Abstract. Research indicated that the major practices of engineers rely on mathematical thinking skills. Mathematical thinking and learning in engineering education must address the rapidly changing technological innovations and the associated expectations in terms of the quality of learning experiences. Thus, future engineers need to be actively engaged in deep and meaningful mathematical thinking and learning rather than passive information transmission during their engineering mathematics. This paper presents some results of a study carried out to investigate the potential of blended learning and its implication in supporting mathematical thinking among prospective engineers. Mason's et.al. problem solving approach is integrated with BLOSSOMS modules first to produce activity based worksheets and then to conduct blended learning sessions to cultivate mathematical thinking skills among first year engineering students using duet teaching and collaborative learning approaches. The two staged interpretive data analysis is used to explore and interpret the data. The findings showed that blended learning can positively affect students' learning, thus supporting students to think mathematically in the blended learning environment.
Teaching students and managing their performances is a challenging task, and there are several ways to manage them. When students are grouped, their performance is much more fruitful and productive, but managing them is difficult. This research aims to find social studies teacher perspectives regarding managing group work in the elite school classroom. This study incorporated a qualitative phenomenological research design to explore social studies teachers' challenges when managing group work in their class. Purposive sampling was used to collect data from elite school social studies teachers.Semi-structured interviews were used to explore the beliefs of elite school teachers regarding group work.The study's findings suggest that group work is a general and rich approach often used by social studies teachers in elite schools. Social studies teachers face many challenges in managing group work.Moreover, students also complain about their dissatisfaction with their group members. However, it is also noted that group work increases efficiency and productivity in students and makes the classroom an interactive place to study.
Poverty and illiteracy are two major socio-economic issues plaguing Pakistan's growth. Despite many efforts, getting an education for working children has always been a tough task. Children who have mastered that skill manage their professions, phase, and lives efficiently. It is necessary to comprehend the perspectives of the mothers of working girls in order to understand how and to what degree these characteristics influence their schooling and aspirations in life. This multiple case study also aids in showcasing the issues along with identifying comparable and disparate trends among those five cases. The research findings clearly highlight that there is a strong dedication to education, with four out of five instances stating that they have a good chance of achieving their objectives. Besides various hardships and financial problems, parents are willing to support their daughters' education and understand that education can help their girls achieve a bright future.
This study explored the beliefs of elite school teachers concerning the effect of students' behavior on teachers' stress and burnout in an elite school. It also aimed to find out the perceptions of elite school teachers about organizational climate inducing teachers' stress and burnout. This study used an interpretive phenomenological research design to get an insight into the lived experiences of stress and burnout elite schoolteachers face. A criterion sampling technique was used to select a sample of fifteen teachers employed in an elite school in Lahore. Semi-structured interviews were conducted to get a deeper understanding of the lived experiences of elite school teachers. The thematic cross-case analysis revealed that most teachers experience-work stress and burnout. Some of the major stressors for teachers were administrative conflicts, collegial issues,excessive workload, lack of appreciation, and organizational environment. Students' disruptive behavior is the most significant predictor of teacher stress and exhaustion. It has been concluded that teachers need to have a properly articulated policy that could possibly protect their rights.
Purpose
This study sought to better understand how to support and plan for a collaborative effort that brought educators together from three universities in the United States and Pakistan. This project sough to foster collaborative relationships between the two countries by expanding knowledge, collaboration, and capacity in middle schools in the Punjab region of Pakistan with a particular focus on underrepresented students and middle grades STEM instruction.
Design/methodology/approach
This study was informed through the use of formative survey data gathered from the workshop participants throughout the course of the week. The researchers conducted pre and post surveys of 22 participants using Likert scale items.
Findings
This project provided insights regarding curriculum alignment, engaging communication, teacher-centered formative data. These findings offered insights on how to grow as reflective practitioners and researchers, and how to form a robust multi-national professional learning community.
Research limitations/implications
The survey data were gathered from participants who willingly sought professional development in one region of Pakistan. The sample was small (four participating middle schools and one local university) and thus the findings cannot be necessarily generalized to a greater population.
Practical implications
This project provides practical insights of how teams can work together in regard to building a professional learning community. Teams can plan with intentionality, foster various modes of discussion, and empower both teachers and students to inquire, solve problems, and share their insights.
Social implications
The STEM topics in this study are important across continents. Navigating time constraints and distance is feasible through communication, attention to objectives and clarity in goals, and a desire to learn outside of one’s usual comfort zones.
Originality/value
This project was unique in the time and space in which it was designed and implemented, yet it offers value in fostering ongoing collaboration through various modalities and in being intentional in the planning process.
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