1) Conceptualising the Notions of 'Citizenship', 'Human
Rights' and 'Conflict Resolution' in the Pakistani Context
The study aims to find out how concepts such as 'citizenship'
and 'human rights' are defined, understood, and
actualised
in
the Pakistani context. It also aims to understand the nature
of conflicts and how they are resolved in the local context.
The knowledge gained through these studies will feed into a
larger project meant for the promotion of citizenship, human
rights, and conflict resolution education in Pakistani schools.
It will also serve as the basis for all future activities in
the project, such as the development of educational materials,
teaching, and research.
Principal Investigator/s: Dr Bernadette Louise
Dean, Assistant Professor, AKU-IED
Team Member: Uzma Bano
Funding Source: IED seed money
Current Status: This study has been completed
2) Understanding and Enhancing Science Teachers' Conceptions
of the Nature of Science: A Study in Curriculum and Professional
Development
Abstract: The joint project between AKU-IED and
Oxford University Department of Educational Studies (OUDES) aims
to develop an understanding of science teachers' conceptions of
the nature of science (NOS) in Pakistan and UK. In addition, the
study also has a developmental focus where it aims to develop
and deliver curriculum materials to enhance participating teachers'
conceptions of NOS. The significance of the study lies in both
the area of study, which has never been studied in Pakistan, and
the instrument used to elicit teachers' conceptions, which is
new in both contexts. NOSRP, a newly developed instrument, uses
critical incidents to elicit teachers' responses, and is being
used in the study after being pilot-tested in the context of both
Pakistan and UK. The study will enable a comparison between the
conceptions of NOS between science teachers of Pakistan and UK.
It will give access to field-tested research based materials for
teaching about NOS to teacher educators in both institutions.
Principal Investigator/s: Dr Nelofer Halai,
Associate Professor, AKU-IED; Dr Ann Childs and Dr Jane McNicholls,
OUDES
Team Member: Maheen Syed
Funding Source: IED seed money
Current Status: The study has been completed
3) Researching Practice, Practicing Research
Abstract: AKU-IED has developed a model of school
improvement through in-service teacher education in order to improve
the quality of education in developing countries. In the Master's
Programme, teachers are educated to become exemplary teachers,
teacher educators and researchers. Ten years later IED seeks to
examine the impact of its teacher education programmes on teachers
and students. One way of finding out is through classroom-based
action research studies in which teachers use a particular
strategy taught to them by a graduate of IED, Professional Development Teacher (PDT),
and note the benefits that accrue to students (Anderson,
2001). This study aims to determine the benefits that accrue to
students from the use of the instructional strategies of whole
class discussion, cooperative learning, and inquiry in their classroom,
by teachers who have been taught these strategies by a PDT. Besides
determining impact, this study seeks to identify the cultural
and contextual conditions that may facilitate or constrain the
use of these instructional strategies. Moreover, it seeks to facilitate
PDTs in undertaking research in their own settings with the support
and challenge needed for successful completion, so that they acquire
the skills and confidence to undertake research independently
in the future.
Principal Investigator/s: Dr Bernadette Louise
Dean, Assistant Professor, AKU-IED
Team Members:Antipas Chale, Farah Huma, Haji
Karim, Mukobe Margaret, Muneeza Kizilbash, Nakhat Abdulosov
and Rahat Joldoshieva
Funding Source: IED seed money
Current Status: The study has been completed
4) Impact Studies: Case Studies of School Improvement
in Pakistan Abstract: This impact research study seeks
to undertake case studies of schools where there have been substantial
programmatic inputs made by the AKU-IED over the last ten years.
The study examines the impact of IED-led school improvement
activities on various schools. The study also investigates how
the school changed over the last five years, the processes that
led to the change, and the factors that supported or inhibited
change.
School improvement literature (Thissen and Anderson, 1999; Hopkins
& Reynolds, 2001) has established that in order to research the
impact of a set of professional development interventions on
schools, four areas must be researched: 1) classroom teaching
and learning processes 2) student outcomes 3) academic co-ordination
and 4) nature of teacher - teacher interactions. These four areas
have also been the focus of much AKU-IED programmatic inputs
(Greenland, 1995). Hence, the impact study will focus on these
four areas.
It is expected that studying the school as a unit, through qualitative approaches including in-depth observation and interviews as the primary modes of data collection, the researchers will be able to establish relationships among variables while taking the moderating, distancing and intervening variables into account (Halai, 2002). Sampling has been purposefully designed to support the research question, ensuring that there has been at least a five-year affiliation between the schools and AKU-IED, and that there has been substantial AKU-IED input in the school so that there is at least one graduate from each of the distinctive programmes.
Principal Investigator/s: Dr Anjum Halai, Assistant
Professor AKU-IED and Dr Stephen Anderson, Associate Professor,
Ontario Institute for Studies in Education, University of Toronto.
Co-Investigator/s: Fauzia Shamim, Iffat Farah,
Nelofar Halai, Razia Fakir Mohammad, Roshni Kumari and Shahzad
Mithani
Funding Source: IED seed money
Current Status: The study has been completed.
5) Improving Education Monitoring and Evaluation System
(IEMES)
Abstract currently unavailable.
Principal Investigator/s: Dr Shahzad Mithani,
Assistant Professor, AKU-IED
Funding Source: Learning for Life (LFL), UK
Current Status: The study has been completed.
6) ANTRIEP RESEARCH
Case Studies of Successful School Management in Pakistan conducted
by AKU-IED
Abstract: The aim of the research was to identify
'successful schools' in various school education systems in
Pakistan and reveal how and to what extent the management practices
of those schools contributed to their success. It also examined
the features of a successful school in Pakistan, the characteristics
of successful school management practices, the importance of
management to school success, the role of the principal or head
teacher in creating and maintaining school success and the ways
in which school-community linkages contribute to school success.
The research team developed a framework of criteria for identifying
successful schools and three specific schools (government, private,
and Aga Khan Education Service [AKES] schools) were identified.
The study found that that effective management processes and
strategies are a necessary, but not sufficient, condition for
school success. Management strategies and techniques are important
but perhaps it is just as important to have the right people
in the management of schools. Therefore more attention must
be paid to the personal qualities of the people who assume leadership
positions in schools.
Principal Investigator/s: Dr John Retallick,
Associate Professor, AKU-IED
Funding Source: Asian Network of Training and Research
Institutions in Educational Planning (ANTRIEP)
Current Status: The study has been completed
and the report is available at the RAPS Programme Office.
7) Whole School Improvement Programme (WSIP) Research
Project
Abstract currently unavailable.
Principal Investigator/s: Dr Fauzia Shamim,
Associate Professor, AKU-IED
Funding Source: Professional Development Centre, Northern
Areas
Team Members: Abdul Hameed Lone, Abdul Jahan, Bahadur
Ali, Mehr-un-Nisa Baig, Muhammad Shakoor, Roshni Kumari, Shamshad
Sajid and Shams-ur-Rehman
Current Status: The study has been completed and the
report is available at the RAPS Programme Office.
8) A Study of Organizational Learning Practices for
Enhancing Schools' Capacity Building: The Impact of ADISM
Programme
Abstract: This is the first study in Pakistan which aims to understand the process involved in developing organisational learning practices by the Advanced Diploma in School Management (ADISM) graduates in their respective schools. The overall aim of the study is to ascertain the extent of the impact of ADISM programme in relation to the promotion of organisational learning for internal capacity building for school improvement. Organisational learning has become a valid research theme as a vehicle for creating schools' internal capacity building for improvement. Argyris' (1974) 'Double-Loop Learning' and Senge's (1990) 'Generative Learning' models have provided a conceptual framework to conduct the study. The research will be mainly grounded in the 'qualitative paradigm'; however, the 'quantitative paradigm' will be used to enhance the validity and authenticity of research findings. The study contains two phases. During the phase I, survey questionnaires will be used to gather relevant information on the impact of ADISM programme in terms of fostering organisational learning practices in schools. Phase II will produce six case studies of ADISM graduates in their school contexts to generate in-depth understanding of organizational learning practices for internal capacity building required for improving schools.
Principal Investigator/s: Dr Muhammad Memon, Professor,
AKU-IED
Co-Investigator/s: John Retallick, Qamar Safdar,
Shahzad Mithani
Team Members: Abeer Hanif, Munawar Hassan and
Rozina Sewani
Funding Source: External:
University Research Council, AKU
Current Status: The study is complete: Awaiting final
report
9) Effectiveness of In-service Teacher Education Programmes
Offered by the University of Education, Lahore
Abstract: This is a report of an evaluation
study carried out by
by AKU-IED
and the Society for the Advancement
of Education (SAHE). The study evaluated the professional development
programme for teachers run by the University of Education, Lahore,
at the request of the Punjab Education Department. The programme
under review was based on a four-tiered cascade model which
was aimed at improving the skills, knowledge and competence
of some 150,000 primary teachers in the areas of English Language,
Mathematics and Science. The very scale and ambition of the
project is staggering, and the programme was extremely ambitious.
However, on the whole, the outcomes of the project were disappointing.
This study therefore makes concrete recommendations for improving
the programme in the short term, and also urges the development
of long-term strategic approaches to teacher education.
Principal Investigator/s: Dr Muhammad Memon, Professor
and Director of AKU-IED, and Dr Harcharan Pardhan, Assistant
Professor, AKU-IED
Funding Source: Department for International Development
(DFID), UK
Current Status: The study has been completed and the
report is available at the RAPS Programme Office.
10) Impact on Head Teachers' Role Perceptions and Professional
Practice of the Certificate in Education Management, Northern
Areas of Pakistan
Abstract: This study is an evaluation of the
impact on head teachers' role perceptions and professional practice
of the Certificate in Education Management, Northern Areas (CEMNA)
of Pakistan. The CEMNA is conducted by the Professional Development Centre of AKU-IED.
Some participants of the study also participated
in a field-based year-long Certificate in Education programme
titled the Whole School Improvement Programme (WSIP). The study
also compares the impact on the participants of the WSIP to
the participants of the CEMNA programme.
The study found that one of the most immediate impacts of the
CEMNA programme on the head teachers' role perception and professional
practice was an awareness of the roles a head teacher should
play and a greater ownership of the problems of the school.
However, although the CEMNA programme aimed to develop participants
as pedagogical leaders, it was the WSIP programme that supported
them in doing so. Head teachers from WSIP schools also reported
a greater increase in confidence and self-esteem.
One of the most important conclusions of this study is that
the CEMNA programme had, to a great extent, prepared the participants
to address and solve the problems they faced in their contexts.
However, the head teachers' perception of their own role and
ability to influence school improvement was one of the determining
factors in whether school improvement took place after the programme.
Principal Investigator/s: Ms Naureen Madhani, Manager
Planning, AKU-IED
Funding Source: AKU-IED/ Professional Development Centre,
Northern Areas (PDCN)
Current Status: The study has been completed and the
report is available in the RAPS Programme Office.
11) Enhancing Online Teaching and Learning at AKU-IED
Abstract: A significant initiative in recent
years at AKU-IED has been the development of an Open and Distance
Learning (ODL) programme that now includes an infrastructure
and a number of courses being offered on and off campus. A model
of printed learning resources with integrated audio and video
along with online, internet-based support is being employed.
Additionally, there is increasing use of online teaching and
learning as a component of regular face-to-face courses.
A feature of the ODL offerings is the increasing use of computer
mediated communication (CMC), particularly for online discussion
forums. ODL is often recommended for the flexibility it provides
to individual learners. However, it is also well known that
the drop-out rate from online/off-campus distance education
programmes is high.
The study aims to:
- investigate the possibilities and problems in using CMC for facilitating learning in a developing country context and, in particular, at AKU-IED;
- contribute to knowledge about the first-hand experience of being an online learner;
- contribute to knowledge about how to make online teaching more effective for promoting deep learning in a constructivist context;
- develop guidelines for faculty and students at AKU-IED to enable optimal use of CMC for enhancing learning;
- advance and research the integration of ICT in teacher education programmes at AKU-IED.
E-discussion forums will be the data source for the research,
which will be conducted at AKU-IED during the first half of
2004. The study will be mixed-method involving collection and
analysis of both qualitative and quantitative data.
Principal Investigator/s: Dr John Retallick, Associate
Professor; Dr Fauzia Shamim, Associate Professor, AKU-IED
Funding Source: IED seed money
Current Status: The study has been completed.
12) Teacher Learning through Action Research in a Rural
Context in Pakistan
Abstract: This study explores the ways in which action research helps teachers and teacher educators who have completed the course, 'Certificate in Education: Teacher Education' (AKU-IED), try out new ideas and foster their professional growth. It also aims to gain insight into the processes of implementing new knowledge. Therefore, the study will help identify (a) the factors that hinder and/or support the process of implementation of new knowledge and (b) the conditions necessary for continuous professional development. Since the study is being conducted in a rural context (Sukkar and Turbat), it will shed light on the issues and opportunities for continuing professional development in such context, where the notion of professional development as a 'continuous' process is presumably a new notion and professional development activities are limited, confined to attending short and or long-term professional courses or training programmes. This study will also be instrumental in informing policies related to teacher education and will provide insight into IED's teacher education programmes, enabling the Institution to continue to improve them.
Principal Investigator/s: Dr Razia Fakir Mohammed, Assistant
Professor, and Ms Roshni Kumari, Instructor, AKU-IED
Funding Source: IED seed money
Current Status: The study has been completed
13) Case Studies of School Improvement in East Africa
Abstract: This research will study the impact
of the Professional Development
Centre - East Africa (PDC-EA)
lead-in activities in improving schools within the context of
East African countries (Tanzania, Uganda, and Kenya). Since
case studies of AKU-IED's school reform efforts in Karachi have
already been developed, the study will allow comparison across
two settings. It will therefore provide a rich arena for comparison
and making sense of why school improvement works in certain
settings but not in others.
Principal Investigator/s: Dr Anjum Halai, Assistant Professor,
AKU-IED
Team Member/s: Janet Mola Okoko, Moshi Mmanywa, Naomi
Swai, Ruth Otienoh, Sam Musoke and Zeenat Shariff
Funding Source: AKF Canada / Canadian International Development
Agency (CIDA) through PDC East Africa
Current Status: Data collection is in progress.
14) Health Related Experiences of a Female Teacher: A Life
History
Abstract: The purpose of this study is to explore the health related experiences of a female teacher in Pakistan who has participated in the Health Action Schools (HAS) project. Through a life history approach, this research will look at how these or other experiences shape her knowledge and beliefs about health education as well as the role that the health education programme has played in changing her beliefs and attitudes towards health education in schools. This is a small scale study which we hope will initiate a larger study of the health related experiences of female teachers in Pakistan.
This will be the first study in Pakistan to explore the health related experiences of a woman teacher and the role that the HAS programme has played in changing her beliefs and attitude towards health education in schools.
The insights from this study will contribute towards the development
of appropriate teacher health education curriculum and materials,
and the findings will be disseminated to NGOs who promote health
awareness amongst women.
Principal Investigator/s: Dr Shabnam Ahmed, Instructor,
and Ms Almina Pardhan, Instructor, AKU-IED
Funding Source: IED seed money
Current Status: The study has been completed.
15) Current Provisions for Teaching and Learning of English
in Higher Education Institutions in Pakistan
Abstract currently unavailable.
Principal Investigator/s: Dr Fauzia Shamim, Associate
Professor, AKU-IED
Team Member/s: Dr Chris Tribble, King's College, London
University, London, UK
Funding Source: National Committee on English, Higher
Education Commission, Islamabad; British Council, Pakistan
Current Status: The study is in progress
16) How Does Gender Affect the Processes of Teaching and
Learning in Primary and Secondary School Contexts in Pakistan?
A Situational Analysis
Abstract: The researchers will conduct a situational
analysis of 15 schools in rural and urban areas in and around
Karachi, in order to gain insight into the gendered nature of
school processes and structures in a Pakistani context. The
findings from this research project will feed into the continuous
development and teaching of the MEd course on gender and education.
Finally, the study will set out a gender research agenda for
IED and the wider educational context of Pakistan.
Principal Investigator/s: Ms Jane Frances Rarieya, Senior
Instructor, AKU-IED
Team Member/s: Bernadette Dean, Rahat Joldoshalieva and
Uzma Bano
Funding Source: IED seed money
Current Status: The study is in progress and is expected
to be completed in January 2006.
17) Capacity Building and
Decentralisation at the District
Level
Abstract: The Education Sector Reform Assistance (ESRA) is providing support to some selected districts of Sindh and Baluchistan to build their capacity to effectively manage the educational reform. A number of research studies have been identified in order to explore different aspects of decentralisation under ESRA; this research is part of that broader research focus. The study is conceptualised within the context of recent educational decentralisation reform in Pakistan. It attempts to explore the nature of capacity building opportunities for educational managers and the role that it plays in facilitating the processes of decentralisation. The main research question is: 'how and to what extent is capacity-building of education managers affecting the process of decentralisation in one district of the Government education system of Pakistan ?' District Sukkur has been selected as a case for the research, tools for data collection include document analysis and individual and focus group interviews of educational managers including: Executive District Officer Education (EDOE), District Officers of Education (DOEs), Deputy District Officers of Education (DDOEs), Assistant District Officers (ADOs), Supervisors and Head Teachers of secondary schools.
Principal Investigator/s: Mr Sajid Ali, Senior Instructor,
and Dr John Retallick, Associate Professor, AKU-IED
Team Member/s: Meher Rizvi, Muhammad Babur and Unaeza
Alvi
Funding Source: IED seed money
Current Status: The study is in progress
18) An Exploration of Science and Mathematics Teachers'
(I-VIII) Subject Matter Knowledge as an Issue
Abstract: This project
problematises
the inadequate
subject matter (content) knowledge of science and mathematics
teachers, particularly at the elementary level (classes I-VIII)
in Pakistan. Research reveals that inadequacy in subject matter
knowledge influences the teachers' pedagogical content knowledge
(Magnusson, Krajcik, & Borko, 1999). Our experiential finding
of working with several cohorts of teachers from AKU-IED indicate
that even though teachers have come to appreciate and acknowledge
the importance of innovation in teaching, they run into difficulties
that stem primarily from their own subject matter (content)
knowledge while implementing new ideas and innovations. Therefore
the study will explore the existing subject matter (content)
knowledge of science/mathematics teachers' at the elementary
level, how their subject matter knowledge translates into their
classroom practice, and what can be done to help these teachers
to enhance their subject matter knowledge.
Principal Investigator/s: Dr Harcharan Pardhan, Assistant
Professor, and Mr Khalid Mahmood, Assistant Professor, AKU-IED
Team Member/s: Muhammad Babur and Nusrat Fatima Rizvi
Funding Source: IED seed money
Current Status: The study is expected to be completed
on January 31, 2006.
19) Strengthening Literacy and Non-formal Education Policies
and Practices in Selected South Asian Countries
Abstract currently unavailable.
Principal Investigator/s: Dr Iffat Farah, Professor,
AKU-IED
Funding Source: United Nations Educational, Scientific
and Cultural Organization (UNESCO)
Current Status: The study is complete
20) Studying the Experiences of AKU-IED Doctoral Students
This project aims to study the experiences of doctoral students
admitted to the AKU-IED PhD Programme in Education - the first
PhD programme offered by the Institute. The most significant
aspect of the study is that it will allow the researchers to
understand the programme from the students' perspective. It
will therefore help develop insights into the factors that facilitate
or impede the doctoral students in their pursuance of higher
academic credentials.
Principal Investigator/s: Dr Nelofer Halai, Associate
Professor, and Dr Dilshad Ashraf, Senior Instructor, AKU-IED
Funding Source: IED seed money
Current Status: The study is in progress
Updated 31 January 2006
