Schools and Schooling Practices in Pakistan: lessons for policy and practice

By:

Rashida Qureshi, Fauzia Shamim

Contributor(s):

Rashida Qureshi, Fauzia Shamim

Material type:

TextPublication details: Karachi Oxford 2009Description: xiii,259p. 22.6 cmISBN:

9780195476293

Subject(s):

Education, Teacher education, Action research -- Education general, comparitive

LOC classification:

LA.1156. QUR. 2009

Online resources:

Click here to access online

Summary: In Pakistani schools, the teaching and learning processes have long been criticized for their poor quality. This book presents research-based evidence of 'good practice' in teaching and teacher education which, on the one hand, challenges the state of despair by offering a ray of hope in improving the quality of school education in Pakistan. On the other hand, these critical accounts of innovative practices, grounded in the reality of schools and classrooms in varied contexts, invite the readers to think about the contexts and conditions that may need to be established for scaling up these and similar reform efforts for improving teaching and teacher education practices in Pakistan and similar settings elsewhere

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Holdings
Cover image	Item type	Current library	Home library	Collection	Shelving location	Call number	Materials specified	Vol info	URL	Copy number	Status	Notes	Date due	Barcode	Item holds	Item hold queue priority	Course reserves
	Books	Ziauddin School & College Library On Shelve		Non Fiction		LA.1156.QUR.2009 (Browse shelf(Opens below))					Available			06 EDU
	Books	Ziauddin School & College Library On Shelve		Non Fiction		LA.1156. QUR. 2009 (Browse shelf(Opens below))					Available			07 EDU

In Pakistani schools, the teaching and learning processes have long been criticized for their poor quality. This book presents research-based evidence of 'good practice' in teaching and teacher education which, on the one hand, challenges the state of despair by offering a ray of hope in improving the quality of school education in Pakistan. On the other hand, these critical accounts of innovative practices, grounded in the reality of schools and classrooms in varied contexts, invite the readers to think about the contexts and conditions that may need to be established for scaling up these and similar reform efforts for improving teaching and teacher education practices in Pakistan and similar settings elsewhere

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