® Teach Essentials Course at four sites in the provinces of Punjab and Sindh in Pakistan. The focus is on teacher educators’ practices rather that the practice of teachers and hence the research sites selected for the study are teacher education institutions where the Intel® Teach Program is being implemented for teaching prospective teachers. A qualitative study was undertaken selecting 21 teacher educators and interviewing them on key objectives of the Intel Teach program. The findings are encouraging, and show that teachers in both rural and urban …
Crazy About Teaching, Kausar Waqar
Crazy About Teaching, Kausar Waqar
Institute for Educational Development, Karachi
No abstract provided.
Teacher Mentoring Programme: A Vehicle To Support Professional Development For Improving The Quality Of Education In Districts Of Sindh And Balochistan Of Pakistan, Rakhshinda Meher, Asghari Ummulbanin, Ghazala Mursaleen
Teacher Mentoring Programme: A Vehicle To Support Professional Development For Improving The Quality Of Education In Districts Of Sindh And Balochistan Of Pakistan, Rakhshinda Meher, Asghari Ummulbanin, Ghazala Mursaleen
Book Chapters / Conference Papers
In general practices it is noticed that there is greater improvement in teacher’s performance if they refresh themselves by attending different professional development programmes. They start rethinking about their role as effective teacher and how to support novice teachers. In order to support the novice teachers and develop them professionally there is a need of quality teacher education programme. Literature reveals that “Teacher mentoring programs have dramatically increased since the early 1980s as a vehicle to support and retain novice teachers. The vast majority of what has been written about mentoring focused on what mentors should believe and do in …
Teacher Education In Pakistan With Particular Reference To Teachers' Conceptions Of Teaching, Amin Rehmani
Teacher Education In Pakistan With Particular Reference To Teachers' Conceptions Of Teaching, Amin Rehmani
Examination Board
This paper discusses teacher education in Pakistan with particular emphasis on teachers’ conceptions of teaching in improving quality of education. This paper is based on an initial study that examines teachers’ conceptions of teaching in the context of Pakistan. The study seeks to explore whether teachers’ conceptions of teaching influence decision-making in classroom teaching. It describes conditions of teaching and learning in Pakistan and argues for reform in teacher education to improve quality of teaching and learning.
Creating Independent Learners: Using Inquiry In Pakistani Classrooms, Bernadette L. Dean, Farah Huma
Creating Independent Learners: Using Inquiry In Pakistani Classrooms, Bernadette L. Dean, Farah Huma
Institute for Educational Development, Karachi
No abstract provided.
Engagement Enhance Interest In Physics, Harcharan Pardhan
Engagement Enhance Interest In Physics, Harcharan Pardhan
Institute for Educational Development, Karachi
No abstract provided.
How To Make The Teaching Of Transfer Of Heat More Effective, Muhammad Nabi Khan, Amos Ngugi
How To Make The Teaching Of Transfer Of Heat More Effective, Muhammad Nabi Khan, Amos Ngugi
Institute for Educational Development, Karachi
No abstract provided.
Reflection On Learning About Forces, Mir Zaman Shah, Mahmood Ghaznavi, Mohammad Ibrahim Khan
Reflection On Learning About Forces, Mir Zaman Shah, Mahmood Ghaznavi, Mohammad Ibrahim Khan
Institute for Educational Development, Karachi
Force is a basic concept in the physical sciences. It is included in Pakistan’s national curriculum from the primary level through the higher levels. Because of the abstract nature of the concept of force, both students and teachers have alternative frameworks in this area. This was revealed in our classroom discussions on force during the Lower Secondary Science Module of the M.Ed. program at the Aga Khan University Institute for Educational Development (AKU-IED) in Karachi, Pakistan. In-depth discussions and a variety of activities we carried out while teaching about forces challenged our previous concepts and allowed us to think critically …
Teacher Empowerment, Rakhshinda Meher, Asghari Ummulbanin, Firdous Lalwani
Teacher Empowerment, Rakhshinda Meher, Asghari Ummulbanin, Firdous Lalwani
Book Chapters / Conference Papers
Literature reveals that “teacher empowerment” (to become an active decision-maker) is considered a key element in successful school reforms. Despite the many educational reforms that have been executed in Pakistan, limited work has been done for teacher empowerment; as a result, the expected outcomes were not achieved. To facilitate the teacher empowerment process, the Aga Khan University-Institute for Educational Development (AKU-IED) under USAID Project-III, planned and implemented a series of professional development programmes for rural and suburban teachers from Non-Governmental Organizations and Community-Based Organizations (NGOs and CBOs) working in the education sector of Sindh. The focus of these programmes was …
Challenges And Learning Opportunities Involved In The Professional Development Of Mathematics Teachers Within The Government Sector, Sardar Ahmed Khan, Nadeem Asghar Kirmani
Challenges And Learning Opportunities Involved In The Professional Development Of Mathematics Teachers Within The Government Sector, Sardar Ahmed Khan, Nadeem Asghar Kirmani
Book Chapters / Conference Papers
As Professional Development Teachers (PDTs), we have been working in the government sector for the last several years to improve the profile of Mathematics teachers within the sector. Our experience of the Professional Development of teachers suggests that working in the government sector is not an easy task. However, neither is it an impossible one. The government’s system faces varied challenges in tackling the professional development needs of teachers. The most important one is the capacity of the professional staff to undertake this mammoth job. Secondly, there is a strong need to change the perceptions of policymakers to consider the …
Mathematics Association Of Pakistan (Map): A Network For Teachers’ Learning, Sikunder Ali Baber
Mathematics Association Of Pakistan (Map): A Network For Teachers’ Learning, Sikunder Ali Baber
Book Chapters / Conference Papers
Mathematics Association of Pakistan (MAP) came into being on July 4, 1997, after the conclusion of a course with the Andover Dartmouth Institute of Philips Academy, USA. The participants of the course decided to form a forum that would enable them to take charge of their own professional needs on a sustained and ongoing basis. Since its inception, MAP has initiated several innovative programmes with the aim to create a positive culture of learning of mathematics. Over the period, the qualitative increase in both MAP’s programmatic activities and membership demonstrate that the members value its work and see it as …
Science Teacher Education And The Nature Of Science: A Voice From Pakistan, Nelofer Halai
Science Teacher Education And The Nature Of Science: A Voice From Pakistan, Nelofer Halai
Institute for Educational Development, Karachi
The purpose of this paper is to advocate that tenchcrs be encouraged nnd helped to develop an overt and deaf epistemological understanding of the methods and structure of science, i.e., the nature of science (NOS). I have tried to define the concepts that constitute NOS essential for school science. I also want to highlight some of the challenges faced in attempts to introduce NOS in inservice teacher education in Pakistan.