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A Study of the Challenges in Teaching English as a Foreign Language to the Students with Visual Impairment 视障学生外语英语教学面临的挑战研究
Global Educational Studies Review Pub Date : 2022-03-30 DOI: 10.31703/gesr.2022(vii-i).16
Amna Zahra, A. Butt, Sameera Ayub Bhatti
{"title":"A Study of the Challenges in Teaching English as a Foreign Language to the Students with Visual Impairment","authors":"Amna Zahra, A. Butt, Sameera Ayub Bhatti","doi":"10.31703/gesr.2022(vii-i).16","DOIUrl":"https://doi.org/10.31703/gesr.2022(vii-i).16","url":null,"abstract":"The aim of the present study was to investigate the challenges that English as a foreign language teachers face in teaching the English language to students with visual impairment. The data was collected through questionnaires from English language special education teachers who were teaching English at the secondary level. The research took place in Lahore, Pakistan, in special education classrooms. The target population of the study is English language teachers who are teaching visually impaired students in Lahore, Punjab. While the sample of the study was comprised of secondary level teachers of visually impaired students in Lahore. The findings of the study revealed that teachers were facing a number of problems in teaching visually impaired students, such as behavioral issues, less attention span, lack of motivation, lack of teaching materials, less family-supportive environment to do homework tasks etc.","PeriodicalId":129253,"journal":{"name":"Global Educational Studies Review","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124528488","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
School Climate and Teachers' Performance: A Gender-Based Comparison of Secondary Schools 学校氛围与教师绩效:基于性别的中学比较
Global Educational Studies Review Pub Date : 2022-03-30 DOI: 10.31703/gesr.2022(vii-i).06
Muhammad Nadeem Shahzad, M. Farooqi, Waqar Ali
{"title":"School Climate and Teachers' Performance: A Gender-Based Comparison of Secondary Schools","authors":"Muhammad Nadeem Shahzad, M. Farooqi, Waqar Ali","doi":"10.31703/gesr.2022(vii-i).06","DOIUrl":"https://doi.org/10.31703/gesr.2022(vii-i).06","url":null,"abstract":"The primary objective of the study was to determine the relationship between organizational climate and teachers' performance at the secondary school level in Punjab. The nature of the study was descriptive. The population is comprised of teachers working in public sector secondary schools. The sample was drawn using a multi-stage sampling technique. Data were collected using two Likert scale questionnaires; namely, the School Climate Scale (SCS) and the Teachers' Performance Evaluation Scale (TPES) consisted of 34 and 43 items, respectively. Collected data were analyzed by applying Pearson correlation coefficient r and Simple regression. The study found a significant relationship between organizational climate and teachers’ performance. Moreover, female teachers’ performance was better than male teachers in an open climate as compared to a closed climate. It was recommended to provide an open climate to improve the performance of teachers and institutions.","PeriodicalId":129253,"journal":{"name":"Global Educational Studies Review","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122142560","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
EFL School Teachers Perceptions about In-Service Trainings: A Cross- Sectional Study 英语学校教师在职培训认知:一项横断面研究
Global Educational Studies Review Pub Date : 2022-03-30 DOI: 10.31703/gesr.2022(vii-i).21
A. Malik, N. Soomro, Z. Pathan
{"title":"EFL School Teachers Perceptions about In-Service Trainings: A Cross- Sectional Study","authors":"A. Malik, N. Soomro, Z. Pathan","doi":"10.31703/gesr.2022(vii-i).21","DOIUrl":"https://doi.org/10.31703/gesr.2022(vii-i).21","url":null,"abstract":"This study explores the perceptions of EFL school teachers about their in-service trainings in Balochistan, Pakistan. In addition to self-reflection and experiences, teacher trainings contribute to enhancing teachers' skilling, re skilling and up skilling with best classroom practices. However, not all teachers may have an opportunity to quality teacher trainings. Those who do, also carry varied views about in-service teacher training. This study attempted to unveil general perceptions of EFL teachers and the differences in perceptions of primary, middle, or high school EFL teachers in terms of motivation,attitude, ongoing learning, and factors affecting CPD in Balochistan. The findings show that there were no meaningful differences in perceptions of teachers in terms of factors affecting professional development, motivation, ongoing learning, and attitudes. As professional development is a life-long process, the study suggests that at least one CPD activity should be fixed for every EFL teacher each year to develop them professionally.","PeriodicalId":129253,"journal":{"name":"Global Educational Studies Review","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116862767","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Levelling the Hard Pitch of Politics in Organisations Through Code Switching: An Insider View from Education Sector 通过代码转换来平衡组织中的强硬政治:来自教育部门的内部观点
Global Educational Studies Review Pub Date : 2022-03-30 DOI: 10.31703/gesr.2022(vii-i).39
Noreen Saher, Iram Batool, S. Tahira
{"title":"Levelling the Hard Pitch of Politics in Organisations Through Code Switching: An Insider View from Education Sector","authors":"Noreen Saher, Iram Batool, S. Tahira","doi":"10.31703/gesr.2022(vii-i).39","DOIUrl":"https://doi.org/10.31703/gesr.2022(vii-i).39","url":null,"abstract":"Public sector universities in Pakistan have a strong political and hierarchical structure that leads to power struggles between the managers and subordinates (Shaheen, Abrar, Saleem, Shabbir, and Zulfiqar, 2021). According to Esdahl (2003), all conversations are also battles for power, and in these battles, linguistic resources can be used as tools. Therefore, the current study aims to find how code-switching, as a linguistic resource, is used as a tool to achieve higher status in the power hierarchy by the employees of a higher education institution. This research brings forward the functions of code-switching by observing the actual interactions from a native perspective and exploring the multiple goals achieved through shifting to English and Urdu during the conversation between/among employees in the organization. This paper extends a rare in-depth understanding of the role of code-switching in a public sector institution while giving directions for future research in this field.","PeriodicalId":129253,"journal":{"name":"Global Educational Studies Review","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130074495","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Examining the Difference in Teachers' Instructional Behavior on the Basis of the Demographic Variables at the Secondary Level 基于人口统计学变量的中学教师教学行为差异研究
Global Educational Studies Review Pub Date : 2022-03-30 DOI: 10.31703/gesr.2022(vii-i).40
Riaz Ahmad, M. A. Hashmi, Muhammad Mukhtyar
{"title":"Examining the Difference in Teachers' Instructional Behavior on the Basis of the Demographic Variables at the Secondary Level","authors":"Riaz Ahmad, M. A. Hashmi, Muhammad Mukhtyar","doi":"10.31703/gesr.2022(vii-i).40","DOIUrl":"https://doi.org/10.31703/gesr.2022(vii-i).40","url":null,"abstract":"This quantitative study aimed at investigating the teachers' instructional behavior on the basis of demographic variables at the secondary level. Okara and Sahiwal instructors from secondary schools took part in the research. Teachers were asked questions using a five-point scale. The data was analyzed using SPSS and the results indicated that there is no significant difference in the instructional behavior of the students based on demographic variables i.e., gender, area, experience, age, and qualification. This data may be beneficial to teachers learning motivation and how to teach and may provide valuable assistance in secondary school classes.","PeriodicalId":129253,"journal":{"name":"Global Educational Studies Review","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125339187","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Analysis of Minimalist Syntactic Complexity in English Writing among Secondary Level Students 中学生英语写作中最低句法复杂度分析
Global Educational Studies Review Pub Date : 2022-03-30 DOI: 10.31703/gesr.2022(vii-i).35
M. Saleem, Tehseen Zahra, S. Khan
{"title":"Analysis of Minimalist Syntactic Complexity in English Writing among Secondary Level Students","authors":"M. Saleem, Tehseen Zahra, S. Khan","doi":"10.31703/gesr.2022(vii-i).35","DOIUrl":"https://doi.org/10.31703/gesr.2022(vii-i).35","url":null,"abstract":"This research is an analysis of minimalist syntactic complexity in the syntactic structures of secondary-level students of government schools. It highlights the null constituents in the syntactic structures of students writing in annual examinations. It also finds the occurrences of null constituents in the written syntactic structures of the students. For this purpose, the researchers selected ten government high schools [male students] of district Mardan. In this research, a hundred samples of attempted answer sheets of English paper (class 9 and 10) were collected through a random sampling technique. The theoretical framework of the Noam Chomskys Minimalist program was used for this research. The syntactic structures of the attempted answer sheets of the students were analyzed through parsing (tree diagram) with the perspective of minimalism. The data were analyzed qualitatively and quantitatively; the null constituents are discussed qualitatively, and the occurrences of null constituents shown are quantitatively through tabulation.","PeriodicalId":129253,"journal":{"name":"Global Educational Studies Review","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126307384","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Effect Of Flipped Classroom On Developing Fluency And Flexibility Through Divergent Thinking Strategies 运用发散性思维策略发展翻转课堂对流利性和灵活性的影响
Global Educational Studies Review Pub Date : 2022-03-30 DOI: 10.31703/gesr.2022(vii-i).12
S. Kiran, M. Farooq
{"title":"Effect Of Flipped Classroom On Developing Fluency And Flexibility Through Divergent Thinking Strategies","authors":"S. Kiran, M. Farooq","doi":"10.31703/gesr.2022(vii-i).12","DOIUrl":"https://doi.org/10.31703/gesr.2022(vii-i).12","url":null,"abstract":"This study examined the effect of flipped classroom design on developing fluency and flexibility through divergent thinking strategies. True experimental design, pre-test post-test control group design was used with two intact groups of students in the elementary education program at the Master's level.The experimental group was taught through flipped classroom design i.e. pre-class learning, in-class divergent thinking activities, and post-class learning. Torrance Test for Creative Thinking Skills (TTCTS) with nine sub tasks on divergent thinking was adapted to measure fluency and flexibility. Independent sample t-test and paired sample t-test were used to compare mean scores. The findings showed a significant difference between the mean scores of the experimental group in pre-test and post-test scores on fluency and flexibility. A significant difference was found between the mean scores of students in the post-test of the control and experimental group. The findings will help to improve the implication off lipped classrooms along with divergent thinking strategies for teaching creativity to students at a higher level.","PeriodicalId":129253,"journal":{"name":"Global Educational Studies Review","volume":"374 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124676984","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Learning Losses during Covid-19 Pandemic in Pakistan: A Critical Assessment of Online Education System 巴基斯坦Covid-19大流行期间的学习损失:对在线教育系统的关键评估
Global Educational Studies Review Pub Date : 2022-03-30 DOI: 10.31703/gesr.2022(vii-i).01
A. Ali
{"title":"Learning Losses during Covid-19 Pandemic in Pakistan: A Critical Assessment of Online Education System","authors":"A. Ali","doi":"10.31703/gesr.2022(vii-i).01","DOIUrl":"https://doi.org/10.31703/gesr.2022(vii-i).01","url":null,"abstract":"The Covid-19 compelled the educational sector around the world to adopt online techniques to run the educational setups. This study is intended to evaluate the effects and challenges faced by the online education system and to assess them in the wake of the pandemic in Pakistan. This research paper attempts to analyze the success level of online education and the issues faced by the teachers and students.Data was collected from teachers and students at undergraduate and post-graduate levels. It was found that online setup was more successful at the university level, particularly in social sciences, as compared to pure sciences. Online academics at the lower levels remained significantly unsuccessful. Since both faculty and students were not equipped with the new techniques to convert conventional academics into online learning. The significance of this study is that it has pinpointed the obstacles for the online education process during the lock-down in Pakistan.","PeriodicalId":129253,"journal":{"name":"Global Educational Studies Review","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126074424","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Impact of Teachers' self-compassion on Students' Academic Achievement at Secondary School Level 中学阶段教师自我同情对学生学业成绩的影响
Global Educational Studies Review Pub Date : 2022-03-30 DOI: 10.31703/gesr.2022(vii-i).29
Safiullah, Rahim Khan, H. A. Nadeem
{"title":"Impact of Teachers' self-compassion on Students' Academic Achievement at Secondary School Level","authors":"Safiullah, Rahim Khan, H. A. Nadeem","doi":"10.31703/gesr.2022(vii-i).29","DOIUrl":"https://doi.org/10.31703/gesr.2022(vii-i).29","url":null,"abstract":"This descriptive research paper was to determine the impact of teachers' self-compassion and their impact on students' achievement. The population of this study was teachers and students. Two Districts, Peshawar and Charsadda, were chosen as an accessible population. There were 148government secondary schools for boys where 1649 teachers were teaching and 37349 students were enrolled, and 105 government secondary schools for girls where 917 teachers were teaching and 37420students were enrolled. A stratified random sampling technique was used, and a sample of 600 teacher's male and female teachers was selected. Similarly, a sample of 800 students' boys and girls, were selected for the study. Students' achievement scores were obtained from the class IX annual examination 2021results of BISEP. The data was analyzed through Pearson coefficient of correlation, and regression analysis was used to test of hypothesis. The study found a positive relationship between teachers' self-compassion and students' academic achievement.","PeriodicalId":129253,"journal":{"name":"Global Educational Studies Review","volume":"85 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127741864","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Precedent Study: An Approach to Learning about Design Challenges in Architectural Studio Pedagogy 先例研究:学习建筑工作室教学法中设计挑战的方法
Global Educational Studies Review Pub Date : 2022-03-30 DOI: 10.31703/gesr.2022(vii-i).38
Aneela Yaseen, Muhammad Waqas, Arshia Mukhtar
{"title":"Precedent Study: An Approach to Learning about Design Challenges in Architectural Studio Pedagogy","authors":"Aneela Yaseen, Muhammad Waqas, Arshia Mukhtar","doi":"10.31703/gesr.2022(vii-i).38","DOIUrl":"https://doi.org/10.31703/gesr.2022(vii-i).38","url":null,"abstract":"The Application of precedents in the Instruction of Architecture Studio is an essential but frequently miscalculated component of the architecture curriculum. The Architectural Design process is an ever-evolving phenomenon. Concrete examples help to establish this evolution that includes the detailed study of Precedents. It is found that there is a connection between architectural design studio pedagogy and precedent study by thoroughly analyzing previously published literature. Since the precedents serve as the basis for further research, appropriate solutions are sought to increase relevance and performance. Therefore, Precedent-based instruction is the most effective teaching method in an Architectural design studio. This study has identified a few frequent errors when performing precedent studies, i.e., romanticizing decisions in Precedent Studies, neglecting Context, and shallow appreciation without a systematic way. This study offers potential for further research to devise an appropriate tool to conduct an analytical study of precedents to avoid falsification and non-contextual solutions.","PeriodicalId":129253,"journal":{"name":"Global Educational Studies Review","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127601568","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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