<p>The role of taxonomy of objectives is considered to be one of the<br />most imperative elements in curriculum designing and drafting of<br />learning outcomes and objectives. Several educationists and academicians have regarded this model in facilitating learning achievement from lower level knowledge acquisition to higher order thinking. However, a few others have critiqued this phenomenon by reconnoitering its implications on segmentation of knowledge application into a hierarchical model, that may restrict learners, specifically in higher<br />education settings to limit their acquisition of a concept. Moreover,<br />students’ learning and motivation are hampered while undergoing<br />such an intensive, structured assessment of those learning outcomes.<br />This reflection brief will appraise and reflect in favour of the various<br />critiques established around the phenomenon of progressive Bloom’s<br />taxonomy and will briefly discuss the idea of reversing the level of<br />taxonomy in higher education settings to sustain student learning<br />motivation.</p>
Teachers in the recent fast transforming technological era are required to regularly upgrade their knowledge, skills and attitudes to meet the needs of the 21 st century learners & learning. This study explores the engagement of the school leaders in continuous professional development (CPD) by using a case study method. An elite school was selected as a sample case considering its recognition of CPD models and its constructive implications on learning. Two school leaders consisting of school headmistress and CPD convenor were selected using a purposive sampling method. The data were collected using an in-depth interview strategy and having a semi structured interview guide that could allow subjective detailed questioning and responses. Also, researchers own observations of CPD programmes provided relevant data for the study. The data analysis revealed that school leaders pursue CPD in a very systemic and process-oriented manner. The process starts from exploring individual teachers' needs to providing them with avenues to upgrade their teaching with timely support and monitoring. This study synthesizes the findings and present essential characteristics of effective professional development. Strategies for policy makers, school leadership, school administrators and teachers to engage in continuous, relevant and contextualized professional development endeavours are discussed.
<p>Schools label themselves to be English medium considering that by implementing textbooks in English language and adopting English as a medium of instruction is sufficient to be English. In this regard, there is a need for a checklist or selfassessment tool to enable the schools to evaluate themselves to see their positioning as an English medium school as well as understanding their role in it. This study aimed to develop a scale to enable the English language teaching practitioners to explore if the non-elite schools successfully fulfilled this claim. The scale construction methodology was used to carry out this investigation. The sample comprised of 134 participants including school principals, coordinators and teachers randomly selected using convenient sampling methods. A reliability analysis was carried out to establish the authenticity and applicability of the tool. A satisfactory score of test-retest reliability revealed the scale as a good fit to evaluate school support for<br />English language learning; therefore, the scale can be stated as acceptable based on its psychometric properties.</p><p><br /><strong>Keywords:</strong> English language, official language policy, scale construction, school<br />assessment.</p>
The recent record floods in Pakistan are the biggest natural disaster in the history of the country. Satellite images show the great extent of land submerged in inland lakes. 1 The United Nations secretary general António Guterres described the flooding as a "monsoon on steroids." 2 More than 1100 people have been killed so far and three million others have been affected in one of the country's worst monsoon seasons in over a decade. 2 3 Rescue efforts have been hampered thus far due to socioeconomic and geopolitical factors. Swathes of villages and towns have been washed away or submerged in flood waters. The unprecedented floods have destroyed houses, cattle, and crops that were ready for cultivation.Climate activists and experts say that although Pakistan only contributes 1% to global carbon emissions, its share of the catastrophic effects of climate change is colossal. 4 The areas most destroyed by floods are rural, with prevailing health, education, and resource inequities. The floods have not only added to the burden these areas face, but could unravel the minimal progress that has been made in elevating quality of life with access to health, education, and livelihood opportunities. The assessment of the total damage of the flooding, including loss of lives, houses, infrastructure, cultivable land, and livelihoods is not yet complete. The statistics are likely to unveil a bleaker situation.Competing interest: The author declares no competing interest. SB works for an academic medical centre which is closely engaged in flood relief by providing basic healthcare.
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