ethanporcaro/eric-fulltext-meta huggingface dataset:
An Analysis of Foundation Assisted Schools Program of Punjab as a Mechanism Influencing Pupil Cohort
Author: Anwar, Muhammad Nadeem
Date: 2018-08-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Quality,Educational Finance,Academic Achievement,Public Schools,Access to Education,Dropout Rate,Financial Support,Private Sector,Partnerships in Education,Enrollment Rate,Persistence,Administrator Attitudes,Principals,Program Effectiveness,Elementary Education

Pakistan is lagging behind in education in this global world. To speed up the pace of work to achieve 100% literacy rate is a burning issue for the educationists. The failure of the public sector delivery of education system is adding fuel to the fire and educational innovations are the need of the hour. The very inception of Punjab Education Foundation is a step forward in this regard. Foundation Assisted Schools is the flagship program of Punjab Education Foundation under which assistance is provided to poor strata of society in the province of Punjab through Public-Private Partnership. This study aimed at analyzing whether the Foundation Assisted Schools Program has been successful in improving the quality of schools in their service delivery to the deserving students across the Punjab. The purpose was accomplished by analyzing the enrolment rate, grade transition and survival rate of respective pupil cohort of schools before and after becoming Foundation Assisted School partners. 1209 Foundation Assisted partner schools in 7 districts of the Punjab were constituted the accessible population and out of which 121 were taken randomly as sample. Data concerning trends on the pupil cohort were collected, recorded on Pupil Flow Chart and analyzed with the help of percentage and t-test. Results showed that the Foundation Assisted Schools Program, as a mechanism, was successful in influencing pupil cohort in a positive and desired way as improved ratios of enrolment, grade transitions and survival rate were observed.
Association vs Disassociation: An Analysis of Inclusive and Exclusive Plural Personal Pronouns in the Pakistani Parliamentary Speeches
Author: Ranjha, Mazhar Iqbal
Date: 2018-08-00
Type: Journal Articles
Subjects: Foreign Countries,Speeches,Public Speaking,Government Employees,Form Classes (Languages),Morphemes,Language Usage,Social Influences,Politics

Politicians usually use plural personal pronouns we and us to highlight their qualities or positive aspects or of their in-group members. They also use these pronouns to represent a team, group or an organization and show shared responsibilities. This paper employs CDA approach to analyze the discursive practice of using inclusive and exclusive Urdu plural personal pronouns &quot;ham&quot; (we) and &quot;hamain&quot; (us) by the Pakistani Parliamentarians for showing association and disassociation, and see how they use these pronouns for including and excluding their fellow Parliamentarians in their in-group or out group participating the third joint session (September 2, 2014 to September 19, 2014). The paper analyzes nine of the Parliamentary speeches of the three leading parliamentary parties, three from each PML-N, PPP and PTI parties made during Islamabad sit-in 2014. The result shows that selected Parliamentarians used the first-person plural inclusive and exclusive to achieve certain objectives. They used the inclusive pronouns to include Parliamentarians and other political parties in their in-group when they aimed at showing unity, creating harmony, sharing responsibilities and invoking the sense of responsibility among their colleagues. They used the exclusive pronouns when they meant to highlight the positive aspects of their parties, show their loyalty and sincerity to the system and mention their efforts and sacrifices made for the democracy. The study may have important implications for political discourse analysis and language teaching in Pakistani classrooms.
An Analysis of the Critical Thinking for Citizenship Education in the Curriculum at Secondary Level
Author: Awan, Ahmed Sher
Date: 2018-04-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Curriculum,Citizenship Education,Critical Thinking,Educational Policy,Check Lists,Textbooks,Teacher Attitudes,Secondary School Teachers

The fundamental goal of citizenship education is to prepare dynamic citizens who should have the ability to create a peaceful atmosphere in their society. This objective can only be achieved by developing higher order thinking skills which can guide the learner to become reflective and avoid deceptive information. Therefore, this study aims to analyze the existence of critical thinking for citizenship education in the curriculum at secondary level. Through an in depth review of literature, five elements of critical thinking for citizenship education were identified. To analyze those five elements, a checklist was developed with its validity of 0.81. In order to analyze the three sources qualitatively, at first stage, four textbooks, i.e. English, Urdu, Pak-studies and Islamiyat of secondary level with respect to citizenship education were analyzed. At the second stage, curriculum document of these above mentioned four subjects were analyzed and at the third stage the education policy was also analyzed. The fourth stage comprised a questionnaire which was used to collect the data through survey/quantitative method from a 100 teachers who were teaching those subjects in order to verify/justify the qualitative data. On the basis of the findings of this study, it was concluded that critical thinking for citizenship education in the curriculum at secondary level was not emphasized upon appropriately.
Challenges Faced by Prospective Teachers during Teaching Practice: Connecting Theory to Practice
Author: Mahmood, Nasir
Date: 2018-08-00
Type: Journal Articles
Subjects: Preservice Teachers,Teaching Methods,Theory Practice Relationship,Foreign Countries,Student Centered Learning,Classroom Environment,Preservice Teacher Education,Cooperating Teachers,School Administration,Teacher Education Programs

The study investigated the challenges faced by the prospective teachers during teaching practice. The sample of the study comprised 34 prospective teachers enrolled in the final semester of B.Ed. (Hons.) program at University of the Punjab and University of Gujrat. The prospective teachers were trained in using student-centered pedagogies in teaching practice. Data analysis revealed that there was a noticeable transformation towards the use of teaching methods other than lecture method in their classroom. The major challenges included dealing with poor physical infrastructure, scarce and underused academic resources, inflexibility in classroom arrangement, non-professional attitude of school administration, and trying out innovation without challenging the prevailing school norms. Teaching practice has helped prospective teachers to strike a balance between their expectations and reality of schools and classrooms. A closer interaction among university, school, prospective teachers and students beyond teaching practice is essential to increase mutual familiarity addressing the surprise element of challenges faced by the prospective teachers.
Selective Secondary School Education in Barbados: The Need for Change
Author: Pilgrim, Marcia
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary Education,Equal Education,Access to Education,Ability Grouping,High Stakes Tests,Competitive Selection

This article examines the implications of selective secondary school education in Barbados for the provision of an inclusive and equitable education system and highlights its impact on educational outcomes. The concepts of inclusion and equity in education are discussed and their importance in achieving the education goals of nations within the English-speaking Caribbean are highlighted. The historical development of the selective secondary school system in Barbados is outlined and the inequity perpetuated by high stakes selection examinations are examined. The ongoing effects of the ability grouping that result from this process are discussed. The need for a move away from a selective secondary education system is proposed and a possible means for bringing about this change in Barbados is explored. This has important implications for countries in the Caribbean and in other parts of the world that have selective secondary school education systems.
High Impact Tourism Training (HITT) Programme in Nepal
Author: Demenge, Jonathan
Date: 2018-00-00
Type: Journal Articles
Subjects: Tourism,Foreign Countries,Vocational Education,Program Implementation,Females,Youth,Unskilled Workers,Semiskilled Workers,Informal Education,Employment Potential,Income,Intervention,Active Learning,Private Sector,Cooperation,Needs Assessment,Program Descriptions,International Organizations

The High Impact Tourism Training (HITT) was a Technical and Vocational Education and Training (TVET) programme implemented by the Netherlands Development Organisation (SNV). It targeted informal workers from the tourism sector, notably women and youth, unskilled and semi-skilled workers in seven countries in Sub-Saharan Africa and Asia: among them, Nepal. Through innovative solutions, the programme aimed to provide vocational training in tourism related activities to workers from the informal sector, women and youths - who usually had limited access to formal education - in order to increase their employability and income. After drawing the contours of the TVET sector and listing the main challenges to education in Nepal, the article shows how the HITT initiative chose to address them. Based on quantitative and qualitative evidence, we show that the strategy of intervention rests principally on two pillars: the introduction of active learning methods, and close collaboration with the private sector at every stage of the process, from the analysis of the sector and needs, to the design of the training, to the implementation. The article further dwells on the potentialities, limits and replicability of the HITT programme in Nepal.
Attitude towards Entrepreneurship: An Exploration of Technology Education Students
Author: Hussain, Tariq
Date: 2018-04-00
Type: Journal Articles
Subjects: Attitude Measures,Entrepreneurship,Technology Education,Foreign Countries,Student Attitudes,Gender Differences

Entrepreneurship is a symbol of business strength and growth which requires knowledge, skill and competency. The study aimed to explore the attitude of technology education students towards entrepreneurship. This study was descriptive in nature; quantitative approach was adopted and survey method was used to conduct the study. Census sampling technique was used to select the sample which comprised 135 students from the Department of Technology Education at Institute of Education and Research, University of the Punjab, Lahore. The Entrepreneurial Intention (EI) scale was adapted for data collection which was developed by Lee Wei Ni, Lim Bao Ping, Lim Li Ying, Ng HueiSern and Wong JiaLihin (2012). The original version consists of 32 items, however after piloting the EI scale comprised of 26 items based on five-point Likert type scale. Data were analyzed by using descriptive and inferential statistical techniques. The findings reveal that the students of technology education demonstrate positive attitude towards entrepreneurship. It is concluded that there is no significant difference in students' attitude towards entrepreneurship in terms of gender and session. However, there is significant difference between the attitude of the morning and self-supporting students towards entrepreneurship. It is suggested that seminars and workshops should be conducted by educational institutions to develop the entrepreneurial skills among students for their career advancement.
Are Social Networking Sites Suitable for Formal Learning among Business Research Students? A Mixed Method Experimental Approach
Author: Ali, Fouzia Hadi
Date: 2018-00-00
Type: Journal Articles
Subjects: Social Networks,Business Administration Education,Action Research,Outcomes of Education,Graduate Students,Student Attitudes,Social Media,Computer Mediated Communication,Correlation,Critical Thinking,Teacher Student Relationship,Interaction,Technology Uses in Education

The purpose of the study is to empirically assess the impact of Social Networking Sites (SNS) on the pedagogical outcomes as perceived by the students in the context of post-graduate students. This action research used triangulation approach to assess 80 students of a post-graduate class. Data were collected in six steps. Initially, an adapted questionnaire was administered before and after creating formalFacebook (FB). The group was monitored for three weeks. Finally, 18 students were selected for semi-structured interviews based upon their interaction with the FB group. Data were analyzed using SPSS 16, PLS-SEM 3.2, and NVIVO 11. The results revealed a remarkable impact of SNS-FB on various pedagogical factors. This research can provide the basis for academic policymakers to introduce such formal SNS channels for teaching purposes. The study provides a base to address the new trends of learning through action research that is underexplored in the previous literature.
Exploring Growth Trajectories of Informal and Formal Mathematics Skills among Prekindergarten Children Struggling with Mathematics
Author: Namkung, Jessica M.
Date: 2019-05-00
Type: Journal Articles
Subjects: Mathematics Instruction,Mathematics Skills,Preschool Education,Preschool Children,Mathematics Achievement,Low Achievement,Learning Problems

Growth in two subscales, Informal and Formal Mathematics Skills, of the &quot;Test of Early Mathematics Abilitity-3&quot; (TEMA-3) was explored in a sample of 281 children. Children were identified as either typically developing (TYP; n = 205) or having mathematics difficulties (MD; n = 76) based on their total TEMA-3 score at the end of prekindergarten. Their average level of informal and formal mathematics skills, growth rate over time, and rate of acceleration of growth were estimated using conventional growth modeling while controlling for the effects of gender. Results indicated that children with MD had significantly lower informal and formal mathematics knowledge than did TYP children at the end of kindergarten. However, for informal mathematics skills, children with MD grew at a significantly faster rate than did TYP children, and the rate of acceleration was also significantly faster for children with MD. In contrast, both the rate of growth and acceleration of growth in formal mathematics skills were significantly faster for TYP children than they were for children with MD. Implications for early MD identification and interventions are discussed.
Effect of Classroom Learning Environment on Students&apos; Academic Achievement in Mathematics at Secondary Level
Author: Malik, Riaz Hussain
Date: 2018-08-00
Type: Journal Articles
Subjects: Classroom Environment,Secondary School Mathematics,Mathematics Instruction,Mathematics Achievement,Foreign Countries,Grade 10,Secondary School Students,Student Attitudes

The aim of the study was to examine the effect of the perceptions of students about classroom learning environment on their academic achievement at secondary level in the Mathematics classrooms. The participants were selected from the secondary and higher secondary schools located in Tehsil Rawalpindi and Islamabad (Federal Area), Pakistan. Twenty four schools were selected randomly. A total of five hundred sixteen students of 10th grade studying Mathematics in twenty seven classrooms, were included in the sample. Classroom Environment Instrument (Personal Form) was used to measure the students' perceptions after translating it into Urdu for Urdu medium schools. The pilot testing was carried out before the actual application of this instrument. The reliability of the instrument was determined by the use of Cronbach Alpha which was found as 0.85. The marks obtained by students in the subject of Mathematics in annual examination in 10th grade conducted by both BISE Rawalpindi and FBISE Islamabad were taken as achievements in Mathematics. The data was analyzed using multiple regression, Pearson r and ANOVA to find out the effect of perception of students about classroom learning environment on their academic achievement. The results of study revealed that the subscales, `Involvement', `Personal relevance', `Emphasis on understanding', were major predictors contributing towards classroom learning environment and students' academic achievement whereas subscales `Investigation' and `Autonomy' have negative effect on students' academic achievement. The researcher recommends that active involvement of the low achievers may affect their learning more positively.
Teachers&apos; Perceptions about the Use of Classroom Assessment Techniques in Elementary and Secondary Schools
Author: Saeed, Muhammad
Date: 2018-04-00
Type: Journal Articles
Subjects: Teacher Attitudes,Evaluation Methods,Classroom Techniques,Secondary School Teachers,Elementary School Teachers,Foreign Countries,Formative Evaluation,Summative Evaluation,Portfolio Assessment,Public Schools,Private Schools,Self Evaluation (Individuals),Peer Evaluation,Diagnostic Tests

Assessment plays central role in process of effective instruction. A number of assessment techniques are associated with the quality of instruction and evaluating its learning outcomes. This study was designed to analyze the perceptions of teachers about using classroom assessment techniques at elementary and secondary schools in district Lahore. The sample comprised of 500 teachers (300 elementary &amp; 200 secondary) selected randomly. The data were collected through an opinionnaire which contained 55 items, each at five point Likert type scale, ranging from strongly disagree (1) to strongly agree (5). The Cronbach Alpha value of internal consistency of the instrument was measured at 0.939. The results revealed that most of the public and private school teachers use summative assessment. They believe that formative and summative assessment can play more pivotal role in promoting students' learning in the classroom. Teachers may also use other alternative assessment techniques such as peer assessment and portfolio assessment. Implementing these assessment techniques will result in more effective and holistic development of elementary and secondary grade students both in public and private schools.
Classroom Practices of Mentees and Mentoring Challenges in the Execution of Continuous Professional Development Framework
Author: Munir, Farrukh
Date: 2018-08-00
Type: Journal Articles
Subjects: Mentors,Elementary School Teachers,Teacher Educators,Professional Continuing Education,Educational Practices,Planning,Teaching Skills,Communication Skills,Classroom Techniques,Audiovisual Aids,Student Evaluation,Homework,Teacher Motivation,Multigraded Classes,Class Size

The purpose of the study was to evaluate classroom practices of Primary School Teachers (PSTs) to examine the influence of mentoring under Continuous Professional Development (CPD) framework of Directorate of Staff Development (DSD). The study was also aimed to explore the challenges faced by mentors (District Teacher Educators - DTEs) working under the same framework. The mixed methods approach was adopted to conduct the study. The population for the quantitative part comprises of 2044 PSTs and data were collected from the sample of 137 PSTs through a self-developed classroom observation rating scale to evaluate classroom practices. The population for the qualitative part comprises of 96 DTEs and data was generated from 17 DTEs through semi-structured interview protocol to explore the challenges faced by them during mentoring. Mean and the standard deviation were used to analyze the quantitative data, whereas qualitative data were analyzed through content analysis. The major findings from quantitative data point out that out of a total of seven aspects of PSTs' classroom practices, there is not a single aspect that falls under the categories of 'most frequent practice' and 'frequent practice'. Four themes including planning skills, teaching skills, communication skills, and classroom management are being practised infrequently; and other three themes including the use of AV aids, assessment of student, and homework are being practised rarely by the PSTs. The main findings from the qualitative data highlight that DTEs are facing many challenges such as lack of teachers' interest, multi-grade teaching, and overcrowded classrooms.
The Impact of Academic Failure on the Self-Concept of Elementary Grade Students
Author: Chohan, Bushra Iqbal
Date: 2018-08-00
Type: Journal Articles
Subjects: Academic Failure,Self Concept,Elementary School Students,Foreign Countries,Measures (Individuals),Public Schools,Grade 4,Academic Achievement

Self-concept has gained significant position in educational theories. The self-concept is said to be a set of planned self-attitudes that are relatively established and &quot;characteristic&quot; of an individual (Demo, 1992, p.303). In the present study, the impact of academic failure on the self-concept of the students was examined. The students of grade four in public primary schools (N=42) of Rawalpindi city were taken as study sample. Quantitative data were collected in two-phase panel study, i.e. at the beginning of the last term of preceding academic session and at the start of successive academic year. The self-concept of the students (N=238) was measured through Urdu translation of Beck Youth Inventory for Self-Concept of Children (BSCI-Y). The overall findings of the study revealed that the impact of academic failure on the self-concept of the students may be considerably negative. The researcher recommended on the basis of the findings of the study that, while designing teacher training programs, the practical aspects of child psychology alone with theoretical considerations ought to be built up, as depicted in the conclusion of the present study. If the practical aspects of child behavior are incorporated into the teacher training programs, they may become more viable, relevant and acceptable for the teachers.
A Study of Relationship between Leadership Styles of Principals and Job Satisfaction of Teachers in Colleges for Women
Author: Munir, Hina
Date: 2018-08-00
Type: Journal Articles
Subjects: Correlation,Leadership Styles,Principals,Job Satisfaction,College Faculty,Females,Single Sex Colleges,Foreign Countries,Teacher Administrator Relationship

The focus of the present study was to investigate the relationship between leadership styles of principals and job satisfaction of teachers in women colleges in the province of Punjab. This study was designed to identify the leadership styles of principals practiced by them in colleges for women and to find out the relationship between leadership styles and level of job satisfaction. The data were collected by using the Survey method from the selected sample comprised of 1005 college teachers from 100 colleges all over the Punjab. Leadership style was identified using leadership style questionnaire and job satisfaction was measured by using job satisfaction questionnaire. Data were analyzed with the help of descriptive and inferential statistics. The major findings revealed that democratic leadership style is the most practiced leadership style in women colleges and this style has a positive and significant correlation with job satisfaction. Democratic leadership style also has a positive effect on teachers' job satisfaction.