Journal of Education and Educational Development <p>The Journal of Education and Educational Development is a double-blind peer-reviewed journal designed as an outlet for research in Education and Educational Development. JoEED is committed to promoting the distribution of important scholarly work at all levels. The journal has a broad scope and publishes qualitative and quantitative research studies along with discussions, which helps readers and researchers to grasp the understanding of the new and old paradigms in education. In addition to submissions from faculty/researchers, students at the graduate and MPhil level, Ph.D. scholars are also encouraged to submit their work, whether it is the product of coursework, a student thesis, an independent study, or a directed research project. </p> en-US (Dr Sarwat Nauman) (Ms. Bushra Mairaj) Mon, 05 Oct 2020 07:35:18 +0000 OJS 60 Motivating Learning in Mathematics Through Collaborative Problem Solving: A Focus on Using Rich Tasks <p>This paper is based on the concept that lively and interactive math classes are possible by incorporating rich tasks to meet the needs of students operating at different levels in the classrooms. A study was carried out to find out the impact on learning and motivation of using rich tasks at secondary level in the maths class by incorporating co-operative learning. Qualitative research paradigm was opted for the study using an action research approach and the data were collected through two semi-structured interviews conducted at the onset of the research and after the intervention. &nbsp;Few important findings indicate that rich tasks demand different levels of challenge and extend opportunities to those students who need them.</p> Nasreen Hussain , Anusha Mirza Copyright (c) 2020 Journal of Education and Educational Development Mon, 05 Oct 2020 00:00:00 +0000 Inclusive Education at Primary Level: Reality or Phantasm <p>The objectives of this study were to assess the impacts of Inclusive Education (IE) Project implemented in government schools of Islamabad and anticipate its practicability for public schools. Quantitative and qualitative methods were applied for data collection. Study instruments were structured interviews, unstructured focus group discussions, and questionnaire. The study revealed that Students with Disabilities (SWDs) carrypositive attitudes about their mainstreaming and promote friendships among them. The accessibility of school infrastructure normally addresses the needs of all students, but curriculum, equipment, teaching, learning aids, and assessment methods need to be adjusted. Principals in the schools have a positive attitude towards IE and suggested the government take more concrete measures toward mobilizing financial and technical resources for the training of teachers and providing them with technological support. Teachers involved in IE practices have a positive attitude for inclusion of SWDs and they proposed that it can be replicated in all public schools.</p> Malik Ghulam Behlol, Itfaq Khaliq Khan Copyright (c) 2020 Journal of Education and Educational Development Mon, 05 Oct 2020 00:00:00 +0000 Conduct Problems in Children Attending Pre-Primary Schools in Rural Areas of Pakistan <div>The aim of this study was to explore the conduct problems faced by school going children in the rural areas of Pakistan. Two hypotheses were formulated to explore the significant differences between the intervention and non-intervention groups and gender on the variables of conduct and internalization. The data of a total 386 young children were collected from three different regions, who were enrolled in government pre-primary classes. The children under study comprised two kinds of schools: intervention schools that had early childhood interventions, and non-intervention schools. The data analysis revealed no significant difference between children in intervention and non-intervention schools. However, there was a gender difference found in the variables of conduct and internalization. The conclusion of the study was framed to provide implications of the study for professionals.</div> Nadia Ayub, Shelina Bhamani Copyright (c) 2020 Journal of Education and Educational Development Mon, 05 Oct 2020 00:00:00 +0000 Problems Faced by Private Sector Primary School Teachers in the Application of Pedagogical Skills <p>As pedagogy is the science of teaching, it requires considerable creativity for a teacher to attain a firm grasp on it. Only an expert teacher can use different tools and methodologies to enhance learning abilities of his/ her students. For teachers, it becomes essential to utilize their full potentials and resources to keep teaching standards up to the mark. This study was designed to highlight problems faced by teachers in the application of creative teaching methodologies in their classrooms. Teachers teaching at primary level in different private schools of Karachi served as the research participants of the study. A total of fifty teachers were selected by using purposive sampling. For data collection, a structured questionnaire based on Likert Scale containing 32 items served as the instrument of the study. Findings revealed that almost all teachers use demonstration method with sparing use of technology.</p> Sana Akhter, Nadia Razzak Copyright (c) 2020 Journal of Education and Educational Development Mon, 05 Oct 2020 00:00:00 +0000 Exploring the Contribution of Teaching and Learning Processes in the Construction of Students’ Gender Identity in Early Year Classrooms <div>The present study explores how gender identity construction takes place in a single gender classroom in early years. Qualitative research guided the study design which was conducted in two public sector single gender schools. The data were collected through observations of the teacher-student interaction, student-student interaction, focused group discussion, and semi-structured interviews. The study found that teaching and learning is gendered in single sex settings as gender messages are passed on to the students, who play an important role in the gender identity construction of these children. The study also indicated that the teachers’ personal experiences greatly affect their perceptions regarding gender identities. There was also evidence of teachers having different expectations for girls and boys. Schools were hence found promoting stereotypes regarding gender roles and responsibilities in a social context.</div> Amina Baig Copyright (c) 2020 Journal of Education and Educational Development Mon, 05 Oct 2020 00:00:00 +0000 Globalization and Education <div> <p>The concept of globalization has been introduced due to technical advancements that has made the world a global village. The world as is now has never been before; it is now a world where multicultural societies have developed, trade and transactions are made between countries, technology reaches every part of the world, and internet has connected every possible idea, opinion, person, and commodity with the rest of the world. In this world of globalization, education has taken a central role, as without education globalization cannot be germinated. Education is a national issue and as such, each country has its own educational policies that are emblems of that country's cultural values, belief system and historical realities. Nevertheless, the globalized world demands for multiculturalism, and commonalities amongst communities to be promoted so as to bring the world closer to accepting cultural diversities and celebrating commonalities. For these aims, educational institutions become institutions for promoting globalization by introducing various cultural and traditional beliefs to the new generation.&nbsp;</p> <p>Recently, globalization has become a popular subject of debate in national and international circiles. Globalization links individuals and institutions across the world through economic forces, digital technologies, and communication. It is moreover subjected to higher living standards, international affiliations, and multiple types of freedom. However, a major part of the world consists of under developed countries where technological advancements, communication, trade and commerce along with other economic activities are not enough to support them to be a part of the global society.</p> </div> Huma Imran Khan Copyright (c) 2020 Journal of Education and Educational Development Mon, 05 Oct 2020 00:00:00 +0000