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IOARP Journal of Innovations in Teaching, Learning, and Assessment

IOARP Journal of Innovations in Teaching, Learning, and Assessment

Volume 2, Issue 3, September 2019

IOARP Journal of Innovations in Teaching, Learning, and Assessment offers a forum for academics, scientists, researchers, and practitioners to explore theoretical and practical aspects of teaching, learning, and assessment. JITLA provides contributors with a unique opportunity to impart knowledge and share contemporary research ideas and practices. Besides accepting articles on the core topics in the domain, we are particularly interested in manuscripts employing interdisciplinary approaches, potentially drawing from domains such as engineering and physical sciences, social sciences and humanities, and life, health, and biomedical sciences. 

Authors are invited to submit their contributions in form of theoretical and empirical papers employing qualitative, quantitative and critical methods, action-based research, and case studies, on all topics of teaching, learning, and assessment.


Volume 2
Issue 3, September 2019
IOARP Journal of Innovations in Teaching, Learning, and Assessment (JITLA)
15 October 2019
JITLA02
40
Dr M Adeel
jitla.ioarp.org
Copyright © 2015-2021 IOARP

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Classroom Disruptions: Causes, Effects, and Strategies for Tackling Disruptive Behaviour

Aaqil Al Rashid, Safwa Al Jafri, Iyaad Al Molla

Classroom settings and disruptive behaviour are critical topics in society today because of the growing concerns of bullying related suicides, enhancement of electronic and social media use, and mental health and cultural issues. While disruptive behaviour may seem insignificant for some, many times there are serious underlying issues that need to be addressed. In this paper we will discuss different types of disruptive behaviours in the classroom setting and explore key reasons behind such behaviours.

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Lateness and Absenteeism in Observed Classes: A Reflection on Practice

Asghar Hussain, Muhammad Adeel

This paper focuses on the issues of creativity in teaching, motivation, and the ways in which various strategies can be implemented to promote inclusive teaching practice. Furthermore, through the use of these strategies, and, a selection of relevant learning theories, we will attempt to come to logical and reasoned conclusions on how best to tackle the critical incidents presented in this case study.

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On the Importance of Communicating Behaviour Expectations in the First Session of a Class

Muhammad Adeel

Classroom management has a critical impact on effective teaching and learning. Classroom disruptions are the pattern of repeated behaviour that significantly interrupts the teaching and learning process. It, therefore, becomes vital to handle these disruptions and the ability of a teacher to handle classroom discipline is given key priority in observation of teaching and learning conducted by the regulators. In this paper, we will focus on evaluating the importance of communicating behaviour expectations to the students in the very first session and its impact on effective teaching and learning. The analysis is based on the review of the literature, interviews, and a survey questionnaire completed by the teachers.

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Relationship between Principal’s Instructional Supervision and Teacher’s Performance at Secondary Level in Peshawar

Safi Ullah, Um-e-Kulsoom, Mamriz Khan

It is an established fact that the teachers are the catalysts for improving the quality of the teaching-learning process. This research is aimed at understanding the perception of teachers on the contribution of principal’s instructional supervision towards the performance of teachers. The principal is supposed to procure teaching materials to the schools for teachers to work with in order to improve classroom instruction. Principals may always be ready to assist the teachers and interact with them in a cordial manner. This study is aimed to explore the “Relationship between Principal’s Instructional Supervision and its Influence on Teacher's Performance at Secondary School Level in Peshawar”. For this purpose data was collected from 25 girls’ high & higher secondary schools. Eight teachers from each school were randomly selected, thus 200 teachers constituted the sample for the study. A questionnaire was used to collect data from the respondent teachers. The reliability test of the test items was carried out. The questionnaire was administered among 20 teachers other than the sample. Cronbach’s Alpha was carried out that has yielded results within the acceptable range. Data analysis was carried out by using statistical tools such as Descriptive Statistics, One-Sample t-test, Pearson Correlation-test, and Regression Analysis. The management may provide latest instructional technology to the educational institution for effective teaching-learning process. Finally, recommendations were put forward that could facilitate other researchers to carry out their research on the use of instructional technology at secondary school level.

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Strategies to Teach Child with Dyslexia in Classroom

Jin Mao, Colin Turcotte, Arjun Brar

In this paper we aim at discussing various strategies adopted by teachers in order to help child with dyslexia cope up with class. The time spent in attaining the education plays a significant part of child’s development. For a teacher, aiding a dyslexic child is a wonderful as well as challenging task. Dyslexic students have learning differences due to which they can’t hold information for long and may not be able to grasp the information at all. It is important to understand that dyslexic learner neither lacks in intelligence nor willfulness, only constant support provided by mentors can help them in learning. However, with the guidance of professional tutors, well equipped and tested strategies- students are able to learn and achieve a lot.

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