Analysis of School Teachers’ Practices for Quality Education in View of Their Head Teachers at Secondary Level
The study examined secondary school teachers’ practices in view of their head teachers for quality enhancement at secondary level. Forty eight secondary schools from three districts Bahawalpur, Okara and Faisalabad of the Punjab province of Pakistan, were randomly selected for data collection but forty two head teachers participated in the study. The questionnaire was developed and after making it valid and reliable, the data was collected and analyzed by using simple mean score. Practices of school teachers were divided into two main categories: practices in classroom and practices out of classroom but in the institution. Findings showed that teachers’ practices in view of their head teachers for quality enhancement out of the classroom are better than practices in classroom. There is found minor difference between the categorical variables of male and female teachers’ practices for quality enhancement in view of their head teachers but the difference found considerable in the variables of urban and rural teachers. Rural teachers’ practices are better than urban teachers in this concern. The comparison of the three districts is also made and it is found that the teachers from Bahawalpur district are having significantly better practices than the teachers of other districts included in the study. The study therefore, recommended that teachers should be made aware not only of the modern concepts of quality education but also of the quality enhancing practices through activity based refresher courses, seminars and conferences. Training sessions should be conducted to update teachers’ knowledge and to make their vision bright about quality enhancing practices at secondary level. After discussion and analysis, further interesting results are presented. Based on the findings, appropriate recommendations are suggested for improving the quality of education at secondary level in Pakistan.
The Tension between Teacher Beliefs and Teacher Practice: The Impact of the Work Setting.
This paper presents part of an ongoing project on teachers’ beliefs and practices in state schools and in privately owned exam preparation schools in Turkey. Extracts from an interview with a teacher who uses a technique that he disapproves of will be reported and discussed. The paper considers how the teacher reconciles his practices with his beliefs, drawing on both social psychology and socio-cultural perspectives.
Protocols of Reading
Discussing a wide range of literary theory in a clear and accessible way, prize-winning author Robert Scholes here continues his ongoing construction of a humane semiotic approach to the problems of reading, writing, and teaching. Taking the view that "all the world's a text," Scholes considers numerous texts from life and literature, including photographs, paintings, and television commercials as well as biographies and novels. "A significant and thoughtful effort to think about the responsibilities of reading in the wake of deconstruction."-Choice Protocols of Reading is a personal, avuncular book, attractive in its common sense and brevity."-Wendy Steiner, Times Literary Supplement "A complex argument developed in delightful plain English, Protocols of Reading sees both textual fundamentalism and deconstructive debunking as needful opposites in an oscillation that Scholes labels nihilistic hermeneutics. Fine-tuning this oscillation is what the humanistic enterprise is all about, he suggests; it is our key to the true connection between reading and ethics."-Richard A. Lanham, University of California, Los Angeles Robert Scholes, Andrew W. Mellon Professor of Humanities at Brown University, is also the author of Textual Power: Literary Theory and the Teaching of English; Semiotics and Interpretation; and Structuralism in Literature: An Introduction