Educating Before Birth via Talking to the Baby in the Womb: Prenatal Innovations

Education is the only major weapon that enables nations to progress socio-economically and gives a huge rise to their human development index. More so, it is considered to be the most fundamental requirement for poverty eradication, for addressing socio-political issues and for stabilizing peace and harmony among nations. Education is a lifelong process and does not have a preset parameter for its accessibility and provision (Sharkey, 1998). Learning is innate and natural and the human mind is set to learn since its conception. Additionally, in the recent era, investigations are focused on education and learning even before birth and extensive emphasis is now paid on experimenting on prenatal education by providing pre-birth interventions for babies inside the womb (Hepper, 1991; Kleindorfer & Robertson, 2013; Partanen, et al., 2013; Sharkey, 1998)

Globalization and early childhood education: Urban families perceptions

This study attempted to explore the belief patterns and opinions of families of young children in the context of globalization and its role in the provision of education. The paper’s particular focus was to argue how urban families perceive and practice globalization for their children’s education. Additionally, it briefly reviewed the school of thought (i.e. Modern or Traditional) sample families belong to. The research focuses on the narrative paradigm with a mixed methodical design through which quantitative and qualitative perspectives can be sought. A total sample of 104 family members was taken to carry out a quantitative survey and a sample of 12 family members was chosen to carry out focus grouped discussions to supplement through qualitative insights. A customized quantitative survey and focus group interview guide was designed for data collection. Descriptive statistics and ANOVA were applied to analyze quantitative data sets and thematic analysis was done for the qualitative data sets. The findings of the research demonstrated that most of the families were prone towards globalization and widely practice its implication in the education of their young children

Educating before birth via talking to the baby in the womb: Prenatal innovations

Education is the only major weapon that enables nations to progress socio-economically and gives a huge rise to their human development index. More so, it is considered to be the most fundamental requirement for poverty eradication, for addressing socio-political issues and for stabilizing peace and harmony among nations. Education is a lifelong process and does not have a preset parameter for its accessibility and provision (Sharkey, 1998). Learning is innate and natural and the human mind is set to learn since its conception. Additionally, in the recent era, investigations are focused on education and learning even before birth and extensive emphasis is now paid on experimenting on prenatal education by providing pre-birth interventions for babies inside the womb (Hepper, 1991; Kleindorfer & Robertson, 2013; Partanen, et al., 2013; Sharkey, 1998

Exploring Perceptions of University Students Pertaining to Grades over Knowledge and Skills

The aim of the research was to study the phenomenon surrounding the perspective of university students preferring grades to knowledge and skills. Three currently enrolled participants were selectedfrom different private universities of Karachi. Participants’ interviews were examined through thematic analysis. The findings suggested that students give preference to grades and knowledge, more job oriented focusof the study and made recommendations for institutions and academicians for further probing of the issue in hand

Bloom’s Taxonomy (Cognitive Domain) in Higher Education Settings: Reflection Brief

The role of taxonomy of objectives is considered to be one of themost imperative elements in curriculum designing and drafting oflearning outcomes and objectives. Several educationists and academicians have regarded this model in facilitating learning achievement from lower level knowledge acquisition to higher order thinking. However, a few others have critiqued this phenomenon by reconnoitering its implications on segmentation of knowledge application into a hierarchical model, that may restrict learners, specifically in highereducation settings to limit their acquisition of a concept. Moreover,students’ learning and motivation are hampered while undergoingsuch an intensive, structured assessment of those learning outcomes.This reflection brief will appraise and reflect in favour of the variouscritiques established around the phenomenon of progressive Bloom’staxonomy and will briefly discuss the idea of reversing the level oftaxonomy in higher education settings to sustain student learningmotivation

Impact of self regulation skills on students academic grades

This research aimed to explore if self-regulation skills had any effect on the academic outcomes of young children in private schools of Karachi, Pakistan. Quantitative research method was used to determine the impact of self-regulation upon the academic outcome of young children by utilizing Early School Self-Regulation Scale-Care Giver Version (Bhamani, 2012).The sample size consisted of randomly chosen 210 children, studying in grades 1 and 2 from seven different private schools in Karachi. The results of the research show that selfregulation skills had a significant impact on the academic outcome of young children in private schools of Karachi, b = -6.3, t (198) = 0.693, p \u3c .01. Self-regulation skills also explained a significant proportion of variance in students grades, R2 = .397, F (1, 198) = 130.536, p \u3c .0