Expertise in academic writing provides opportunities to the graduate students to produce high quality papers and assignments for successful completion of their graduates' courses. Therefore, formative feedback strategies helped students to produce quality assignments. The study has highlighted several factors that impede the process of feedback. Understanding these factors, therefore, was integral in helping students to improve their written assignments at the graduate level. This study aimed to explore graduate students' perceptions about formative feedback strategies on their written assignments in a public sector university in Pakistan. Six students from the final cohort of the four-year B.Ed. programme were selected purposefully as primary participants and two teachers; one Assistant professor and one senior Lecturer were selected as secondary participants. Data generated from teachers' interviews helped in triangulation of the findings. In addition, data collection tools were document analysis, interviews from teachers and focus group discussion with students. The data were analyzed based on Creswell's model of analysis (2013) that dealt with organization of the raw data, general sense making, codification and identification of emerging themes. Moreover, there is a continuous back and forth approach by reading and rereading the data repeatedly. The study revealed that students perceived teachers' feedback on their writing as incredibly important for the quality of their written assignments. They were of the view that teachers were using different forms of formative feedback strategies such as debriefing conferences, corrective and directive feedback, facilitative feedback and peer feedback. Furthermore, the entire discourse also revealed few important hindering factors such as teachers' workload, teachers' lack of competency, lack of permanent teaching faculty, and institutional policy. Moreover, the students articulated concerns such as teachers were reluctant and not professionally equipped to provide effective feedback on their writing specimens. The findings have implications for teachers to think and rethink about their feedback strategies in classroom particularl producing well-written assignments for a graduate course. In other hand, students are also need to understand the improtance of peer and self assessment than that to rely on teachers feedback for all the time. Moreover, Roushan University needs to make formative feedback as an integral part of the policy framework to focus of the development of graduate students' writing skills to meet the demands of a graduate course.
محمد نظام الدین ابھی قلم یہیں تک پہنچا تھاکہ ڈاکٹر محمد نظام الدین کے انتقال کی خبر حیدآباد سے ملی۔ مرحوم عرصہ تک عثمانیہ یونیورسٹی حیدآباد میں فارسی کے پروفیسر اوردائرۃ المعارف کے ڈائرکٹر رہے اوراس حیثیت سے انھوں نے اسلامی علوم وفنون کی بڑی قابل قدر خدمات انجام دیں۔وہ پروفیسر براؤن کے خاص شاگرد تھے اور عربی وفارسی کے نامور اساتذہ اور فضلاء کی اس پرانی نسل سے تعلق رکھتے تھے جو اب آفتابِ لب بام ہے۔ستربرس کے لگ بھگ عمر ہوگی۔لیکن اس عالم میں بھی علمی کام کرتے رہتے تھے۔چنانچہ ابھی چندماہ ہوئے انھوں نے دوکتابیں سلوک الملوک فضل بن روز بن نبھان اورجوامع الحکایات از عوفی آڈٹ کرکے شائع کی تھیں۔علمی اورتحقیقی کمالات کے علاوہ بڑے مہذب شائستہ اورخدا ترس انسان تھے۔اﷲ تعالیٰ انہیں مغفرت و بخشش کی نعمتوں سے سرفراز فرمائے ۔آمین۔ [دسمبر ۱۹۶۸ء]
To maintain and enhance social peace and mutual interaction among people it is mandatory to resolve their mutual conflicts. The eradication of mutual conflicts and working for reconciliation is obligatory on the Muslims. Al-mighty Allah has declared reconciliation and resolution of conflicts among all the Muslims as legitimate action. There are numerous verses of the Holy Quran and Hadith of the Prophet where Muslims have been ordered for reconciliation aiming to promote brotherhood and peace in society. The main rationale behind this is to bring harmony and peace in the social order of life. What are the pre-requisites of reconciliation from Sharia’s perspective, in which conflict reconciliation is permissible and in which cases it is not allowed. This study emphasizes to answer the above mentioned question. Furthermore, efforts have been made to provide a sharia’s foundation for those who are involved in the process of reconciliation in the form of Taḥkīm. This will not only encourage them, but will help in the maintenance of peace in the society. Similarly, a comparison will also be made between the merits and demerits of Pakhtūn’s traditional reconciliation process, and important suggestions will be made to make the Pakhtūn’s traditional reconciliation process more productive and valuable.
Title: “A survey to find out competencies for teaching biology at secondary level in Punjab” Pages: 165 Researcher: Zakia Khatoon Supervisor: Dr. Muhammad Tayyab Alam Bukhari Co-supervisor: Dr. Muhammad Maqsood Alam Bukhari University: Foundation University College of Liberal Arts and Sciences(Islamabad) Year: 2012 Level: PhD. Biology teachers occupy an important position in the entire spectrum of education.We can equip our future generation with the latest techniques of problem solving, by investigating biology teachers’ competencies in the teaching of biology at secondary school level. It is at secondary school level, that students shift their reading abilities of narrative texts, to complex expository material. This study was based on biology teachers’ competencies in preparing biology students to enable them to face challenges of the 21st century. This study was aimed to investigate the required teaching competencies for biology teachers. This study also aimed to find out the existing level of teaching competencies ofbiology teachers through teachers’ perception. The objectives of the study were to determine gaps between existing and required competencies of biology teachers, and recommend remedial steps to fill these gaps. Population of this study comprised of all the teachers teaching biology in F.G. Secondary Schools in Punjab. The sample of the study consisted of all science teachers teaching biology, in fifty percent randomly selected F.G. Secondary Schools in Punjab. Stratified sampling technique was used for sample selection. A questionnaire for biology teachers was prepared. To ensure the reliability of the questionnaire, Cronbach’s alpha was used. The instrument was also revised in the light of feedback received from pilot testing. Data was collected through the questionnaire by personal visits and personal contacts. Data collected through questionnaires were analyzed with the help of mean, percentage, and chi-square. Major findings of the study indicated that most of the teachers were well qualified academically and professionally. They were aware of specific teaching skills and innovative student-centered teaching methodology, and its importance for producing creative thinking and problem solving abilities in students, but they were not implementing these teaching skills and methodologies in the classroom. Majority of the teachers were not fully aware how to use Computer and Internet. They were not competent in using problem solving method, and innovative teaching methods in the classroom. Major implications of the study were to prepare competentbiology teachers by enhancing their specific teaching skills, for producing creative thinking and problem solving abilities in science students and to prepare the coming generation to meet the challenges of the future.