علوم حدیث پر برصغیر کی اردو کتب کا تعارفی و تجزیاتی مطالعہ

The Hadith were account usually brief of the words and actions of the beloved Prophet, [May Allah Bless him and grant him peace]. As Such, they were subjected to intense security by generations of Muslim Scholars. The Principles to authenticate and document this literature along with it peculiar terminology called Usool-e-Hadith. This unique Science is a historic achievement of early Muslim scholars, having and history of centuries contributing to its evolution. In the opinion of the Late 'Allama Rashid Rida of Egypt, "The Indian Muslims are playing the leading role in the diffusion and dissemination of Hadith learning in the world to-day. As a matter of fact, according to him, but for the painstaking labour of the Indian Muslims towards the cultivation of the science of al-Hadith, it would have well nigh died down." A number of Scholars in the Indo-Pak sub-continent have produced an extensive work on the subject in Urdu language as well, during last century. My Research work focuses on analytical study of the same books on Usool-e-Hadith.

Follow-Up Support for Graduates of Aku-Ieds Visiting Teachers Program in Their School Contexts

Without consistent follow-up support in school contexts teachers learning from the training program can be a piecemeal experience for teachers who may find it difficult to apply their learning in their classrooms. Continuous school improvement begins when school based follow-up support is available for teachers with the training program, such as peer coaching, mentoring, self reflection, time and resources, professional autonomy to make decision in their classrooms and so on. Follow-up visits from teacher educators also support the effective implementation of the strategies presented in the training program. This study was conducted to understand stakeholders' perceptions of follow-up support. The study explored the kinds of follow-up support available for graduates of the VT program at AKU-IED in the two sample school contexts. Further more it discusses the effectiveness of the available formal follow-up strategies for the Visiting Teachers (VTs) to implement their learning from the training program. The data was gathered from VTs, principals, vice principals and one of the directors through interviews and informal conversations. Observations were also undertaken of VTs classrooms teaching and their interactions with other staff members. For this study I used case study approach within qualitative paradigm. The study reports that VTs are considered as experts in their school contexts because they have given the responsibility of peer coaching and mentoring to the other teachers, which results in extra workload and time constraints for VTs to implement their learning from the program. Workload and time constraints move away teachers from reflecting on their practice. The study reveals that, supportive and collaborative school culture is crucial with the formal structures of follow-up support. This can be done with the administrations providing time for and encouraging collegial interaction, sharing of knowledge and skills and learning together through giving feedback to each other. Time availability and collaborative environment encourage VT teachers to implement their learning even in the absence of any follow-up support for this purpose.