EDU501 Final Term Preparation 2024 by Natasha Study Zone

EDU501 · IMP SHORT AND LONG QUESTIONS · FINAL TERM PRAPARATION 2024 · NATASHA STUDY ZONE · Objective

•  There are many factors which affect the students leaning in schools.
•  This is the first thing that matter whether the teacher is the qualified to teach.
•  Students learning resources like books, computer, visual aids, audio aids, if it is sports then sports equipment, if it is related to Geography then maps, atlas should be available.
•  Resources are very important for students learning.
•  Khan and Shah (2002) quote that ‘family environment and parent’s involvement in educational activities of their children.
•  Academy of educational planning and management (AEPAM)
•  That teacher’s academic and professional qualification had a positive impact on the student’s
•  Study proves that family environment is very important in order to bring out good results for the children.
•  Tucker (1997) found small schools have a better leaning climate than large schools because in smaller schools.
•  Students and the climate and culture of the school will be very smooth, helpful and supportive.
•  The level of openness, trust, cooperation, atmosphere and other culture and climate variables that can directly or indirectly affect the student’s achievement.
•  Atmosphere is another cultural climate variable which directly or indirectly affect the student’s
•  What is happening level of openness, trust, cooperation and atmosphere are positive.
•  The study of Mirze and Hameed (1994) revealed that primary section of middle and high schools were most effective in promoting cognitive achievement and molding student’s behavior.
•  Study which was done in 1994 proves that primary age is the age where the students.
•  It is very small section and ideally speaking.
•  Master level, the teachers have more trend of gaining academic qualification rather professional qualification.
•  All schools need the qualified teachers.
•  The smaller schools have better and positive school culture in comparison to medium or average and large schools.
•  They are more caring with the students and they shared ideas and material with their colleagues.
•  GEtzel and Jackson in 1963. Things might be different because this has said 30 years ago.
•  Social characteristics are different in men teachers than the women teachers.
•  Students who were taught by male did not perform well compare to those who were taught by female teachers.
•  Pakistani context this concept is mostly taken to be authentic thus recruitment criteria is based on longer duration of experience.
•  Studies comparing male and female teachers found that female teachers were more satisfied with their careers, possessed a better attitude towards their profession, students and school work.
•  Hand male teachers they are not satisfied with their job because of monitoring reason, they are not happy with the salary.
•  Gender of teachers and teaching practices in Pakistan schools.
•  She refer to Avalos and Haddad 1985.
•  Students of male teachers achieve better results in mathematics in grade 4 and 5 than students taught by female teacher.
•  Husain who is social scientist and educationist.
•  Teacher with a higher level of schooling are better equipped to teach.
•  Better because they have already experienced.
•  Most of private schools referred to have teachers who are coming of the schools of higher level.
•  Pakistani context villages/small town, they have primary school but they do not have middle and secondary schools.
•  Poor families are less likely to educated girls than boys.

curriculum. Roll in school and in many countries may drop out sooner.

•  The World Bank sums up education in Pakistan.
•  The report by the Govt of Pakistan in 1984.
•  Bhatti in 1986 who says there are very few opportunities available for in-service training.
•  The different backgrounds and differences of men and women are likely to affect their performance as teachers in the classroom.
•  Female teachers could be barred to go the universities by the families or due to some financial reasons.
•  National Education Association said that the low performing youth are in public rural schools.
•  There is a large math achievement gap between rural and non-rural areas
•  Teaching in classroom situations, strive to view the student holistically.
•  Teachers who systematically cover the textbooks and cover more chapters are better than teachers who don’t teach the books in sequence and cover fewer of chapters.
•  Teachers who use monitor less often spend more time with their students.
•  This applied to multi-grade teaching which is common in Pakistan.
•  Multi grade system is very common in rural areas.
•  The materials are broken into two sections.
•  Students in Pakistan come from different ethnic backgrounds and speak different languages.
•  Good practice to have subordination in the family.
•  Women who are facing subordination or victim of subordination in their family when they come out to teach in the school.
•  The annual boards of intermediate and secondary education year 2005-2006 of 9th and 10th grades . Students’ academic achievement to determine the relationship between school size and students’ academic.
•  School size matters a lot in taking certain steps by head teacher.
•  Time from the teacher in the period of 30 or 40 mints.
•  There are 20 students in the class and period duration is 40 mints. Each student will be able to get 2 mint attention from the teacher.
•  Task based learning is very important.
•  The personnel in the school setting are encouraged to communicate with the head teacher.
•  Cooperation between the head teacher and staff is good.
•  Parents’ participation in the school activities is recognized for their effort.
•  There exist a good relationship between parents and head teacher.
•  School building is well lit and properly ventilated.
•  The culture is build up by the qualification and the skills of the teachers.
•  A culture of respect between parents, students, and teachers is necessary for parental involvement.
•  Green and Barnes (1993) also found similar results that administrators in small schools relied more heavily on verbal communications and held more conferences with parents than administrators in large schools.
•  Ideology of Islam which is practices in Pakistan.
•  Teachers should have some experience and basic degrees of BA and MA.
•  Gender complex prevail in Pakistan
•  Highly educated families who become teachers are less motivated to do well than are men who come from less well educated background.
•  Preferences are based on administrative level.