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Home > The Role of Science Learning Area Coordinators in Implementing School Improvement Through Curriculum Development Innovation: A Case Study

The Role of Science Learning Area Coordinators in Implementing School Improvement Through Curriculum Development Innovation: A Case Study

Thesis Info

Author

Ghaznavi, Mahmood

Department

Institute for Educational Development, Karachi

Program

MEd

Institute

Aga Khan University

Institute Type

Private

City

Karachi

Province

Sindh

Country

Pakistan

Thesis Completing Year

2004

Thesis Completion Status

Completed

Subject

Education

Language

English

Added

2021-02-17 19:49:13

Modified

2024-03-24 20:25:49

ARI ID

1676728002631

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This study investigated the roles that the Science Learning Area Coordinators play in implementing a school improvement initiative in the area of science by a well-known school system in its schools in Karachi. The perceptions and practices of two Science Learning Area Coordinators were explored through interviews, post-lesson conferences, observations and document evidences. Moreover, the perceptions of principals and heads of both schools and the Science Program Associate were also explored. The study reveals that Science Learning Area Coordinators (SLACs) play a central role in implementing the school improvement initiative. Five major roles and responsibilities were identified as classroom teacher; mentor teacher; program developer; member of school academic management team; and a motivated learner. The study reveals that there was a significant harmony between the assigned, perceived and performed roles and responsibilities. This effective role performance can be attributed to: shared vision; involvement of teachers in curriculum planning and management; appropriating roles and responsibilities of SLACs; availability of resources; characteristics of the improvement initiative; balanced support and pressure from the school system; and personal abilities and qualities of the SLACs. The findings have significant implications for curriculum improvement planning and management.
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حاصل تحقیق

حاصل تحقیق

زبان اللہ تعالیٰ کی عطا کردہ نعمتوں میں سب سے بڑی اور عظیم نعمت ہے۔ اس پر سنجیدگی سے غورکرنے کا سلسلہ روزِ اول سے ہی جاری ہے۔ قبل مسیح کےمفکروں اور دانش وروں نے بھی اس پر بہت غور وخوض کیا اور اس کے متعلق مختلف نظریات قائم کیے، اس سلسلے میں مختلف کتب موجود ہیں جو زبان کے متعلق قبل مسیح کے نظریات سے بھری پڑی ہیں۔

اس کے بعد آنے والے مختلف مفکرین نے اس پر تحقیقی کام جاری رکھا۔ اور زبان کے متعلق اپنے نظریات پیش کرتے رہے۔ ان نظریات سے مختلف ماہرین لسانیات نے لسانیات کےمختلف شعبے تخلیق کیے اور ہر شعبے میں خاطر خواہ کام کیا۔

انیسویں صدی میں لسانیات پر باقاعدہ تحقیقی ادارے بننے شروع ہوئے،مغرب نے اس سلسلے میں بہت کام کیا، لیکن یہ بات عیاں ہے کہ بیسویں صدی میں ادب پر جتنا کام ہوا وہ گزشتہ ایک صدی تک نہ ہو سکا، بلاشبہ اس صدی کو ادب کی صدی کہا جاتا ہے اس میں باقی شعبوں کے ساتھ ساتھ لسانیات جیسے اہم مضمون پر بھی بہت زیادہ خامہ فرسائی کی گئی۔

زبان میں لسانیات کے موضوع کے حوالے سے اگر دیکھا جائے تو یہ مختلف عناوین اور اس کےمسائل ومباحث کو سمیٹے ہوئےہے۔ جہاں اس کا تعلق نطق انسانی سے ہے وہاں زبان کے قواعد اور لغتیات پر بھی بحث کرتی ہے۔ اگر لسانیات کی صرف نطق انسانی کے حوالے سے بات کی جائے تو یہ بات عیاں ہے کہ لسانیات کا کسی مخصوص گروہِ انسانی سے تعلق نہیں بلکہ یہ دنیا کی تمام زبانوں کے مسائل کو زیر بحث لاتی ہے۔ مختلف ماہرین لسانیات نے اس کی تعریف مختلف حوالوں سے کی ہے۔ ان میں چند ایک درج ذیل ہیں: 

’’زبان کا سائنسی مطالعہ لسانیات کہلاتا ہے۔

The Making of Benazir Income Support Program

The Benazir Income Support Program (BISP), introduced in 2008-09, is a unique cash support scheme for economically stressed families. Its uniqueness arises from several facets. The cash transfers are provided only to women aged over 18 years and have been ever married. It is unconditional and aimed at supplementing income as opposed to alleviating poverty. It was politically neutral, given that the facility to identify potential beneficiaries was extended to all parliamentarians, irrespective of party affiliation. A set of filters, applied electronically, ensured objectivity in beneficiary selection. Disbursement mechanism was automated to ensure minimal leakage. This paper outlines the process of the preparatory work that went into designing BISP – the conceptual debates, the beneficiary identification and disbursement procedures, etc. – involving a combination of high quality research with political decision making. It also addresses the debates surrounding BISP, cites independent empirical studies that show that the parliamentarian-based beneficiary selection mechanism was efficient and equitable and did indeed cover the deserving, and also responds to the variety of criticisms. ______

A Study of Students’ Alternative Conceptions of Selected Science Concepts and the Effectiveness of Related Instructional Strategies

The alternative conceptions of students are very important in determining the nature of science education in our schools. The purpose of this study was to investigate the alternative conceptions of students about “Energy”, “Living”, and “Chemical Change” and to assess the effectiveness of instructional strategies for changing students’ conceptions. During first phase of the study alternative conceptions of 267 students of 6th, 8th, and 10th classes from four Government high schools of Quetta were investigated through Interview about Instances (IAI) approach. The information about socioeconomic background, age and family of the sample students were also collected during the interview. The alternative conceptions of the sample students about ‘energy’, ‘living’, and ‘chemical change’ were found to be similar to alternative conceptions held by students of different nationalities / regions as reported in international research literature. The socio economic background of students did not appear to have any relation with their alternative conceptions. Similarly, no significant differences were found in the alternative conceptions of the students of different ages or classes. In the second phase, a two-tier conceptual-diagnostic “paper and pencil” test in Urdu language was developed to assess the alternative conceptions of students about the selected science concepts. This test was later used as posttest. Third phase of the study assessed the effectiveness of proposed instructional strategies. Sixteen (16) science teachers of two experimental schools were given training about instructional strategies in a training workshop. The science teachers of experimental and control group schools taught the related chapters of the textbooks in their respective classes. 25% students of class 9 of the experimental and control group schools were given the posttest. It was found that the alternative conceptions of the experimental group students about Energy, Living, and Chemical Change, were similar to the alternative conceptions of the control group students. The hypothesis that alternative conceptions of experimental group students were closer to scientists’ concepts, than those of control group students, was not proven. The findings of this study have significant implications for investigating the alternative conceptions of science teachers about teaching and learning; approaches to teaching; and the classroom instructional practices. The findings call for developing and using diagnostic techniques to elicit students’ alternative conceptions and for developing a repertoire of context based effective instructional strategies. It was recommended that science teachers should be involved in impact assessment process of their professional development activities and be encouraged to improve their instructional approaches to achieve desired conceptual changes among their students.