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Full-Text Articles in Education
Promoting Curiosity Through Students’ Questioning, Harcharan Pardhan, Sadia Muzaffar Bhutta
Promoting Curiosity Through Students’ Questioning, Harcharan Pardhan, Sadia Muzaffar Bhutta
Institute for Educational Development, Karachi
Asking questions is central to intellectual effort; it is instrumental in bridging the gap between the known and the unknown. Questioning existed even before the time of Greek philosopher Socrates and still prevails in classrooms. Questioning is a major teaching and learning strategy for teachers in Pakistan. Unfortunately, teachers’ questioning overrules students’ questioning, leaving neither space nor time to create an interactive environment that promotes curiosity and meaningful learning. Using an innovative approach, we attempted to implement students’ questioning in an upper primary science classroom. The encouraging findings of our study and their implications are discussed in this article.
Knowing About Headteachers As Effective Leaders, Muhammad Memon
Knowing About Headteachers As Effective Leaders, Muhammad Memon
Institute for Educational Development, Karachi
No abstract provided.
Bridging The North-South Divide In Teacher Education, Alan E. Wheeler
Bridging The North-South Divide In Teacher Education, Alan E. Wheeler
Institute for Educational Development, Karachi
No abstract provided.
Examining The Reflective Outcomes Of Asynchronous Computer-Mediated Communication On Inservice Teacher Development, Mark Hawkes, Alexander Romiszowski
Examining The Reflective Outcomes Of Asynchronous Computer-Mediated Communication On Inservice Teacher Development, Mark Hawkes, Alexander Romiszowski
Instructional Design, Development and Evaluation - All Scholarship
This study explored the professional development experiences of 28 practicing teachers in 10 Chicago suburban schools involved in a two-year technology supported Problem-Based Learning curriculum development effort. Asynchronous computer-mediated communications (CMC) were featured as teacher communication tools of the project. The computer-mediated discourse produced by the teachers was compared with the discourse produced by teachers in face-to-face meetings. Research methods including discourse analysis and archival data analysis were applied to determine the nature of the teacher discourse and its reflective content. The results show that while the computer-mediated teacher dialogue was less interactive, it was significantly more reflective (t=4.14, p=.001) …