Nusrat Rizvi - Academia.edu (original) (raw)
Papers by Nusrat Rizvi
International Journal of Higher Education, 2014
International Journal for Mathematics Teaching and …, 2004
The purpose of this study was to assess difference in prospective teachers' ability to pose word ... more The purpose of this study was to assess difference in prospective teachers' ability to pose word problems for mathematical expressions involving division before and after an instruction intervention. After the initial assessment of participants' ability to pose word problems for division expressions, the researcher introduced an alternative model i.e. rate or ratio to represent division involving whole numbers. After the intervention it was assessed whether the model helped the prospective teachers develop word problems for division of fractions. The findings revealed that the prospective teachers successfully posed word problems for division of whole numbers based on intuitive model of fair sharing and to some extent they used repeated subtraction model but failed to represent division of fractions. A considerable improvement was observed in participants' performance to pose word problems for division of fractions after going through instruction intervention. However the problems, which the prospective teachers posed, were, to a large extent, similar to the word problems, which the researcher used in the instruction.
Compare: A Journal of Comparative and International Education, 2019
This paper undertakes a critical review and analysis of the recent developments in teacher educat... more This paper undertakes a critical review and analysis of the recent developments in teacher education in Pakistan to situate different models of teacher education funded by donor agencies against international development in teacher education and the political economy dynamics of teacher education in Pakistan. The paper's central thesis is that despite the prevalent and overwhelming trends, of which Pakistan is possibly a willing or unwitting recipient, there are clear indications that the so-called international standardisation of teacher education models and practices are being critically considered and that more contextualisation is required. This paper recommends areas of research to support iterative development of contextual models of teacher education through an evidence-based approach. This can then better inform teacher education policies and practices. Also, it can focus on the desired teacher development outcomes within the context of a developing country and the educational milieu that is particular to Pakistan.
Journal of the College of Physicians and Surgeons Pakistan, Apr 1, 2014
Objective: To identify students' perceptions about the practices of provision and utilization of ... more Objective: To identify students' perceptions about the practices of provision and utilization of written feedback in the nursing degree programmes in Karachi. Study Design: Cross-sectional descriptive study. Place and Duration of Study: Nine Nursing Institutions in Karachi, Pakistan were selected for the study, from February to October 2011. Methodology: The sample consisted of 379 second year nursing students from nine institutions in Karachi. The data was collected through a modified Assessment Experience Questionnaire (AEQ) developed by Gibbs and Simpson. The data obtained through AEQ was analyzed in the SPPS. Results: Students reported wide variations in the practices related to written assignments, and the provision of written feedback. Although 80% of the students, reported receiving written feedback with or without oral feedback, 20% of them, received only verbal feedback on their assignments. For 44-46% of the students, the quality, quantity, timing, and utilization of feedback was below the reference scores, which is indicative of negative perceptions. Only 40% reported receiving feedback on regular basis. Assignment guidelines were not always provided in a written form. In most cases, the guidelines were ambiguous as well as the feedback was not always reflective of the guidelines. Conclusion: The findings have implications for teachers, students, and institutions similar to the context of this study. Teachers need to be aware of the role and the impact of written feedback on students' learning and develop competence for giving effective feedback. Finally, institutional commitment and policies are needed to promote the practices of written feedback.
World Journal of Education, 2016
This mixed-methods research aimed to understand the practices and perceptions of teachers regardi... more This mixed-methods research aimed to understand the practices and perceptions of teachers regarding written feedback. For this purpose, a survey was administered to 150 teachers forming a non-probability sample, who were working in various universities in Karachi. The disciplines chosen for the study included nursing, applied linguistics, medicine and education departments in institutes of higher education situated in Karachi. Before sampling, initial screening was done to obtain a list of institutes which provide written feedback on students' assignments. Two homogenous groups of teachers by discipline (nursing and education) were then selected for focus group discussions. It was found that most teachers consider written feedback an important tool for guiding and helping students improve their work. In fact, they consider written feedback as important as verbal feedback. Teachers also recognized the importance of discussing the written feedback with the students but they rarely did so because of time constraints. Most teachers preferred to directly fix students' errors instead of providing feedback to enable them to correct those errors by themselves. While less than half of the participants used a checklist for grading, others used annotation. Several factors were found to have a great influence on the amount and quality of feedback. The most significant factor was whether teachers had formal training in providing feedback. Only 17% of the participants in this study had proper training to give written feedback. They also identified several environmental and personal factors that had an impact on their feedback practices including time, the relationship between the teacher and individual students, and, most importantly, the policies and culture of the institutes.
The purpose of this study was to determine prospective teachers' knowledge about the concept of d... more The purpose of this study was to determine prospective teachers' knowledge about the concept of division. One focus of interest was whether the prospective teachers were able to represent division of fractions. The participants were introduced to an alternative model for representation of fractions based on a rate or ratio model of division involving whole numbers. A second focus of interest was whether the prospective teachers would be able to apply this model to problems of division of fractions. The findings revealed that the prospective teachers' successfully represented division of whole numbers using models of fair sharing and, to a lesser extent, repeated subtraction. However, they had difficulty in successfully representing division of fractions. Some improvement was observed in participants' performance in attempts to represent division of fractions after introduction of the rate/ratio model. However the prospective teachers often used the rate or ratio model mistakenly where the situations were not appropriate for the model, which appeared to be associated with difficulty in multiplicative thinking. Concept of division, multiplicative thinking, conceptual knowledge of mathematics, pedagogical content knowledge of mathematics Prospective teachers' knowledge: Concept of division reconceptualize the content of the curriculum to help students shift their thinking from additive to multiplicative thinking.
International Journal of Higher Education, 2014
International Journal for Mathematics Teaching and …, 2004
The purpose of this study was to assess difference in prospective teachers' ability to pose word ... more The purpose of this study was to assess difference in prospective teachers' ability to pose word problems for mathematical expressions involving division before and after an instruction intervention. After the initial assessment of participants' ability to pose word problems for division expressions, the researcher introduced an alternative model i.e. rate or ratio to represent division involving whole numbers. After the intervention it was assessed whether the model helped the prospective teachers develop word problems for division of fractions. The findings revealed that the prospective teachers successfully posed word problems for division of whole numbers based on intuitive model of fair sharing and to some extent they used repeated subtraction model but failed to represent division of fractions. A considerable improvement was observed in participants' performance to pose word problems for division of fractions after going through instruction intervention. However the problems, which the prospective teachers posed, were, to a large extent, similar to the word problems, which the researcher used in the instruction.
Compare: A Journal of Comparative and International Education, 2019
This paper undertakes a critical review and analysis of the recent developments in teacher educat... more This paper undertakes a critical review and analysis of the recent developments in teacher education in Pakistan to situate different models of teacher education funded by donor agencies against international development in teacher education and the political economy dynamics of teacher education in Pakistan. The paper's central thesis is that despite the prevalent and overwhelming trends, of which Pakistan is possibly a willing or unwitting recipient, there are clear indications that the so-called international standardisation of teacher education models and practices are being critically considered and that more contextualisation is required. This paper recommends areas of research to support iterative development of contextual models of teacher education through an evidence-based approach. This can then better inform teacher education policies and practices. Also, it can focus on the desired teacher development outcomes within the context of a developing country and the educational milieu that is particular to Pakistan.
Journal of the College of Physicians and Surgeons Pakistan, Apr 1, 2014
Objective: To identify students' perceptions about the practices of provision and utilization of ... more Objective: To identify students' perceptions about the practices of provision and utilization of written feedback in the nursing degree programmes in Karachi. Study Design: Cross-sectional descriptive study. Place and Duration of Study: Nine Nursing Institutions in Karachi, Pakistan were selected for the study, from February to October 2011. Methodology: The sample consisted of 379 second year nursing students from nine institutions in Karachi. The data was collected through a modified Assessment Experience Questionnaire (AEQ) developed by Gibbs and Simpson. The data obtained through AEQ was analyzed in the SPPS. Results: Students reported wide variations in the practices related to written assignments, and the provision of written feedback. Although 80% of the students, reported receiving written feedback with or without oral feedback, 20% of them, received only verbal feedback on their assignments. For 44-46% of the students, the quality, quantity, timing, and utilization of feedback was below the reference scores, which is indicative of negative perceptions. Only 40% reported receiving feedback on regular basis. Assignment guidelines were not always provided in a written form. In most cases, the guidelines were ambiguous as well as the feedback was not always reflective of the guidelines. Conclusion: The findings have implications for teachers, students, and institutions similar to the context of this study. Teachers need to be aware of the role and the impact of written feedback on students' learning and develop competence for giving effective feedback. Finally, institutional commitment and policies are needed to promote the practices of written feedback.
World Journal of Education, 2016
This mixed-methods research aimed to understand the practices and perceptions of teachers regardi... more This mixed-methods research aimed to understand the practices and perceptions of teachers regarding written feedback. For this purpose, a survey was administered to 150 teachers forming a non-probability sample, who were working in various universities in Karachi. The disciplines chosen for the study included nursing, applied linguistics, medicine and education departments in institutes of higher education situated in Karachi. Before sampling, initial screening was done to obtain a list of institutes which provide written feedback on students' assignments. Two homogenous groups of teachers by discipline (nursing and education) were then selected for focus group discussions. It was found that most teachers consider written feedback an important tool for guiding and helping students improve their work. In fact, they consider written feedback as important as verbal feedback. Teachers also recognized the importance of discussing the written feedback with the students but they rarely did so because of time constraints. Most teachers preferred to directly fix students' errors instead of providing feedback to enable them to correct those errors by themselves. While less than half of the participants used a checklist for grading, others used annotation. Several factors were found to have a great influence on the amount and quality of feedback. The most significant factor was whether teachers had formal training in providing feedback. Only 17% of the participants in this study had proper training to give written feedback. They also identified several environmental and personal factors that had an impact on their feedback practices including time, the relationship between the teacher and individual students, and, most importantly, the policies and culture of the institutes.
The purpose of this study was to determine prospective teachers' knowledge about the concept of d... more The purpose of this study was to determine prospective teachers' knowledge about the concept of division. One focus of interest was whether the prospective teachers were able to represent division of fractions. The participants were introduced to an alternative model for representation of fractions based on a rate or ratio model of division involving whole numbers. A second focus of interest was whether the prospective teachers would be able to apply this model to problems of division of fractions. The findings revealed that the prospective teachers' successfully represented division of whole numbers using models of fair sharing and, to a lesser extent, repeated subtraction. However, they had difficulty in successfully representing division of fractions. Some improvement was observed in participants' performance in attempts to represent division of fractions after introduction of the rate/ratio model. However the prospective teachers often used the rate or ratio model mistakenly where the situations were not appropriate for the model, which appeared to be associated with difficulty in multiplicative thinking. Concept of division, multiplicative thinking, conceptual knowledge of mathematics, pedagogical content knowledge of mathematics Prospective teachers' knowledge: Concept of division reconceptualize the content of the curriculum to help students shift their thinking from additive to multiplicative thinking.