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Articles 301 - 330 of 413

Full-Text Articles in Teacher Education and Professional Development

Challenges To Education In Tajikistan: The Need For Research-Based Solutions, Sarfaroz Niyozov, Stephen Bahry Jan 2006

Challenges To Education In Tajikistan: The Need For Research-Based Solutions, Sarfaroz Niyozov, Stephen Bahry

Book Chapters / Conference Papers

Education in Tajikistan today is acknowledged by the Ministry of Education of the Republic of Tajikistan and by international agencies as facing many challenges. Infrastructure and materials need replacement or repair; curriculum needs to be adapted to changing conditions; professional development for teachers is required, while means to retain experienced teachers and attract new ones need to be found. At the same time, children's' meaningful access to education has been threatened by various factors that reduce their attendance and participation in education, keeping some youth out of school altogether. This chapter argues that research in education in Tajikistan and the …

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Affecting Schools Through A Health Education Initiative, Tashmin Kassam-Khamis, Sadia Muzzafar Bhutta Jan 2006

Affecting Schools Through A Health Education Initiative, Tashmin Kassam-Khamis, Sadia Muzzafar Bhutta

Book Chapters / Conference Papers

No abstract provided.

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Continuing Professional Development And The Relevance Of The Ied Model In East Africa, Jane Rarieya, Fred Tukahirwa Jan 2006

Continuing Professional Development And The Relevance Of The Ied Model In East Africa, Jane Rarieya, Fred Tukahirwa

Book Chapters / Conference Papers

No abstract provided.

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Why Does Policy Fail? Understanding The Problems Of Policy Implementation In Pakistan - A Neuro-Cognitive Perspective, Sajid Ali Jan 2006

Why Does Policy Fail? Understanding The Problems Of Policy Implementation In Pakistan - A Neuro-Cognitive Perspective, Sajid Ali

Institute for Educational Development, Karachi

Education policy in Pakistan, as in other developing countries, faces the challenge of poor implementation. The article explores the history of education policy in Pakistan and describes the conventional accounts of policy failures. It particularly highlights the issues of unclear goals, political commitment, governance, centralisation, resources and foreign aid. Generally, it is assumed that overcoming these conventional challenges will result in better policy outcomes. Although this is partially true, Spillane, Reiser and Reimer (2002) direct our attention to the cognitive factors that play a critical role in policy implementation. They argued that implementing agents try to make sense of policy …

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Small Is Healthy: A Guide To Promoting Health In Small Schools, Pat Pridmore, Tashmin Kassam-Khamis Jan 2006

Small Is Healthy: A Guide To Promoting Health In Small Schools, Pat Pridmore, Tashmin Kassam-Khamis

Books

No abstract provided.

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Teachers’ Experiences Of Learning Science: A Case Of Autobiographical Reflection, Nelofer Halai Dec 2005

Teachers’ Experiences Of Learning Science: A Case Of Autobiographical Reflection, Nelofer Halai

Institute for Educational Development, Karachi

This paper analyzes the experience of learning science in school of 34 teachers enrolled in a science methods course in the M.Ed. programme offered by the Aga Khan University, Pakistan. The participants were expected to write their reflections after recalling their experience of learning science in school. The findings reveal that the majority of teachers recalled negative experiences of learning science and that the teaching style of their teachers influenced the way they feel about science even to this day. It follows that if teachers are helped to recall their own experience of learning science in the classroom, it opens …

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Citizenship Education In Pakistani Schools: Problems And Possibilities, Bernadette L. Dean Dec 2005

Citizenship Education In Pakistani Schools: Problems And Possibilities, Bernadette L. Dean

Institute for Educational Development, Karachi

A critical aspect of education that is often overlooked or inadequately addressed is the preparation of school students for citizenship. This paper assesses the current state of citizenship education in Pakistani schools. It draws on the findings of two research studies: an analysis of the social studies curriculum and textbooks and a review of teaching and learning practices in schools. The findings indicate that the curriculum and textbooks do not distinguish between Islamic education and citizenship education and promotes exclusionary and passive citizenship. They also shows that while Pakistani students acquire knowledge and learn some important values in schools, they …

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Educational Development Projects At Ied: Towards School Improvement, Khalid Mahmood, Nilofar Vazir Dec 2005

Educational Development Projects At Ied: Towards School Improvement, Khalid Mahmood, Nilofar Vazir

Institute for Educational Development, Karachi

The M.Ed. program at The Aga Khan University-Institute for Educational Development helps to develop Course Participants (CPs) as teacher educators / educational leaders. The institute always welcomes innovations in its various programmes. The Educational Development Project (EDP) was conceived as an alternative to research to develop CPS’ knowledge and skills required for developmental work. The EDP is concerned with capacity building at classroom and school level depending on the needs of the relevant stakeholders. A contextually relevant model was adapted for EDP at the institute. The research reported in this paper discussed the question: To what extent does the course …

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Creating Independent Learners: Using Inquiry In Pakistani Classrooms, Bernadette L. Dean, Farah Huma Dec 2005

Creating Independent Learners: Using Inquiry In Pakistani Classrooms, Bernadette L. Dean, Farah Huma

Institute for Educational Development, Karachi

No abstract provided.

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Autonomy And School Success: A Case Study From Pakistan, Muhammad Babur, Qamar Safdar Dec 2005

Autonomy And School Success: A Case Study From Pakistan, Muhammad Babur, Qamar Safdar

Institute for Educational Development, Karachi

This paper reports on a case investigated as a part of several case studies conducted under ANTRIEP (Asian Network of Research and Training Institute for Educational Planning) in seven different countries. (India, Pakistan, Malaysia, Sri Lanka, Philippines, Nepal and Bangladesh) to look into the management of successful schools. Three cases studies were conducted in three different school systems in Pakistan: public school, private school and AKES (Aga Khan Education Services) managed schools. In this paper the case study of public and cross case analysis based on the findings of the three schools is reported. The findings reveal that school autonomy, …

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Action Research For Female Science Teacher Development: Case Pakistan, Harcharan Pardhan Jun 2005

Action Research For Female Science Teacher Development: Case Pakistan, Harcharan Pardhan

Institute for Educational Development, Karachi

No abstract provided.

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Promoting And Investigating Students’ Uptake Of Reflective Practice: A Pakistan Case, Jane Rarieya May 2005

Promoting And Investigating Students’ Uptake Of Reflective Practice: A Pakistan Case, Jane Rarieya

Institute for Educational Development, Karachi

Today reflection is considered one of the essential principles underlying good teaching practice and teacher education. However, this tacit acknowledgement that teachers need to be reflective practitioners and the development of reflective practice has largely been in the West. Teachers in Pakistan and most of the developing world are generally unaware of what the term ‘reflective practice’ means. This article presents findings of a study that was undertaken to observe course participants' uptake of an alternate approach to engaging students in reflective practice during a module offered to students in the Masters programme at the Aga Khan University–Institute for Educational …

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Teaching And Trading: Local Voices And Global Issues From Central Asia, Sarfaroz Niyozov, Duishon Shamatov May 2005

Teaching And Trading: Local Voices And Global Issues From Central Asia, Sarfaroz Niyozov, Duishon Shamatov

Institute for Educational Development, Karachi

No abstract provided.

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Teachers’ Perceptions Of Their Professionalism In Government Primary Schools In Karachi, Pakistan, Meher Rizvi, Bob Elliot Mar 2005

Teachers’ Perceptions Of Their Professionalism In Government Primary Schools In Karachi, Pakistan, Meher Rizvi, Bob Elliot

Institute for Educational Development, Karachi

This paper examines teachers’ perceptions of their professionalism under conditions of educational reforms in government primary schools in Karachi, Pakistan. Conceiving teacher professionalism in terms of four dimensions (teacher efficacy, teacher practice, teacher leadership and teacher collaboration) it reports a quantitative survey research study of teachers in these schools, where educational reforms have been initiated. One conclusion from the study is that such teachers do perceive themselves as professionals—a finding that is counter to the often-held beliefs about these teachers. The paper argues that it is important to regard teachers as professionals, capable of further enhancing their own professionalism, for …

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Reflective Dialogue: What’S In It For Teachers? A Pakistan Case, Jane Rarieya Jan 2005

Reflective Dialogue: What’S In It For Teachers? A Pakistan Case, Jane Rarieya

Institute for Educational Development, Karachi

Reflective dialogue is still very much an unexplored area in teacher education in Pakistan. This article presents findings of a study that engaged four teachers in the process of reflective dialogue in a school in Karachi, Pakistan. It explores the teachers’ response to the process and possible reasons. It also examines the role played by those who help teachers to become reflective (reflective coaches). Findings indicate that reflective dialogue is an alternative teacher professional development strategy, and that a teacher’s level of reflection is dependent on the teacher’s commitment to teaching, personal reasons and responsibilities. Teaching experience also influences one’s …

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The Influence Of Globalisation On The National Education Policies Of Developing Countries, Sajid Ali Jan 2005

The Influence Of Globalisation On The National Education Policies Of Developing Countries, Sajid Ali

Institute for Educational Development, Karachi

Globalisation as the most powerful phenomenon of the present time is widely contested for its positive and negative outcomes. This article distinguishes between political, economic and cultural globalisation and argues that globalisation as a process is mostly led and appreciated by the developed countries to meet their desired objectives, whereby underdeveloped countries are hurled into this process. Less equipped and less informed, these underdeveloped countries often stand in q disadvantaged position. The article maintains that several supra national economic, cultural and political organisations are the manifestation of the process of globalisation, which has made the policy making, process a complex …

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Managing School Success: A Case Study From Pakistan, John Retallick Jan 2005

Managing School Success: A Case Study From Pakistan, John Retallick

Institute for Educational Development, Karachi

This article reports on case study research into the management of successful schools in a developing country, Pakistan. In Pakistan there are attempts being made to improve school education through decentralisation and involving school communities through School Management Committees. Whilst serious problems remain in the provision of quality school education, there are nevertheless, some successful schools and the research sought to identify three such schools and investigate how and to what extent the management of the schools was contributing to their success. In the article a case study of one of the schools is reported along with the findings from …

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Effective Head Teachers Of Early Years In Pakistan: An Exploratory Study, Qamar Safdar Jan 2005

Effective Head Teachers Of Early Years In Pakistan: An Exploratory Study, Qamar Safdar

Institute for Educational Development, Karachi

Effective head teachers of Early Years play an important role in the overall development of children (2+ to 8 years) and lead towards sustainable changes in school organizations. The present paper is based on a study on effective leadership. What emerged from this study was the discovery of ‘moral leadership’ as appropriate for Early Years and the importance of ‘networking’ among schools. The study suggests that shared vision, trust, commitment and collaboration play a crucial part in making the head teachers’ role effective in the Early Years.

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Booni Valley Women’S Perception Of Schooling: Hopes And Barriers, Almina Pardhan Jan 2005

Booni Valley Women’S Perception Of Schooling: Hopes And Barriers, Almina Pardhan

Institute for Educational Development, Karachi

Schooling for girls is a relatively recent process in Booni Valley, a remote mountainous village in Chitral District, Pakistan. It is impacting greatly upon the lives of the women. This study has taken an ethnographic perspective and has assumed that an understanding of women’s schooling requires a detailed, in-depth account of women’s actual experiences in a specific cultural setting. The women in the study perceive their local language, Khowar, as having little value and place great importance upon learning Urdu and English, the official languages of Pakistan. The women also perceive schooling to increase their mobility and independence and to …

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Researching Practice, Practicing Research: Impact On Teaching And Learning, Bernadette L. Dean, Rahat Joldoshalieva, Muneeza Kizilbash Jan 2005

Researching Practice, Practicing Research: Impact On Teaching And Learning, Bernadette L. Dean, Rahat Joldoshalieva, Muneeza Kizilbash

Institute for Educational Development, Karachi

This paper shares the findings of an action research study on the use of whole class discussion (WCD) in the classroom and will concentrate on the benefits and learning that accrue to students and teachers from the use of action research to facilitate discussion. It was observed that teachers appreciated enlarging their instructional repertoire and they also acknowledged that stepping back during discussion, however difficult, had enabled them to learn more from the students and also develop key academic and social skills. During this project, teachers learned how to identify and address specific problems in their classrooms and students displayed …

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Prospective Teachers’ Ability To Pose Word Problems, Nusrat Fatima Rizvi Oct 2004

Prospective Teachers’ Ability To Pose Word Problems, Nusrat Fatima Rizvi

Institute for Educational Development, Karachi

The purpose of this study was to assess difference in prospective teachers’ ability to pose word problems for mathematical expressions involving division before and after an instruction intervention. After the initial assessment of participants’ ability to pose word problems for division expressions, the researcher introduced an alternative model i.e. rate or ratio to represent division involving whole numbers. After the intervention it was assessed whether the model helped the prospective teachers develop word problems for division of fractions. The findings revealed that the prospective teachers successfully posed word problems for division of whole numbers based on intuitive model of fair …

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Teachers’ Conceptions Of The Nature Of Science: A Comparative Study From Pakistan And Uk, Nelofer Halai, Jane Mcnicholl Sep 2004

Teachers’ Conceptions Of The Nature Of Science: A Comparative Study From Pakistan And Uk, Nelofer Halai, Jane Mcnicholl

Institute for Educational Development, Karachi

Curriculum designers in both Pakistan and the UK accept that science education for today’s young people should not just be about learning science, it should also include learning about the nature of science. However, together with other research evidence, this article suggests that for many science teachers, teaching about the nature of science might be problematic as they do not have the necessary understanding of the nature of science themselves. This article also argues that there are benefits in teachers across cultural divides sharing their understandings about the nature of science.

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How To Make The Teaching Of Transfer Of Heat More Effective, Muhammad Nabi Khan, Amos Ngugi Sep 2004

How To Make The Teaching Of Transfer Of Heat More Effective, Muhammad Nabi Khan, Amos Ngugi

Institute for Educational Development, Karachi

No abstract provided.

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Engagement Enhance Interest In Physics, Harcharan Pardhan Sep 2004

Engagement Enhance Interest In Physics, Harcharan Pardhan

Institute for Educational Development, Karachi

No abstract provided.

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Helping Children To Understand Particulate Nature Of Matter, Muhammad Riaz Sep 2004

Helping Children To Understand Particulate Nature Of Matter, Muhammad Riaz

Institute for Educational Development, Karachi

Whenever I taught about the particulate nature of matter in solids, liquids and gases, I often had difficulty explaining this abstract concept to my students. The students, in turn, had much difficulty conceptualizing the structure and behavior of the particles, which ultimately led to difficulties in understanding the complex configuration of particles in matter at various levels. This article focuses on studies that reveal students’ alternative frameworks for the particulate nature of matter in solids, liquids and gases. Also, I suggest factors that contribute to these alternative frameworks, incorporating my own experiences in developing an understanding of this concept. Finally, …

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Reflection On Learning About Forces, Mir Zaman Shah, Mahmood Ghaznavi, Mohammad Ibrahim Khan Sep 2004

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 …

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Young Learners Of Modern Foreign Languages And Their Transition To The Secondary Phase: A Lost Opportunity?, Allison Bolster, Christine Balandier-Brown, Pauline Rea-Dickins Jan 2004

Young Learners Of Modern Foreign Languages And Their Transition To The Secondary Phase: A Lost Opportunity?, Allison Bolster, Christine Balandier-Brown, Pauline Rea-Dickins

Institute for Educational Development, East Africa

Following publication of the National Languages Strategy on 18 December 2002 the teaching of foreign languages (FL) in the primary school is again high on the agenda in England as in other parts of Europe. Research has shown in the past (Burstall et al., 1974) that an early start in FL does not necessarily result in any long-term advantage in terms of proficiency. However, the above study also draws other conclusions, less widely reported, which remain significant. These include insufficient liaison between primary and secondary schools, lack of continuity in foreign language learning across phases, inadequate training of teachers, …

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Impact : Making A Difference, Anjum Halai, Jane Rarieya Jan 2004

Impact : Making A Difference, Anjum Halai, Jane Rarieya

Books

No abstract provided.

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Action Research To Study Classroom Impact: Is It Possible?, Anjum Halai Jan 2004

Action Research To Study Classroom Impact: Is It Possible?, Anjum Halai

Institute for Educational Development, Karachi

In recent years, a discourse is emerging in education that emphasises the study of the impact of in-service teacher education on student outcomes (more often than not student outcomes are seen in the form of test scores of academic achievement). Implicit in this discourse is the view that the impact of in-service teacher education is directly observable on students' outcomes, suggesting that the variables in a school or classroom are connected in some kind of a causal link. However, it is problematic to view variables in a social setting such as a school or a classroom as being in causal …

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Research Ethics: Significance, Application And Obligation To The Practice Of Research, Nilofar Vazir Jan 2004

Research Ethics: Significance, Application And Obligation To The Practice Of Research, Nilofar Vazir

Institute for Educational Development, Karachi

The following article draws upon literature to define the term "ethics" and its application to the practice of educational research. It reflects on ethical obligations that a researcher can take on generally and more particularly for research study specifically on children.

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