The main aim of the study was to explore the causes of miss-out children from rural areas of Punjab. Further the study objective was to provide an in-depth exploration of the experiences of families who did not enroll their children in any school. The approach of the study was qualitative and participants were selected by considering the needs of the study. The study has provided useful insight and learning around the experiences of 25 families, across two districts of the Punjab; 13 families from district Multan and 12 families from district DG Khan were taken conveniently. An interview as data collection tool was used to get the data from children who are not going to school and their parents, and social workers of the community where they reside. The finding showed that poverty, education system, family’s migrations due to rented homes, unemployment, low social status, teachers’ attitude towards students, lack of skill-based curriculum, orphan hood, social and cultural pressures contribute to the student miss.
Saphier, Haley-Speca., & Gower (2008) stated that teaching practice is to create a dynamic schoolroom environment that fosters fantastic, powerful communication amongst school students, teachers, parents and other members of the school community. This descriptive research is focused on the significance of teaching practice for the prospective teachers and was conducted by administering a questionnaire having fifteen question items on one hundred B.Ed (Hons) students of a public sector university after their final round of practicum. The results of the study through light on the importance of teaching practice component and its modalities and further reflects that teaching practice is highly significant, fruitful, and a must for any students interested in taking up teaching as a future profession both in teacher education and other programs with the remark that the concerned universities may extend to at least four months instead of restricting it to 12-16 credits or so.
The present study aimed to assess the perceptions of parents about online learning and physical activity of their children. A qualitative study was undertaken to determine the perceptions of parents about online learning during COVID-19 to get a deep insight into real-life experiences. Open-ended questionnaires were administered online to forty-five parents who could be accessed easily and had children studying in Grades 1-3. The major themes that emerged from the data analysis included the following: increased monitoring role of parents, need of IT skills, provision of additional support from schools, challenging nature of online learning and sedentary behavior of their children. With a purpose of understanding perception of parents and their viewpoints about online learning, it was deduced that parents initially had to face many challenges but soon adjusted well with the new method of teaching as it was the need of hour during COVID-19 Pandemic.
In this study, we propose classroom discourse as a dynamic activity whereby the discourse shifts from one mode to another within one social activity when students are involved to complete the task. The data for this study consisted of audio and video-recordings of the sessions. The analysis transcribed verbal and non-verbal behaviors of the students emerging during social activity. In the analysis, a transcript of one whole episode was taken from a larger study of the data set to inform about the discourse type used by the students during the social activity. The purpose of selecting one episode was to show the change in different types of discourse during a session. The finding of the study implies that in the context of social activity exploratory type discourse is required for learning. This study agrees with the general genetic law of cultural development that links the social, psychological, and cultural aspects during collaborative activities.
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