Papers by Atique urRehman
Sisyphus: Journal of Education, 2021
[EN] Reading is without doubt a highly complex cognitive process and hence it is a difficult task... more [EN] Reading is without doubt a highly complex cognitive process and hence it is a difficult task to formulate policies for its' improvement. An effective reading time allocation is particularly important for the improvement of early grade reading. DeStefano (2012) illustrated that with all things being equal, students who spend more class time on a learning task perform better than students who spend less time. It has been seen that children come to school with little to no reading skills in the language of instruction, which puts them at a further disadvantage. Students who do not achieve a certain level of reading by the end of grade 1 tend to fall behind in all other areas of cognitive development (Stanovich, 1986). This study would explore the reading instruction time policy initiative and discuss how it developed and ensured in the early grades classes in Pakistan. This is a mixed-methods approach study that combines both qualitative and quantitative data. The study showed elements that contributed to improve early grades reading skills, especially help the number of students’ zero scores decreased in reading tasks and support the education departments to achieve the performance standards. [PT] A leitura é, sem dúvida, um processo cognitivo altamente complexo. Por conseguinte, elaborar políticas para a sua melhoria é uma tarefa difícil. A atribuição eficaz de tempo para a leitura é especialmente importante para a melhoria da leitura nos primeiros anos de ensino. DeStefano (2012) ilustrou que, em condições iguais, os alunos que passam mais tempo de aula numa tarefa de aprendizagem têm melhor desempenho do que os alunos que passam menos tempo. Já se verificou que as crianças chegam à escola com poucas ou nenhumas competências de leitura na língua de instrução, o que as coloca em ainda maior desvantagem. Os alunos que não conseguem atingir um determinado nível de leitura até ao final do 1º ano tendem a ficar para trás em todas as outras áreas de desenvolvimento cognitivo (Stanovich, 1986). Este estudo explora a iniciativa política do tempo de leitura e analisa o seu desenvolvimento e implementação nas aulas nos primeiros anos de ensino no Paquistão. É um estudo com uma abordagem de métodos mistos, que combina dados tanto qualitativos como quantitativos. O estudo revelou elementos que contribuem para melhorar as competências de leitura nos primeiros anos de ensino, e em particular ajudam a diminuir o número de pontuações nulas nos alunos e apoiam os departamentos de educação para que alcancem os padrões de desempenho. [ES] La lectura es sin duda un proceso cognitivo muy complejo y, por tanto, formular políticas para su mejora es una tarea difícil. Una asignación eficaz del tiempo de lectura es particularmente importante para mejorar la lectura de los primeros grados. DeStefano (2012), ilustró que, en igualdad de condiciones, los estudiantes que dedican más tiempo de clase a una tarea de aprendizaje se desempeñan mejor que los estudiantes que dedican menos tiempo. Se ha visto que los niños llegan a la escuela con poca o ninguna habilidad de lectura en el idioma de instrucción, lo que los coloca en una mayor desventaja. Los estudiantes que no alcanzan un cierto nivel de lectura al final del primer grado tienden a quedarse atrás en todas las demás áreas del desarrollo cognitivo (Stanovich, 1986). Este estudio exploraría la iniciativa de política de tiempo de instrucción de lectura y discutiría cómo se desarrolló y aseguró en las clases de los primeros grados en Pakistán. Este es un estudio de enfoque de métodos mixtos que combina datos tanto cualitativos como cuantitativos. El estudio mostró elementos que contribuyeron a mejorar las habilidades lectoras de los primeros grados, especialmente ayudaron a disminuir la cantidad de puntajes cero de los estudiantes en las tareas de lectura y apoyaron a los departamentos de educación para lograr los estándares de desempeño.
This qualitative study investigates and develops an in-depth understanding of teamwork in a Gover... more This qualitative study investigates and develops an in-depth understanding of teamwork in a Government Girls Higher Secondary School Karachi. The study was conducted to gain a qualitative insight into teamwork process. Exploring how team(s) work in the school, and what consequences they lead to. This thesis argues that teamwork is an effective dimension which bridges the gaps between teachers and management. The study focuses on the Management Team, how it works, and how it influences other teams. The Management Team work described in four areas: origin of teamwork, the Management Teams activities, teachers and students’ perceptions about teamwork and the consequences of teamwork.
The study was contextual which required the qualitative case study paradigm. Interviews and observations were the main methods of data collection. It has analyzed the data using grounded theory development approach. The study was conducted in a Government Girls Higher Secondary School in Karachi. The primary research participants were three members of the Management Team (headmistress, two teachers), while secondary research participants were two teachers, and two students who were not involved in the Management Team.
The major findings of the study are: Teamwork leads to collectivism, develops a caring relationship, enhances commitment to school, and tends to lead to distributed leadership.
The study offers insights for school headteachers/headmistress, educational manager and teachers. It points out the importance of working together in improving school collaborative culture, building teams, and distributing task. The thesis also highlights teamwork effectiveness in terms of teachers’ involvement in the school management.
Conference Presentations by Atique urRehman
This empirical study investigates and develops an in-depth understanding of adult literacy progra... more This empirical study investigates and develops an in-depth understanding of adult literacy program in district Kech, Baluchistan. The empirical observation was conducted to gain a qualitative insight into the adult literacy impact on women social, emotional and psychological lives. This presentation argues that adult literacy program is an effective dimension which bridges the gap between literates and illiterates. The presentation focuses on National Commission for Human Development (NCHD) Pakistan district Kech learners’ (enrolled adults) knowledge, skills and attitudes that changed within the specific time (three months). The adult literacy program provides Basic Literacy skills to the individuals in the Age Group of 11-45, who either never enrolled or dropped out of schools before acquiring literacy skills. The adult literacy program is designated to achieve a 50% improvement in levels of adult literacy by 2015, especially for women, with equitable access to basic and continuing education for all adults. The study was contextual which required the qualitative case study paradigm. Interviews, observations and researcher’s own experiences were the main methods of data collection. The study was conducted in district Kech, Balochistan. The primary research participants were 50 learners of an adult literacy center, while secondary research participants were District Literacy Officer, 6 Literacy Coordinators, 15 Local Area Supervisors and NCHD District General Manager, Kech. The major findings of the study are: adult literacy program leads to emotional and psychological control, develop caring attitudes, enhance day-to-day learning and tends to lead to community participation. The study offers insights for adult literacy program personnel including Program Manager / coordinator and Literacy District Officer. It points out the importance of literacy, develops collective approach among literate and illiterates to reform a low literacy society.
This empirical study investigates and develops an in-depth understanding of adult literacy progra... more This empirical study investigates and develops an in-depth understanding of adult literacy program in district Kech, Baluchistan. The empirical observation was conducted to gain a qualitative insight into the adult literacy impact on women social, emotional and psychological lives. This presentation argues that adult literacy program is an effective dimension which bridges the gap between literates and illiterates. The presentation focuses on National Commission for Human Development (NCHD) Pakistan district Kech learners’ (enrolled adults) knowledge, skills and attitudes that changed within the specific time (three months). The adult literacy program provides Basic Literacy skills to the individuals in the Age Group of 11-45, who either never enrolled or dropped out of schools before acquiring literacy skills. The adult literacy program is designated to achieve a 50% improvement in levels of adult literacy by 2015, especially for women, with equitable access to basic and continuing education for all adults. The study was contextual which required the qualitative case study paradigm. Interviews, observations and researcher’s own experiences were the main methods of data collection. The study was conducted in district Kech, Balochistan. The primary research participants were 50 learners of an adult literacy center, while secondary research participants were District Literacy Officer, 6 Literacy Coordinators, 15 Local Area Supervisors and NCHD District General Manager, Kech. The major findings of the study are: adult literacy program leads to emotional and psychological control, develop caring attitudes, enhance day-to-day learning and tends to lead to community participation. The study offers insights for adult literacy program personnel including Program Manager / coordinator and Literacy District Officer. It points out the importance of literacy, develops collective approach among literate and illiterates to reform a low literacy society.
9, 3 (2021) by Atique urRehman
Sisyphus — Journal of Education, 2021
[EN]
Reading is without doubt a highly complex cognitive process and hence it is a difficult tas... more [EN]
Reading is without doubt a highly complex cognitive process and hence it is a difficult task to formulate policies for its' improvement. An effective reading time allocation is particularly important for the improvement of early grade reading. DeStefano (2012) illustrated that with all things being equal, students who spend more class time on a learning task perform better than students who spend less time.
It has been seen that children come to school with little to no reading skills in the language of instruction, which puts them at a further disadvantage. Students who do not achieve a certain level of reading by the end of grade 1 tend to fall behind in all other areas of cognitive development (Stanovich, 1986).
This study would explore the reading instruction time policy initiative and discuss how it developed and ensured in the early grades classes in Pakistan. This is a mixed-methods approach study that combines both qualitative and quantitative data. The study showed elements that contributed to improve early grades reading skills, especially help the number of students’ zero scores decreased in reading tasks and support the education departments to achieve the performance standards.
[PT]
A leitura é, sem dúvida, um processo cognitivo altamente complexo. Por conseguinte, elaborar políticas para a sua melhoria é uma tarefa difícil. A atribuição eficaz de tempo para a leitura é especialmente importante para a melhoria da leitura nos primeiros anos de ensino. DeStefano (2012) ilustrou que, em condições iguais, os alunos que passam mais tempo de aula numa tarefa de aprendizagem têm melhor desempenho do que os alunos que passam menos tempo.
Já se verificou que as crianças chegam à escola com poucas ou nenhumas competências de leitura na língua de instrução, o que as coloca em ainda maior desvantagem. Os alunos que não conseguem atingir um determinado nível de leitura até ao final do 1º ano tendem a ficar para trás em todas as outras áreas de desenvolvimento cognitivo (Stanovich, 1986).
Este estudo explora a iniciativa política do tempo de leitura e analisa o seu desenvolvimento e implementação nas aulas nos primeiros anos de ensino no Paquistão. É um estudo com uma abordagem de métodos mistos, que combina dados tanto qualitativos como quantitativos. O estudo revelou elementos que contribuem para melhorar as competências de leitura nos primeiros anos de ensino, e em particular ajudam a diminuir o número de pontuações nulas nos alunos e apoiam os departamentos de educação para que alcancem os padrões de desempenho.
[ES]
La lectura es sin duda un proceso cognitivo muy complejo y, por tanto, formular políticas para su mejora es una tarea difícil. Una asignación eficaz del tiempo de lectura es particularmente importante para mejorar la lectura de los primeros grados. DeStefano (2012), ilustró que, en igualdad de condiciones, los estudiantes que dedican más tiempo de clase a una tarea de aprendizaje se desempeñan mejor que los estudiantes que dedican menos tiempo.
Se ha visto que los niños llegan a la escuela con poca o ninguna habilidad de lectura en el idioma de instrucción, lo que los coloca en una mayor desventaja. Los estudiantes que no alcanzan un cierto nivel de lectura al final del primer grado tienden a quedarse atrás en todas las demás áreas del desarrollo cognitivo (Stanovich, 1986).
Este estudio exploraría la iniciativa de política de tiempo de instrucción de lectura y discutiría cómo se desarrolló y aseguró en las clases de los primeros grados en Pakistán. Este es un estudio de enfoque de métodos mixtos que combina datos tanto cualitativos como cuantitativos. El estudio mostró elementos que contribuyeron a mejorar las habilidades lectoras de los primeros grados, especialmente ayudaron a disminuir la cantidad de puntajes cero de los estudiantes en las tareas de lectura y apoyaron a los departamentos de educación para lograr los estándares de desempeño.
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Papers by Atique urRehman
The study was contextual which required the qualitative case study paradigm. Interviews and observations were the main methods of data collection. It has analyzed the data using grounded theory development approach. The study was conducted in a Government Girls Higher Secondary School in Karachi. The primary research participants were three members of the Management Team (headmistress, two teachers), while secondary research participants were two teachers, and two students who were not involved in the Management Team.
The major findings of the study are: Teamwork leads to collectivism, develops a caring relationship, enhances commitment to school, and tends to lead to distributed leadership.
The study offers insights for school headteachers/headmistress, educational manager and teachers. It points out the importance of working together in improving school collaborative culture, building teams, and distributing task. The thesis also highlights teamwork effectiveness in terms of teachers’ involvement in the school management.
Conference Presentations by Atique urRehman
9, 3 (2021) by Atique urRehman
Reading is without doubt a highly complex cognitive process and hence it is a difficult task to formulate policies for its' improvement. An effective reading time allocation is particularly important for the improvement of early grade reading. DeStefano (2012) illustrated that with all things being equal, students who spend more class time on a learning task perform better than students who spend less time.
It has been seen that children come to school with little to no reading skills in the language of instruction, which puts them at a further disadvantage. Students who do not achieve a certain level of reading by the end of grade 1 tend to fall behind in all other areas of cognitive development (Stanovich, 1986).
This study would explore the reading instruction time policy initiative and discuss how it developed and ensured in the early grades classes in Pakistan. This is a mixed-methods approach study that combines both qualitative and quantitative data. The study showed elements that contributed to improve early grades reading skills, especially help the number of students’ zero scores decreased in reading tasks and support the education departments to achieve the performance standards.
[PT]
A leitura é, sem dúvida, um processo cognitivo altamente complexo. Por conseguinte, elaborar políticas para a sua melhoria é uma tarefa difícil. A atribuição eficaz de tempo para a leitura é especialmente importante para a melhoria da leitura nos primeiros anos de ensino. DeStefano (2012) ilustrou que, em condições iguais, os alunos que passam mais tempo de aula numa tarefa de aprendizagem têm melhor desempenho do que os alunos que passam menos tempo.
Já se verificou que as crianças chegam à escola com poucas ou nenhumas competências de leitura na língua de instrução, o que as coloca em ainda maior desvantagem. Os alunos que não conseguem atingir um determinado nível de leitura até ao final do 1º ano tendem a ficar para trás em todas as outras áreas de desenvolvimento cognitivo (Stanovich, 1986).
Este estudo explora a iniciativa política do tempo de leitura e analisa o seu desenvolvimento e implementação nas aulas nos primeiros anos de ensino no Paquistão. É um estudo com uma abordagem de métodos mistos, que combina dados tanto qualitativos como quantitativos. O estudo revelou elementos que contribuem para melhorar as competências de leitura nos primeiros anos de ensino, e em particular ajudam a diminuir o número de pontuações nulas nos alunos e apoiam os departamentos de educação para que alcancem os padrões de desempenho.
[ES]
La lectura es sin duda un proceso cognitivo muy complejo y, por tanto, formular políticas para su mejora es una tarea difícil. Una asignación eficaz del tiempo de lectura es particularmente importante para mejorar la lectura de los primeros grados. DeStefano (2012), ilustró que, en igualdad de condiciones, los estudiantes que dedican más tiempo de clase a una tarea de aprendizaje se desempeñan mejor que los estudiantes que dedican menos tiempo.
Se ha visto que los niños llegan a la escuela con poca o ninguna habilidad de lectura en el idioma de instrucción, lo que los coloca en una mayor desventaja. Los estudiantes que no alcanzan un cierto nivel de lectura al final del primer grado tienden a quedarse atrás en todas las demás áreas del desarrollo cognitivo (Stanovich, 1986).
Este estudio exploraría la iniciativa de política de tiempo de instrucción de lectura y discutiría cómo se desarrolló y aseguró en las clases de los primeros grados en Pakistán. Este es un estudio de enfoque de métodos mixtos que combina datos tanto cualitativos como cuantitativos. El estudio mostró elementos que contribuyeron a mejorar las habilidades lectoras de los primeros grados, especialmente ayudaron a disminuir la cantidad de puntajes cero de los estudiantes en las tareas de lectura y apoyaron a los departamentos de educación para lograr los estándares de desempeño.
The study was contextual which required the qualitative case study paradigm. Interviews and observations were the main methods of data collection. It has analyzed the data using grounded theory development approach. The study was conducted in a Government Girls Higher Secondary School in Karachi. The primary research participants were three members of the Management Team (headmistress, two teachers), while secondary research participants were two teachers, and two students who were not involved in the Management Team.
The major findings of the study are: Teamwork leads to collectivism, develops a caring relationship, enhances commitment to school, and tends to lead to distributed leadership.
The study offers insights for school headteachers/headmistress, educational manager and teachers. It points out the importance of working together in improving school collaborative culture, building teams, and distributing task. The thesis also highlights teamwork effectiveness in terms of teachers’ involvement in the school management.
Reading is without doubt a highly complex cognitive process and hence it is a difficult task to formulate policies for its' improvement. An effective reading time allocation is particularly important for the improvement of early grade reading. DeStefano (2012) illustrated that with all things being equal, students who spend more class time on a learning task perform better than students who spend less time.
It has been seen that children come to school with little to no reading skills in the language of instruction, which puts them at a further disadvantage. Students who do not achieve a certain level of reading by the end of grade 1 tend to fall behind in all other areas of cognitive development (Stanovich, 1986).
This study would explore the reading instruction time policy initiative and discuss how it developed and ensured in the early grades classes in Pakistan. This is a mixed-methods approach study that combines both qualitative and quantitative data. The study showed elements that contributed to improve early grades reading skills, especially help the number of students’ zero scores decreased in reading tasks and support the education departments to achieve the performance standards.
[PT]
A leitura é, sem dúvida, um processo cognitivo altamente complexo. Por conseguinte, elaborar políticas para a sua melhoria é uma tarefa difícil. A atribuição eficaz de tempo para a leitura é especialmente importante para a melhoria da leitura nos primeiros anos de ensino. DeStefano (2012) ilustrou que, em condições iguais, os alunos que passam mais tempo de aula numa tarefa de aprendizagem têm melhor desempenho do que os alunos que passam menos tempo.
Já se verificou que as crianças chegam à escola com poucas ou nenhumas competências de leitura na língua de instrução, o que as coloca em ainda maior desvantagem. Os alunos que não conseguem atingir um determinado nível de leitura até ao final do 1º ano tendem a ficar para trás em todas as outras áreas de desenvolvimento cognitivo (Stanovich, 1986).
Este estudo explora a iniciativa política do tempo de leitura e analisa o seu desenvolvimento e implementação nas aulas nos primeiros anos de ensino no Paquistão. É um estudo com uma abordagem de métodos mistos, que combina dados tanto qualitativos como quantitativos. O estudo revelou elementos que contribuem para melhorar as competências de leitura nos primeiros anos de ensino, e em particular ajudam a diminuir o número de pontuações nulas nos alunos e apoiam os departamentos de educação para que alcancem os padrões de desempenho.
[ES]
La lectura es sin duda un proceso cognitivo muy complejo y, por tanto, formular políticas para su mejora es una tarea difícil. Una asignación eficaz del tiempo de lectura es particularmente importante para mejorar la lectura de los primeros grados. DeStefano (2012), ilustró que, en igualdad de condiciones, los estudiantes que dedican más tiempo de clase a una tarea de aprendizaje se desempeñan mejor que los estudiantes que dedican menos tiempo.
Se ha visto que los niños llegan a la escuela con poca o ninguna habilidad de lectura en el idioma de instrucción, lo que los coloca en una mayor desventaja. Los estudiantes que no alcanzan un cierto nivel de lectura al final del primer grado tienden a quedarse atrás en todas las demás áreas del desarrollo cognitivo (Stanovich, 1986).
Este estudio exploraría la iniciativa de política de tiempo de instrucción de lectura y discutiría cómo se desarrolló y aseguró en las clases de los primeros grados en Pakistán. Este es un estudio de enfoque de métodos mixtos que combina datos tanto cualitativos como cuantitativos. El estudio mostró elementos que contribuyeron a mejorar las habilidades lectoras de los primeros grados, especialmente ayudaron a disminuir la cantidad de puntajes cero de los estudiantes en las tareas de lectura y apoyaron a los departamentos de educación para lograr los estándares de desempeño.