Journals of Paro College of Education, Royal University of Bhutan
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Outcomes of Positive Discipline on Student’s behaviors
Get PDFThis paper intended to study the outcomes of positive discipline on student’s behaviors. This research was administered by using quantitative and qualitative methods. As a research participants they are 310 from students who were been selected by a stratified and simple random sampling and, 3 teacher key informants, who were selected by purposive sampling from Lower, Middle and Higher Secondary Schools respectively. Cronbach’s Alpha was calculated to determine the reliability of the questionnaires. Data were analyzed using descriptive statistics and content analysis. Findings of the study revealed that the positive discipline practices perceived to be a substantial tool to build students’ behaviors. The study is significant in providing information to students, teachers, educational leaders and parents to boost positive discipline practices at school and home. This research also provides indispensable information for all school stakeholders about their roles and supports in improving the behaviors of school children
The Importance of Providing Meaningful Written Feedback to Students
Get PDFIn the pursuit of quality education in Bhutan, there has been a desire to give the best teaching to students. Similarly, every teacher is expected to provide the best instruction to students in my school. This action research investigated the issue of giving meaningful feedback to students on their assignments. The research was carried out at Dashiding Higher Secondary School, Punakha, Bhutan with the class twelfth students. The data were gathered over time through the interviews, documents analysis, and survey. The findings were authenticated using the researcher's comments, feedback from a critical friend, and diary notes. The findings revealed that the teacher must provide meaningful and timely written feedback. It is also recommended that students must be made to read the feedback and get used to knowing their weaknesses and strengths in learning the subject
Women Leadership in Bhutanese Schools
Get PDFThis paper looks at the lives of women leaders in Bhutanese schools at a time when male dominates many spheres of society such as in governance, management and education. The number of women in leadership positions, especially in schools has not improved much over the years. Even for the few in leadership positions, there are various challenges due to inherent gender biases, cultural practices and societal norms. Many of these challenges are attributed to women’s traditional role in family such as raising children, balancing household work and career. Considering these issues and preconceived biases, taking up leadership roles in a male dominated society is a challenge to women leaders in schools. This study was carried out qualitatively with roots in phenomenology in which participants’ experiences were studied to get in-depth understanding of women leadership in Bhutanese schools. A total of 20 respondents were interviewed to find out perspectives and experiences of women principals and vice principals to highlight their unique strengths, contributions and inherent barriers in taking up leadership roles in schools. Four broad themes emerged including perspectives on women leadership status in Bhutanese schools, women leadership style as compared to men’s leadership, barriers to women leadership in schools, and support mechanisms for women leadership at different levels. In line with the key findings, several recommendations have been made for creating an equitable and just society, the most notable being a call to relook into plans and policies related to the transfer of women leaders in Bhutanese schools. The recommendations suggested are based on the principles of gender equality and empowerment of women in playing important roles in an evolving society4. 
Teacher’s Instructional Strategies: Exploring the Lived Experiences of Teachers under Thragom Cluster Schools, Trashi Yangtse
Get PDFThis study adopted a qualitative method to explore the instructional practices of teachers in three primary schools under Thragom cluster, Trashi Yangtse Dzongkhag. The study was aimed at gaining an understanding of teachers’ beliefs and how their attitude shaped their teaching strategies that impacted students’ learning outcomes. The samples for this study included twelve participants (six teachers and six students) from the three schools. Findings from the study indicated that teachers were well acquainted with 21st-century skills. However, there were disparities between teachers' pedagogical philosophy and actual pedagogical practices involved in the teaching and learning processes. Teachers' teaching styles and behaviors were also found to have a significant impact on student's academic achievement. Students' preferences of learning through ICT-based lessons were found to be effective in improving their understanding
TOWS Matrix Analysis to Strengthen the Scouting Program in Bhutan Karma Tenzin
Get PDFThe purpose of this study was to assess the Scouting program in Bhutan in order to identify the key issues that affect the Scouting program and recommend a workable strategy to Bhutan Scouts Association (BSA). Scouting for Bhutan is not simply a youth engagement program but a vision of the great monarchs. The Scouting program in Bhutan was initially started in response to His Majesty, the Fourth King, Jigme Singye Wangchuck’s concern for youth in the face of emerging challenges for the young people, the future of Bhutan. His Majesty, the King Jigme Khesar Namgyel Wangchuck is the Patron of BSA and the Royal Patronage inspired numerous initiatives such as Scout Leadership Training Program and others that helped to revitalize Scouting in Bhutan. This paper presen1ts TOWS matrix analysis of the responses and views of different stakeholders gathered through key informant interviews (n=157), focused group discussions (n= 270), and surveys (n= 350). The analysis is carried out within the framework of strategic priorities of the World Organization of Scout Movement (WOSM). The findings suggest that the BSA has been witnessing an increasing number of dropout rates attributable to several causes such as the lack of recognition and reward; monotonous programs; time constraints; incompetent Scout leaders; and poor adult and peer support. The dropout or leakage of Scouts is noticed to be occurring mostly in transition from Nachung Scouts to Nazhoen Scouts. The proposed recommendations are aimed at fulfilling the vision and mission of BSA by addressing attrition through quality programs, enhancing the competency of leaders, and strengthening good governance practices
Issues of Bhutanese Science Curriculum: A View from the Exploratory Study
Get PDFBhutanese science curriculum witnessed several rounds of reforms to improve the quality of science education. The growing body of research, however, reports that the Bhutanese science curriculum is affected largely by several issues and challenges. Therefore, an exploratory study was carried out to document the issues and challenges of the Bhutanese science curriculum. Twenty-one (N=21) Bhutanese science teachers took part in the study. Data were collected through one-on-one interviews. The data collected from interviews were analyzed based on thematic analysis. The findings suggested that the Bhutanese science curriculum is largely voluminous, content-laden, high in lexical density, or prescriptive. Moreover, findings also inferred that the Bhutanese science curriculum largely lacks scientific inquiry, logical progression, and developmental appropriateness of concepts, or attributes of contextualization. Overall, compared to the science from fourth to sixth grade, seventh to 12th-grade science appeared largely plagued by issues and challenges. Findings from this study have some practical implications for Bhutanese science teachers and science curriculum developers
Written Corrective Feedback: Comparing Bhutanese Middle Secondary ESL Student and Teacher Perspectives
Get PDFNumerous studies have investigated and advocated the effectiveness of written corrective feedback (WCF) on L2 students’ writing. The researchers are presently more interested in uncovering the perceptions that the teachers and the students have about the usefulness of WCF. A large number of studies have focused on students’ perspectives about WCF, whereas, very few studies accounted for teachers’ perspectives and compared the former with the latter. In the Bhutanese context, there is a paucity of WCF research altogether. This study, conducted in a Bhutanese Middle Secondary School, investigated the perceptions of ESL students and teachers on (1) amount of WCF, (2) types of WCF, and (3) types of errors to be marked. This study also attempts to gauge the differences in the students’ and teachers’ perceptions about WCF and the reasons thereof. Six English as Second Language (ESL) teachers and 42 ESL students were selected using purposive, and stratified random sampling respectively. Both quantitative and qualitative data were collected by means of parallel written questionnaires. The quantitative data were analysed using descriptive statistics such as percentages and means, whereas the qualitative data were analysed using thematic analysis. The findings reveal that there are areas where both the students and the teachers share common preferences and views but also areas where they express disagreements. Pedagogical implications and the limitations of the study are discussed
The Impact of Early Child Care and Development in Children: From the Lenses of Pre Primary Teachers in Eastern Bhutan
Get PDFThis study was conducted to find out if there was any effect of the ECCD program in developing foundational skills in children prior to their enrollment in the formal education system. The study examined the perceptions of pre-primary teachers of 20 rural and urban schools having ECCD attendees with regard to the effectiveness of the ECCD program on children enrolled in pre-primary grades. The study adopted a mixed methods approach with a sample of pre-primary teachers (n=60) from different schools in the Trashi Yangtse district. The study revealed that ECCD attendees were found to be more competent in a range of school readiness skills and have strong foundations for formal education. The study also indicated that ECCD attendees have a high level of confidence and perform better in academic subjects
Inclusion of Bhutanese folk culture in the B.Ed Primary English modules and the upper primary school English curriculum: A comparative study
Get PDFThis study was conducted to find out if there was any congruity in terms of the inclusion of Bhutanese folk culture in the English modules of the B. Ed (Pry) programme and the English textbooks of classes IV – VI. The study also examined the perceptions of English lecturers of the two teacher training colleges (Paro and Samtse), B. Ed (Pry) pre-service teachers, primary school English teachers and students from classes IV – VI with regard to the inclusion of Bhutanese folk culture in the English syllabuses. The study adopted the mixed methods approach. Some of the key findings of the study revealed that neither the English modules of the B. Ed (Pry) programme nor the primary school English syllabuses from classes IV – VI included much of Bhutanese folk culture. The findings also indicated that English lecturers, B. Ed (Pry) pre-service teachers, primary school English teachers, and primary school students welcomed the inclusion of Bhutanese folk culture in the English curricula at the B. Ed (Pry) programme and at the primary school English curriculum
Highlighting the importance of STEM education in early childhood through play-based learning: A Literature Review
Get PDFThis paper aims to focus on the international studies regarding early integrated STEM education and its importance for developing 21st-century skills in young children to prepare them for an ever-changing world. The paper reviews the importance of integrated STEM education in early childhood settings and how it supports the development of scientific concepts and 21st-century skills such as critical thinking and problem solving through play-based learning based on the current literature. Adding to the importance of STEM education, the paper explores what STEM education means in early childhood and how different types of play-based learning can support early integrated STEM concepts and skills in young children concerning the literature from different parts of the world. Furthermore, the literature presents the role of teachers in implementing STEM practices and the challenges encountered by teachers. The literature indicates low self-efficacy and confidence in teachers as the main factor affecting the delivery of STEM teaching and suggests ways to overcome this through STEM professional development to enhance the STEM practices in early childhood. The paper concludes with further recommendations and implications for stronger policies, and more research in this field to achieve high-quality integrated STEM education in early childhood