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Wednesday, August 26, 2020

Importance of Table of Specification| How to Develop a table of specification | Teacher Education | aiou solved assignment | Course Code 8602

   


Q.3  Describe the importance of the table of specifications also develop a two-way table of specifications for 50 50-mark paper by selecting any unit from 9th class general science.


Course: Educational Assessment and Evaluation

Course code 8602

Level: B.Ed Solved Assignment 


Answer:

Table of Specification and its Importance



The purpose of a Table of Specifications is to identify the achievement domains being measured and to ensure that a fair and representative sample of questions appears on the test. Teachers cannot measure every topic or objective and cannot ask every question they might wish to ask. A Table of specifications allows the teacher to construct a test that focuses on the key areas and weights those different areas based on their importance. A Table of Specifications provides the teacher with evidence that a test has content validity and that it covers what should be covered.



Designing a Table of Specifications 


Tables of Specification typically are designed based on the list of course objectives, the topics covered in class, the amount of time spent on those topics, textbook chapter topics, and the emphasis and space provided in the text. In some cases, a great weight will be assigned to an extremely important concept, even if relatively little class time was spent on the topic. 


Three steps are involved in creating a Table of Specifications: 

  1. Choosing the measurement goals and domain to be covered, 
  2. Breaking the domain into key or fairly independent parts-concepts, terms, procedures, applications, and 
  3. Constructing the table. Teachers have already made decisions (or the district has decided for them) about the broad areas that should be taught, so the choice of what broad domains a test should cover has usually already been made. A bit trickier is to outline the subject matter into smaller components, but most teachers have already had to design teaching plans, strategies, and schedules based on an outline of content. Lists of classroom objectives, district curriculum guidelines, textbook sections, and keywords are other commonly used sources for identifying categories for Tables of Specification. When actually constructing the table, teachers may only wish to use a simple structure, as with the first example above, or they may be interested in greater detail about the types of items, the cognitive levels for items, the best mix of objectively scored items, open-ended and constructed-response items, and so on, with even more guidance than is provided in the second example.



How can the use of a Table of Specifications benefit your students, including those with special needs? 

A Table of Specifications benefits students in two ways. First, it improves the validity of teacher-made tests. Second, it can improve student learning as well.


A Table of Specifications helps to ensure that there is a match between what is taught and what is tested. Classroom assessment should be driven by classroom teaching which itself is driven by course goals and objectives. In the chain below, Tables of Specifications prov ide the link between teaching and testing.




Objectives Teaching Testing 



Tables of Specifications can help students at all ability levels learn better. By providing the table to students during instruction, students can recognize the main ideas, key skills, and the relationships among concepts more easily. The Table of Specifications can act in the same way as a concept map to analyze  content areas. Teachers can even collaborate with students on the construction of the Table of specifications -what are the main ideas and topics, what emphasis should be placed on each topic, and what should be on the test? Open discussion and negotiation of these issues can encourage higher levels of understanding while also modeling good learning and study skills.




Table of Specifications for a Performance Task (Cells can be cleared to create your own. You can also add rows.) 


Standards

Objectives

 Task Prompts

Assessment Criteria (rubric)

Reading 3.0:

Read and respond to historically or culturally significant

works of literature and conduct in-depth analyses of recurring themes.

 

Reading 3.2:

Analyze how the theme or meaning of a selection represents a view or comment on life, using textual evidence to support the claim.

SWBAT:

•  Draw conclusions about literature through textual analysis.

•  Respond in writing to recurring themes

•  Use examples and quotes from the text to support their viewpoint on themes in the literature.

Pick one recurring heme from The House on Mango Street. What do

you think Cisneros is trying to communicate through this personal

narrative? Write a 4 paragraph essay on this question and use textual

evidence to support your thesis.

Ideas:

An essay is focused and uses interesting, original details. The thesis is clear, convincing, and fresh. Supporting details are accurate and relevant. Quotations are carefully selected, thought-provoking, and support the thesis. The essay analyzes literature and shows a thorough understanding of the text

Writing 1.3:

Structure ideas and arguments in a sustained, persuasive, and sophisticated way

and support them with precise and relevant examples.

SWBAT:

•  Write an introduction that includes a hook, thesis, and background

information.

•  Write organized body paragraphs containing textual support.

•  Write an effective conclusion.

•  Write transitions to connect ideas.

Your introduction should include a hook, thesis, and background information about the novel or novelist. Details within each paragraph should support the main idea of each paragraph, and these main ideas should contribute to your thesis. The conclusion should restate your thesis and provide insight into the novel. Transitions should be used to connect ideas between paragraphs.

Organization:

Strong organization highlights key ideas. The Introduction is engaging and provides a clear direction. Details and commentary are closely linked to the thesis. Body paragraphs are organized and contain a strong balance between concrete details and commentary. Transitions link ideas together smoothly and naturally. The conclusion is thought-provoking and reinforces important Ideas.

Writing 1.9:

Revise text to highlight individual voice, improve sentence variety and style, and enhance subtlety of meaning and tone in ways that are consistent with the purpose, audience, and genre.

SWBAT:

•  Use appropriate and effective words in writing.

•  Vary sentence length and complexity.

•  Write in a formal essay tone –avoiding casual and slang expressions.

Check over and revise your work, or ask for feedback from the teacher or peers. Make sure to use your own words in describing your interpretation of the novel. Vary your sentence structures and pick words that capture your ideas precisely.

Style:

Well-chosen words convey the message in a precise way, adding new levels of understanding. Word choice is explicit and vivid, and phrasing is memorable and readable. Sentences are specific, strong, and vary in complexity and length. Words are not wasted. Writing is fluid and strong.

Conventions 1.1:

Demonstrate control of grammar, diction, and paragraph and sentence structure and an understanding of English

usage.

 

Conventions 1.2:

Produce legible work that shows accurate spelling and correct punctuation

SWBAT:

•  Write complete sentences with little to no grammatical errors.

•  Produce legible work that shows accurate spelling and correct punctuation and capitalization.

•  Use MLA format.

Pay attention to grammar, and use correct spelling and punctuation. Make sure that you are using your words correctly. Use the MLA format in citing references from the text or other texts.

Conventions:

An essay is essentially free from grammar, punctuation, and spelling errors. Errors are so few and minor they are easily overlooked. An essay is presented in the correct format.


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Tuesday, August 25, 2020

Validity of a Test | Types of Validity of a Test | Teacher Education | aiou solved assignment | Course Code 8602

  


Q. 2  Explain the concept of validity of a test;  also explain different types of validity of test.


Course: Educational Assessment and Evaluation

Course code 8602

Level: B.Ed Solved Assignment 

Answer:


Validity of a Test and its Types


Test validity is the extent to which a test  (such as a chemical, physical, or scholastic test) accurately measures what it is supposed to measure. In the fields of psychological testing and educational testing, "validity refers to the degree to which evidence and theory support the interpretations of test scores entailed by proposed uses of tests". Although classical models divided the concept into various "validities" (such as content validity, criterion validity, and construct validity), the currently dominant view is that validity is a single unitary construct.



Validity is generally considered the most important issue in psychological and educational testing because it concerns the meaning placed on test results.  Though many textbooks present validity as a static construct,  various models of validity have evolved since the first published recommendations for constructing psychological and education tests.[6] These models can be categorized into two primary groups: classical models, which include several types of validity, and modern models, which present validity as a single construct. The modern models reorganize classical "validities" into either "aspects" of validity[3] or "types" of validity-supporting evidence.


Test validity can itself be tested/validated using tests of inter-rater reliability, intra-rater reliability, repeatability (test-retest reliability), and other traits, usually via multiple runs of the test whose results are compared. Statistical analysis helps determine whether the differences between the various results are large enough to be a problem or are acceptably small.



Different types of validity of the test:


External Validity


External validity is about generalization: To what extent can an effect in research, be generalized to populations, settings, treatment variables, and measurement variables? External validity is usually split into two distinct types, population validity and ecological validity and they are both essential elements in judging the strength of an experimental design.



Internal Validity


Internal validity is a measure that ensures that a researcher's experiment design closely follows the principle of cause and effect. “Could there be an alternative cause, or causes, that explain my observations and results?”



Test Validity

Test validity is an indicator of how much meaning can be placed upon a set of test results.



Criterion Validity

Criterion Validity assesses whether a test reflects a certain set of abilities.


  • Concurrent validity measures the test against a benchmark test and high correlation indicates that the test has strong criterion validity.
  • Predictive validity is a measure of how well a test predicts abilities. It involves testing a group of subjects for a certain construct and then comparing them with results obtained at some point in the future.


Content Validity

Content validity is the estimate of how much a measure represents every single element of a construct.




Construct Validity


Construct validity defines how well a test or experiment measures up to its claims. A test designed to measure depression must only measure that particular construct, not closely related ideals such as anxiety or stress.

  • Convergent validity tests that construct that are expected to be related are, in fact, related.
  • Discriminant validity tests that construct that should have no relationship do, in fact, not have any relationship. (also referred to as divergent validity)


Face Validity

Face validity is a measure of how representative a research project is at face value,' and whether it appears to be a good project.


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Sunday, August 23, 2020

Significance and Scope of Establishment of Partnership between the Teacher Training Institutions | Teacher Education | aiou solved assignment | course code 8602

 


Q. 1  Explain the significance and scope of the establishment of a partnership between the teacher training institutions?


Course: Educational Assessment and Evaluation

Course code 8602

Level: B.Ed Solved Assignment 


Answer:


Establishment of Partnership between the teachers training Institutions


Society has developed itself into a complex system of organizations and interactions, therefore the demands on schools and schooling have become greater. The need for professional teachers grew with it. Teaching is formative in nature and one grows within the profession and hence through daily experiences. As a result of this, various countries have over the years developed different modes of school-based teacher training.



Society has developed itself into a complex system of organizations and interactions, therefore the demands on schools and schooling have become greater. The need for professional teachers grew with it. With the recognition of teaching as a profession it has been acknowledged that all teachers require specialised training, to develop the knowledge and competencies necessary to take on teaching. However, educating teachers in specialized institutes was not the answer to the demand for qualified teachers. 



At the end of the 1980s the growing dissatisfaction with ‘teaching practice’ culminated in a UNESCO 
report. (Down, 1995). Teacher preparation was regarded as insufficient, due to a lack of linkages between for instance subject matter and teaching processes, and preparation for diverse class/school situations. Furthermore, the lack of training of cooperating teachers and the lack of credibility of college or university supervisors were seen as a real problem. (Down, 1995). As a result of this, pre-service teacher education practically all over Europe, the USA, and Australia went through vigorous changes. One model that tried to address these concerns encouraged a strong partnership between universities, colleges, and schools. (Down, 1995). Since then, in different countries in and outside Europe, several models of partnerships and types of cooperation between schools and institutes for teacher education emerged, under the general heading of school-based teacher education. (e.g. Furlong, 1996, Bulloch, 1997 and Snoek, 2001).



Therefore the main purpose of the Faculty of Education Professional Development School Partnership will be simultaneous renewal of the teacher education programme at the university and teaching and learning in schools. The setting up of Faculty-School Partnerships offers us the possibility of exploring different ways of learning as a result of which there will be greater relevance to the teaching-learning context (Teitel, 1998; Zeichner and Miller, 1997). 



PDSs create opportunities, which allow us, at the annual Association of Teacher Education in Europe conference 749 as teacher educators, to take on different roles. It is within such a context that we expect beginning teacher educators to feel at their best. They have just left the classrooms and are therefore ideally positioned to establish the necessary philosophical and pedagogical underpinnings necessary for any professional discourse to take place. 



Experience has shown us the need to work together with teachers in schools. On the one hand, we need teachers at the school site who, through their diverse qualities, will be good models to prospective teachers. In this respect teachers can serve as mentors or co-operating teachers, both fulfilling different but complementary roles. On the other hand, the university lecturer has the opportunity to get closer to the school and establish the ground for educational discourse to take place between the student-teachers and lecturers alike. Such opportunities do not only affect the personal and professional development of participants in the classroom context but also address areas that go beyond the classroom and which affect school life in general. 



The contribution by mentors should ascertain a faculty-school partnership in at least the following areas: the training of student-teachers, the development of school programs, and continued teacher formation. In this model, the student-teacher learns from a mentor and a cooperating teacher by spending quality time in the classroom observing the co-operating teacher perform tasks, asking questions and receiving assistance, and gradually assuming increasing personal responsibilities as his/her knowledge and skills develop. 




The cooperating teacher initially models the task for the student-teacher and then provides coaching (i.e. instructions, feedback) as the student-teacher attempts the task, fading the amount of coaching and turning over more and more responsibility for independent task completion to the student-teacher as his/her skills develop. In their experience, Neubert and Binko (1998) found that the PDS internship was more effective than the regular program in preparing teacher candidates to maintain classroom discipline, use technology effectively, and reflect on their teaching. Berrill (1997) and Neubert and Binko (1998) explain that the use of mentors as teacher trainers in schools has actually even had a profound developmental effect on the qualified teachers themselves. They become more skilled at using theoretical discourse as part of their daily practice. 


With the introduction of such partnerships, we aim to create and sustain a climate where professional discourse and action take place which will be of benefit to the student-teachers and the schools. Rather than going in for a six-week block teaching practice where the student is in full control of the classroom, we would like to introduce an atmosphere where the student has opportunities to work in several scenarios/contexts with different groups of students. 


It will also create opportunities for students to experience school life and whole school activities/initiatives rather than being involved only with one class. Through this approach, we hope to overcome one of the main problems facing beginning teachers when they are confronted with unexpected aspects of the job which reflect that teaching is by far a complex activity that goes well beyond teaching a subject or class but one that involves countless interacting and changing variables. The scenario we want is one that encourages, develops, nurtures, and sustains professional dialogue which enhances the teaching and learning experience of all participants now no longer involves student, class, and university tutor only, but is extended further to include mentor and cooperating teacher. It also allows the student to engage in developing the skills of reflection and application which was difficult to engage in, given the previous model (Pollard, 1998).





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Saturday, August 15, 2020

Ethical Issues Pertaining to the Role of a Teacher | Professionalism in Teaching


Q. 5  Ethical issues pertaining to the role of a teacher?


Course:: Professionalism in Teaching

Course code 8612

Level: B.Ed Solved Assignment 

ANSWER

Ethical Issues Pertaining to the Role of a Teacher



Teachers and students share a very unique relationship. They spend the majority of their time interacting with each other, yet there always seem to be a feeling of conflict between each other. In a sense, there always seems to be battle occurring between the two groups with the school itself acting as the battlefield. It often appears that the major goal of the school system is to outwit and scheme against the students. This rifted relationship does not occur at all times nor with all people, there are some instances of qualitative emotional sharing between the teachers and the students. It takes a lot of courage to be either a teacher or a student in the school system today. Courage, because that everyday bears witness to another battle. One of the major components of these everyday battles is the notion of discipline or misbehavior. Teachers use discipline as means of creating an optimum learning environment for their students. There has been a vast amount of research dealing with the use of disciplinary procedures in the school system. The evidence suggests that rather than focusing on disciplining the child, teachers should focus on affecting the child's life in a positive manner.




Written Authorization:  


Teachers are guaranteed protection legally for performing activities and duties that are within their written scope of employment. The term scope of employment t is a term that basically means we have job-related legal protection for activities we have been contracted or directed to do and that have been approved by some authority. Teachers who do things that are outside of officially sanctioned activities may be  placing themselves in a position of great vulnerability. Examples include: teachers who take students on field trips without approval from or sanction by school authorities which includes parental permission as well; or teachers who discipline students outside of approved school procedures



Liability Insurance:  


Teachers who transport students for school related activities may be putting themselves at great risk legally. Carefully following the school district's policies for student transport is imperative.  When permission is granted from school authorities to transport students and district policies are followed, teachers who transport students even in the teacher's own vehicle are commonly covered by  the school district's liability  policies in excess of the teacher's own liability covered within the teacher's auto insurance policy. 

However, the risk occurs when a claim must be paid by the teacher's insurance company, the teacher runs substantial risk of having the company cancel their auto insurance policy. Protection for teachers comes from ensuring that all activities are approved within the contract, or at least through written authorization of a school  administrator as well as making sure that all other variables (e.g. insurance coverage) are well considered.



Educational Malpractice:  



Malpractice involved the lack of skill in performing professional duties, no matter what the profession. Because teachers are certified, the presumption is that they have at least a minimal level of competency. Those who fail, and, some cases, organizations that hire them, can face serious consequences.



Lack of Skill: 



Certified teachers are presumed to have acquired sufficient skills to maintain an environment conducive to learning and to convey knowledge and/or skills to their students. This is often summarized by the phrase "duty to supervise and instruct." When this cannot be accomplished, the accusation of "lack of skill" can be made. 


Repeating Ineffective Procedures:  


When students are repeatedly subjected to ineffective procedures or strategies, a case may be made for educational malpractice. There are a number of activities, used in education from time immemorial, that, given the tenor of today's society, could be cause for concern. Some examples are abusing detentions, home work as punishment, sarcasm or ridicule or any other verbally abusive tactic. As parents become more legally savvy and focus on calling schools to task, teachers may want to give considerable thought before continuing some practices simply because they worked in the past.



Learning as Punishment:  


Using learning, extra work or homework as punishment is a practice that only serves to antagonize students and their parents, and has little, if any, remedial justification.



Using Grades to Control Behavior:  


Teachers would be well advised to reconsider using grades for anything except reflecting actual skill or content mastery, rather than effort, improvement, or other behavior. To be judicious, all grades should be equally accessible to every student.



Grading on a  Curve:  


This is another practice to avoid. This practice does not allow for equal accessibility to every student (criterion-referenced), and only indicates mastery relative to others in the grading pool (norm-referenced). It does not give an accurate indication of what skills and/or content the student does or does not have.



Ignoring Students' Individual  Capacities:  



With the advent of special education and "504 Legislation" (referring to the section of the civil rights legislation that went into effect in 1973, which basically states that individuals cannot be discriminated against because of being handicapped), the courts are now increasingly involved in determining a definition for "appropriate instruction." This individualization may include modifying materials, giving additional time to complete tasks, and developing teaching strategies to address different ways of learning.


Related Topics of 

Course: Professionalism in Teaching (8612) 

Part 1

Q. 1  Explain the concept of profession. Discuss teaching as profession?

Q. 2  Write in detail about professionalization of teaching profession?

Q. 3  Describe the code of professional conduct and values in teaching profession.

Q. 4  Discuss professionalism and teaching profession in Islamic teachings?

Q. 5  Critically comment on changing the role of teacher in 21st century.



Part 2


Q. 1  Explain the relationship of ethics and education. What are the responsibilities of a teacher in this regard.

Q. 2 Describe expectations and challenges of teaching profession in new millennium.

Q. 3  How social and culture context influence upon teaching profession. Comment keeping your own context in mind.

Q. 4  Examine the situation of professionalism in teacher education institutions of Pakistan. Comment with reference to your experiences?

Q. 5  Discuss ethical issues pertaining to the role of a teacher?

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Difference between the Administrative structure of public, government and private schools | Functions of an Educational Administrative Office| School Administration and Supervision (8616) | AIOU BEd Solved Assignment Course Code 8616

 

Q.5 What is the difference between the administrative structure of public/government and private schools? Explain the functions of an educational administrative office.

Course: School Administration and Supervision (8616)
Level: B.Ed (1.5 Years)
Semester: Spring, 2019
ASSIGNMENT No. 1

Answer:



Which is better: Private school or public school? It’s a question many parents ask as they consider where their children should go to school. There are generally six factors for a family to consider when determining which is right for them.


FACILITIES



Many public school facilities are impressive; others are mediocre. The same is true of private schools. Private school facilities reflect the success of the school’s development team and that of the school to continue to generate financial support from parents and alumni. Some private K-12 schools have facilities and amenities which surpass those found at many colleges and universities. Hotchkiss and Andover, for example, have libraries and athletic facilities on a par with those at Brown and Cornell. They also offer academic and sports programs which make full use of all those resources. It is hard to find comparable facilities in the public sector. They are few and far between.



Public schools also reflect the economic realities of their location. Wealthy suburban schools will have more amenities than inner-city schools as a rule. Think Greenwich, Connecticut versus Detroit, Michigan, for example. The most important factor to consider is, what does your child need to succeed? If your son is an aspiring football player, than a school with great athletic facilities and coaching staffs will be a top priority.


CLASS SIZE




According to the NCES report, Private Schools: A Brief Portrait, private schools win out on this issue. Why? Most private schools have smaller class sizes. One of the key points of private education is individual attention. You need student/teacher ratios of 15:1 or better to achieve that goal of individual attention. Many private schools boast class sizes of 10-15 students with 7:1 student-teacher ratios. On the other hand, a public system is a challenge that private schools don’t: they have to enroll almost anyone who lives within its boundaries. In public schools you will generally find much larger class sizes, sometimes exceeding 35-40 students in some inner city schools. If the teacher is a strong teacher with a well-behaved class, this can be a suitable learning environment. But a student who is easily distracted may need something different.

 

QUALITY OF TEACHERS




Teacher salaries can make a difference in the quality of teachers, as can the methods for hiring. Public sector teachers are generally better paid and have superior pension programs. Naturally, compensation varies widely depending on the local economic situation. Put another way, it’s cheaper living in Duluth, Minnesota than it is in San Francisco. Unfortunately, low starting salaries and small annual salary increases result in low teacher retention in many public school districts. Public sector benefits have historically been excellent; however, health and pension costs have risen so dramatically since 2000 that public educators will be forced to pay or pay more for their benefits.


Private school compensation tends to be somewhat lower than public.


Again, much depends on the school and its financial resources. One private school benefit found especially in boarding schools is housing and meals, which accounts for the lower salary. Private school pension schemes vary widely. Many schools use major pension providers such as TIAA-CREF


Both public and private schools require their teachers to be credentialed. This usually means a degree and /or a teaching certificate. Private schools tend to hire teachers with advanced degrees in their subject over teachers who have an education degree. Put another way, a private school hiring a Spanish teacher will want that teacher to have a degree in Spanish language and literature as opposed to an education degree with a minor in Spanish.



Budgets




Since local property taxes support the bulk of public education, the annual school budget exercise is a serious fiscal and political business. In poor communities or communities which have many voters living on fixed incomes, there is precious little room to respond to budget requests within the framework of projected tax revenue. Grants from foundations and the business community are essential to creative funding.



Private schools, on the other hand, can raise tuition, and they also can raise significant amounts of money from a variety of development activities, including annual appeals, cultivation of alumni and alumnae, and solicitation of grants from foundations and corporations. The strong allegiance to private schools by their alumni makes the chances of fund-raising success a real possibility in most cases.



ADMINISTRATIVE SUPPORT



The bigger the bureaucracy, the harder it is to get decisions made at all, much less get them made quickly. The public education system is notorious for having antiquated work rules and bloated bureaucracies. This is as a result of union contracts and host of political considerations.


Private schools on the other hand generally have a lean management structure. Every dollar spent has to come from operating income and endowment income. Those resources are finite. The other difference is that private schools rarely have teacher unions to deal with.


COST




A major factor in determining what’s right for your family is the cost. Not just of tuition, but in terms of time and commitment. Most private schools require students be driven to and from school and there are significant obligations for students to participate in activities outside of normal school hours. This means a lot of hours and miles for families every week to make it happen. A family needs to weigh the financial costs, time investment and other factories so, who comes out on top? Public schools or private schools? As you can see, there are no clear-cut answers or conclusions. Public schools have their advantages and disadvantages. Private schools offer an alternative. Which works best for you? That’s a question you’ll have to answer for your own family.


 

Functions of an educational administrative office:




Education administrators often work within the central administrative (academic registrars) department and for individual faculties, departments and sections of universities and colleges of further and higher education. Opportunities also arise within private, tertiary and specialist training colleges. There is no ?typical’ job profile: administrators may have student recruitment, funding, quality assurance, marketing, or public relations roles, or they may be responsible for budgetary/financial administration, project management or human resources management. Many work in a general capacity? Undertaking tasks from all of these areas.



Typical responsibilities of the job include:


  • Handling correspondence
  • Organizing and servicing committee and academic board meetings (producing agendas, takingminutes etc)
  • Researching and writing reports
  • Preparing statistics and handling data, such as attendance figures
  • Processing invoices
  • Purchasing equipment/other goods
  • Liaising with potential students, other institutions, government departments and external organisations
  • Helping with course approval and evaluation activities
  • Formulating and implementing regulations/policies
  • Timetabling and planning events

Administering and coordinating student recruitment, examinations and assessment activities

The job can be busy at key times in the academic year, when some long hours may be necessary. There are good opportunities for career progression via promotion into senior administrative, managerial and project management roles, or transfer/secondment between departments.


Related Questions of 

Course: School Administration and Supervision (8616) 



Q.2 What are the school head?s responsibilities as an administrator? Visit any Secondary School and with the consultation of head teacher prepare a list of school records maintained in a school?

Q.3 It is important to identify the task areas of the educational administrator. What are the main task areas of educational administration?

Q.4 Explain the central bodies of educational administration that play important role in administration.

Q.5 What is the difference between the administrative structure of public/government and private schools? Explain the functions of an educational administrative office.
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The situation of professionalism in teacher education institutions of Pakistan


Q. 4  Examine the situation of professionalism in teacher education institutions of Pakistan. Comment with reference to your experiences?

Course:: Professionalism in Teaching

Course Code 8612

Level: B.Ed Solved Assignment 

Answer:

The Situation of Professionalism in Teacher Education Institutions of Pakistan. 


Teachers are the most important educational resource for students and a critical determinant of education quality. However, in Pakistan, teacher performance remains a concern to many education stakeholders.  

The key issues include: 

i) inability of the system to attract and/or retain quality human resource to teaching; 

ii) the system does not recognize either the teacher or the teacher educator as professionals; 

iii) although there is general acknowledgement of the weak educational background of teachers and lack of motivation and commitment among them, not enough is done at the policy and particularly at the implementation level to address the situation and establish teaching as a profession of real status; and 

iv) scaling up and sustainability of quality teacher education programs in Pakistan poses a challenge. Teacher education programs, which focus on quality, are either short lived or small scale. Longer term and large-scale programs, on the other hand, do not address quality.




It is important to focus on teachers’ professional development and policy changes to improve teachers’ performance. Teachers’ performance can be seen as a combination of three fundamentals: 

(i) competence

(ii) motivation

(iii) and opportunity

Competence, motivation and opportunity are affected by factors from both within and external to the teacher. It is important to identify four levels: teachers, schools, local management, and policy.





Teachers: 


Pedagogical skills, subject knowledge and professional attitudes are most important for quality teachers. Professional attitudes refers to the teachers’ knowledge of how to be an effective teacher. Subject knowledge is the major constraint to low quality teachers. Unless teachers have sufficient subject knowledge, they are unlikely to use improved teaching skills.




Schools: 

One single factor which can make a difference to the quality of teaching in a school is a good head teacher.  School development processes not only provide additional resources for the school, but also provide an atmosphere of progression and improvement.



Local Management: 

The interface between the teacher/school and the government is critical to motivation and opportunity. Teachers need to know that their actions will be recognized and rewarded/sanctioned by their employer. Schools need to be confident that attempts to improve will be supported. Local  management includes, advisory support, inspection of facilities, teaching and management and delivery of teaching and learning resources.


Policy: 


Ultimately the procedures adopted for recruitment, posting and transfer and promotion exert the most influence  over teachers motivation to perform. Transparent and merit based procedures in this area send a strong signal that other aspects of professional development are taken seriously. Policymakers need to pay closer attention to teacher management policy including the following:

  • Career Progression
  • Actions to promote the status of teachers
  • Assessment/exam policy
  • Non-salary expenditure
  • Curriculum/instructional approach




Following points are also important as recommendations for policy actions:

  • Value teachers as stakeholders in the education process: Involve teachers in planning, designing and decision-making stages in order to ensure successful delivery and implementation of Education policy/reforms.
  • Provide teachers  with effective support structures, especially leadership and management: Strengthen the relationship between schools and the district education office by conducting more school visits by district staff (followed by feedback to schools) and instituting a faster and more transparent system for dealing with transfers, promotions and postings.
  • Enabling conditions for Quality Education: Teacher can only be strong if she/he is enabled to teach well; Quality is only possible with regular monitoring, continuous professional development and support.

Make teaching a respected and attractive profession for teachers: Address the transportation difficulties faced by teachers in certain areas. The district office could make provisions for a school bus or provide  a transport subsidy to teachers. In order to boost morale and to return to the days when teaching was a well-respected profession, find innovative ways to publicly value teachers. For example, provide ‘best teacher’ awards and announce these on the radio;  organize annual events, which get teachers and education policy makers from federal, provincial and district levels together, such as World Teachers’ 
Day.



Overall, to improve education quality, teachers remain the single most important factor. This has to  be supplemented by provision of other determinants of quality (textbooks, teaching material etc.). Measures need to be taken to attract more able and qualified people to join teaching profession. It is important to strengthen the relationship between scho ols and the district education office by conducting more school visits by district staff (followed by feedback to schools) and instituting a faster and more transparent system for dealing with transfers, promotions and postings. Improve teachers’ problem-solving skills and their capacity for critical reflection.


Related Topics of 

Course: Professionalism in Teaching (8612) 

Part 1

Q. 1  Explain the concept of profession. Discuss teaching as profession?

Q. 2  Write in detail about professionalization of teaching profession?

Q. 3  Describe the code of professional conduct and values in teaching profession.

Q. 4  Discuss professionalism and teaching profession in Islamic teachings?

Q. 5  Critically comment on changing the role of teacher in 21st century.



Part 2


Q. 1  Explain the relationship of ethics and education. What are the responsibilities of a teacher in this regard.

Q. 2 Describe expectations and challenges of teaching profession in new millennium.

Q. 3  How social and culture context influence upon teaching profession. Comment keeping your own context in mind.

Q. 4  Examine the situation of professionalism in teacher education institutions of Pakistan. Comment with reference to your experiences?

Q. 5  Discuss ethical issues pertaining to the role of a teacher?

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Wednesday, August 12, 2020

How social and culture context influence upon teaching profession


Q.2  How social and culture context influence upon teaching profession.


COURSE:: Professionalism in Teaching
Course code 8612
Level: B.Ed Solved Assignment 


Answer:


Social and Culture Influence upon Teaching Profession. 


Many years ago, a cold-hearted scientist placed 100 babies on an uninhabited but fertile island, 
half of them boys, half girls.  He provided only the minimum requirements to keep them alive. 
He left them food and water, being careful not to be seen. He kept them from harm, when 
possible. For years, the children received none of the trappings of a normal upbringing: no 
language, no education, no culture. Later, he slowly began feeding and watering them less and 
less, until eventually he gave them nothing at all.



After 20 years on the island, who are these people? Have they retained the thinking and sentient 
qualities that make them undeniably human or are they merely hairless apes? Myriad possible 
scenarios unfold — war, camaraderie, invention and language. Within a few hundred years, the 
islanders might have even cultivated traditions and cultures.



Most likely, however, within that 20 years the only proof of the experiment would be the finding 
of a few small bones on the now deserted coastline. The islanders would be dead.
—  Excerpt from New Scientist “Island of wild children: Would they learn to be human?” by
Christopher Kemp





CULTURE AND CULTURAL ANTHROPOLOGY



When humans grow up without culture, do they ultimately invent it? What role does culture 
play in defining the individual? How does culture impact learning?



Paleoanthropologist Ian Tattersall says “You cannot think of human beings as independent of 
culture and their society. This goes back a long, long way before we were human. It goes back 
millions and millions of years, back into our primate and mammal past. Even the most basic 
aspects of our cognitive development depend on being raised by linguistic, articulate parents, 
embedded within a rich and historical culture.”



According to her article, “Reflections on the Impact of Culture in the Classroom,” Giselle 
Mora-Bourgeois says culture refers to the ways in which different groups  of people organize 
their daily lives within national or ethnic groups, urban neighborhoods, companies and 
professions, and other settings. Culture includes what people actually do and what they 
believe. Culture influences greatly how we see the world, how  we try to understand it and 
how we communicate with each other. Therefore, culture determines, to a great extent, 
learning and teaching styles.



IMPACT OF CULTURE ON WORLDVIEW


In his Huff Post Education article “Examining the Impact of Culture on Academic 
Performance,” Matthew Lynch. EdD says a person’s culture and upbringing has a profound 
effect on how they see the world and how they process information. “The Geography of 
Thought: How Asians and Westerners Think Differently,” by Richard Nisbett, showed how  the 
Asian holistic view of the world differed from their American counterparts, who tended to 
view the world in parts or distinct classes of objects defined by a set of rules.


In other words, the Asian children see the world in terms of the relationship b etween things, 
whereas the American children see the world in terms of the objects as distinct entities. This information is helpful when we consider how cultural background might influence approach 
to learning and school performance.



Theories exist to help explain differences in school performance among different racial and 
ethnic groups.



CULTURE: PARENTS AND EDUCATORS


Parents and educators are aware of the disparities that exist under their own school house 
roofs. Disparities exist in achievement, funding  and readiness. But we cannot be expected to 
sufficiently address any of these gaps without acknowledging the cultural gaps that continue 
to exist between students and teachers.




Culture is often perceived as celebrated holidays and recipes, or religious traditions. But at the 
root of it, culture is a unique experience. Cultural tendencies impact the way children 
participate in education. To engage students effectively in the learning process, teachers must 
know their students and their academic abilities individually, rather than relying on racial or 
ethnic stereotypes or prior experience with other students of similar backgrounds.




The definition of normal school behavior can be based upon individualist and collectivist 
cultures. Teachers who lack knowledge  about a culture might misinterpret the behavior of a 
child and inaccurately judge students as poorly behaved or disrespectful.


M.S. Rosenberg, D.L. Westling and J. McLeskey in “Special Education for Today’s Teachers: An 
Introduction,” say that the influence of culture on the importance of education and 
participation styles cannot be overestimated. Many Asian students, for example, tend to be 
quiet in class, and making eye contact with teachers is considered inappropriate. In contrast, 
most European American children are taught to value active classroom discussion and to look 
teachers directly in the eye to show respect, while their teachers view students’ participation 
as a sign of engagement and competence.




Parents from some Hispanic cultures tend to regard  teachers as experts and will often defer 
educational decision making to them, whereas European American parents are often more 
actively involved in their children’s classrooms, are visible in the classrooms, or volunteer and 
assist teachers These cultural  differences in value and belief may cause educators to make inaccurate judgments regarding the value that non –European American families place on 
education.



IMPACT ON EDUCATION


Educators understand that learners are not all the same. Pat Guild of the Johns Hopkins 
School of Education says that too often, educators continue to treat all learners alike despite 
the obvious cultural diversity within.  Mora-Bourgeois adds that addressing cultural 
differences in the teaching-learning process is both important and  controversial. It is 
important because we are confronted with an increasingly diverse population of students and 
the wide achievement gap between minority and non-minority students. It is controversial 
because we may fall into the trap of cultural stereotyping and making naive attempts to 
explain achievement differences among our students.



Teachers remain the ultimate advocates for learning, yet many are not necessarily aware of 
what their students deal with once the dismissal bell has rung. The Southern Poverty Law 
Center’s Teaching Tolerance says that many teachers are white, middle class English speaking 
individuals. While teachers typically are color blind  —  they teach with equity and without 
discrimination  —  this practice does not always address cultural diversity.  Teachers cannot 
escape the fact that their communication “styles” reflect their cultural background. Much of 
what they say, the way they say it, and their relationship with students, parents and colleagues 
are deeply influenced by the way they have been socialized.  Race and ethnicity often play 
integral roles in children’s identities, and contribute to their behavior and their beliefs. 
Recognizing this can help students succeed in a school culture where expectations and 
communication are unfamiliar.

Related Topics of 

Course: Professionalism in Teaching (8612) 

Part 1

Q. 1  Explain the concept of profession. Discuss teaching as profession?

Q. 2  Write in detail about professionalization of teaching profession?

Q. 3  Describe the code of professional conduct and values in teaching profession.

Q. 4  Discuss professionalism and teaching profession in Islamic teachings?

Q. 5  Critically comment on changing the role of teacher in 21st century.



Part 2


Q. 1  Explain the relationship of ethics and education. What are the responsibilities of a teacher in this regard.

Q. 2 Describe expectations and challenges of teaching profession in new millennium.

Q. 3  How social and culture context influence upon teaching profession. Comment keeping your own context in mind.

Q. 4  Examine the situation of professionalism in teacher education institutions of Pakistan. Comment with reference to your experiences?

Q. 5  Discuss ethical issues pertaining to the role of a teacher?

- No comments:
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