Sustainable development and moral values have become an essential need of our society. We cannot expect our society to exist in the long run without having sufficient knowledge about and moral values. This research study aimed to determine the extent to which Pakistan's social studies textbooks from grade 1 to 5 contained elements regarding sustainable development and moral values. A qualitative research design was preferred and adopted for this research. The data was gathered through content analysis of primary grade textbooks of social studies written by Nicholas Horsburgh and published by Oxford 2004. A checklist was developed depicting elements and themes of sustainable development and moral values. The checklists were approved by experts of the Education Department at Kinnaird College for Women, Lahore. The themes and elements were marked accordingly and aided the researchers to explore the finding regarding the contents of primary Oxford social studies textbooks. Major findings revealed that the textbooks of social studies have a sufficient amount of SD goals i.e. Peace and Justice, Highlighting Importance of Diversity, Integrity, Good Health and Well Being, and much more. As far as the moral values are concerned a few chapters contained a surplus number of moral values in them. In the light of the findings of this study it is recommended that the content of social studies textbooks needs to be updated. Similar topics should not be repeated in the textbooks. Awareness about gender equality and environmental issues must be stressed in social studies textbooks.
The present research aimed at investigating the impact and benefits of picture storytelling and mind maps on the narrative abilities of a CI student. Action research was conducted to improve help CI learner write better narratives using picture stories and mind maps. An action-research was conducted to help CI learners to improve their narrative writing skills. The data was collected over a period of six months, during which the participant was taught for 30-40 minutes daily. The overall results showed a significant improvement in narrative writing ability of the participant. The result also depicted efficacy of picture storytelling and mind maps leading to essential need to incorporate them in English classes in order to help the CI learner to write to narratives to her best of her abilities. This research also showed the effectuality of these strategies as a guide to teachers providing guidance in planning and conducting English language lessons.
Inclusive education requires that education be delivered in a framework that is broad enough to accommodate equally the needs and the requirements of every learner in the society. This includes learners with disabilities like dyslexia who find difficulties in coping in the mainstream classrooms. This study explores the perceptions of the teachers regarding the academic performance of dyslexic students. A qualitative methodology was used and the sample was purposively selected comprising of seven teachers who were involved in teaching dyslexic students. Semi-structured interviews were conducted to determine their perceptions and the challenges that they encounter during the teaching-learning process. The main findings revealed that teacher awareness of dyslexia, teacher training, effective classroom instructions, and educational interventions can help dyslexic students cope in the mainstream classrooms.
The aim of this study is to explore the perception of aspiring teachers on promoting the education of sustainability (ESD). The ideology of ESD is paramount being one of the lifelong skills of 21st century. ESD empowers pupils to take informed decisions about the integrity of environment and economy keeping in view the cultural diversity. The study aims to explore the perception of aspiring teachers on promoting the education of sustainability (ESD) in the curriculum of teachers ‘education. The fundamental emphasizes of this paper is gathering a variety of participants’ perception of the implementation of ESD in teachers’ education curriculum. The paper utilized the primary qualitative design and conducted semi-structured interviews to have an in-depth analysis of the perception of final year students enrolled in B.Ed. program. The data is analyzed using the technique of thematic analysis. Three themes emerged out of the analysis (1) the role of primary education, (2) sustainability issues such as knowledge, understanding and attitudes, and (3) attitudes towards ESD. The findings reflected that teacher (enrolled in B.Ed.) positively opined incorporating ESD in the curriculum of teaching education to allow them to improve the existing practices. They suggested that this inclusion will help them save environment while promoting such practices among their students. Resultantly, it would lead to environmentally sustainable future. All the participants were of the view that ESD was no doubt highly desirable. The participants comprehended that ESD could be incorporated in various disciplines like science, history, geography etc. to promote the idea of sustainability across all the disciplines, In this Research Context ESD carries a lot of importance as the interview questions and answers provided a very clear-cut insight of the novice teachers who were enthusiastic to bring this innovation in the primary education by volunteering themselves to learn and educate themselves first for a successful implementation of ESD.
The current research aimed at examining the beliefs of Pakistani graduate students towards English language learning and assessing the stability of their beliefs after six weeks. In the process of language learning beliefs play a pivotal role. Students beliefs about second language acquisition need to be studied so that appropriate approach can be adopted. To collect data, sixty graduate students were selected by purposive sampling. BALLI (Beliefs about Language Learning Inventory, Horwitz, 1987) tool was adopted and administered twice to collect the data. The results showed that the learners are motivated and keen to acquire English language. The respondents were apprised of the significance of foreign language acquisition and highlighted the importance of pronouncing the words correctly, meanings of new words, and the benefits of drills. The results also depicted that there is stability in most of students beliefs after six weeks.
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