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AbrahamRC

Mecanismo SN2

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In Pakistan, the focus of educators and policy makers has been primarily limited to curricular planning and policy making, with little or no attention given to the worldwide changing trend in early childhood education; the construction of a stimulating learning environment, and its subsequent influence on the performance of a child. The present study was aimed at assessing the quality of the offered learning environment in private early childhood education centers of Lahore, with the globally accepted tool for quality assessment of classroom environments, the Early Childhood Environment Rating Scale-Revised (ECERS-R). A non-probability convenience sampling method was used, primarily due to willingness to participate of private institutes offering early childhood education services for children aged between 3-5 years. From the findings it was concluded that while there is a varying range in quality of available learning environments, an overall low quality is under practice by majority schools. In the light of these findings, implications for further research to stress the overwhelming impact of learning environments on child performance are discussed, along with the need for policy makers and educators to re-think and re-design the current curriculum and practices of early childhood education accordingly

Learning Environment In Early Childhood Education Centers Of Lahore

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The research impact project-based learning guided lesson study in Seminar Accounting Education course has been conducted in 2012. The research was focused to improve student achievement of learning outcomes in Seminar Accounting Education course at Department of Accounting, State University of Malang. The learning outcome were defined on skill levels, the exploration ability and reviewing issues (contemporary) in the field of accounting education both conceptual and factual, creating of research proposal, and final grade. The research approach was classroom action research guided lesson study. The data were analyzed by comparing student score with the minimum requirement score and the improvement of score from cycle 1 to cycle 2. The implementation of project-based learning guided lesson study improved the ability of student to create research proposal. The average score achieved by the students has surpassed the minimum requirement (75) in the cycle 1 and 84% of the students have surpassed the minimum requirement, and in the cycle 2, 100% of the students have surpassed the minimum requirement.

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