This research proposal examines the relationship between teachers' knowledge, curriculum, and student learning in Pakistan. The proposal outlines the objectives of studying how teachers' knowledge and curriculum can help Pakistan achieve stability in education. The methodology discusses using both qualitative and quantitative data on government spending, teacher training, and curriculum improvements. The conclusion emphasizes that improving teacher effectiveness, such as through high-quality training, may have a greater impact on student achievement than other reforms alone.

1. Research Proposal on:
Teacher’s knowledge & curriculum effect on
student’s learning
Submitted TO: Dr. Tariq Mehmood Ch
Submitted By: Ghulam Mujtaba
Student No: E/2017-211
Program: M.Ed. (Secondary) self-supporting
Faculty: Secondary Education
Department: Institute of Education and Research
University of the Punjab Lahore, Pakistan.

2. ABSTRACT
Learning is the central concern of teachers they need to be equipped with a well-informed
understanding of learning that takes account in particular of its socially situated dimensions.
Learning is a phenomenon detachable from context and transferable elsewhere only under
specific conditions. Nor is learning a purely individual accomplishment, being achieved
alongside others in definable circumstances and in relation to particular cultural communities.
Our account of this situatedness of learning is presented in terms of two well-known examples,
Brazilian street vendors and English girls at home and at nursery school. The authors present a
view of pedagogy consistent with the theoretical account of learning and based on four elements:
situated practice, overt instruction, critical framing and transformed practice. This view is not so
much prescriptive as a means of providing a vocabulary for critical discussion of teaching and
learning in practice.
Introduction:-
Teachers require knowledge of the unique skills that each child brings to the classroom in order
to effectively target instruction towards students’ learning needs. Although teacher knowledge is
strongly related to individual experiences and contexts, there are elements of teacher knowledge
that are shared by all teachers or large groups of teachers, for instance, all teachers who teach
pupils of a certain age level. Investigating teacher knowledge to identify these common elements
so as to do justice to its complex and specific nature can be problematic from a methodological
point of view. To illustrate the potential benefits and limitations of research on teacher
knowledge, the results from several studies are presented. A major conclusion from these studies
is that an understanding of teacher knowledge may be useful to improve teacher education and to
make educational innovations more successful. Finally, three areas of interest for future research
are identified Curriculum may incorporate the planned interaction of pupils with instructional
content, materials, resources, and processes for evaluating the attainment of educational
objectives. Curriculum is split into several categories, the explicit, the implicit (including the
hidden), the excluded and the extra-curricular.
Background
Under some definitions, curriculum is prescriptive, and is based on a more general syllabus
which merely specifies what topics must be understood and to what level to achieve a particular
grade or standard. The word Syllabus originates from Greek. The Greek meaning of the word
basically means a "concise statement or table of the heads of a discourse, the contents of a
treatise, The subjects of series of lectures.

3. 'Curriculum' has numerous definitions, which can be slightly confusing. In its broadest sense a
curriculum may refer to all courses offered at a school, explicit. The intended curriculum, which
the students learn through the culture of the school, implicit. The curriculum that is specifically
excluded, like racism. Plus, the extracurricular activities like sports, and clubs. This is
particularly true of schools at the university level, where the diversity of a curriculum might be
an attractive point to a potential student.
A curriculum may also refer to a defined and prescribed course of studies, which students must
fulfill in order to pass a certain level of education. For example, an elementary school might
discuss how its curriculum, or its entire sum of lessons and teachings, is designed to improve
national testing scores or help students learn the basics. An individual teacher might also refer to
his or her curriculum, meaning all the subjects that will be taught during a school year.There are
many common misconceptions of what curriculum is and one of the most common is that
curriculum only entails a syllabus. Smith (1996,2000) says that, "A syllabus will not generally
indicate the relative importance of its topics or the order in which they are to be studied. Where
people still equate curriculum with a syllabus they are likely to limit their planning to a
consideration of the content or the body of knowledge that they wish to transmit". Regardless of
the definition of curriculum, one thing is certain. The quality of any educational experience will
always depend to a large extent on the individual teacher responsible for it (Kelly, 2009).
Curriculum is almost always defined with relation to schooling. According to some, it is the
major division between formal and informal education. However, under some circumstances it
may also be applied to informal education or free-choice learning settings. For instance, a
science museum may have a "curriculum" of what topics or exhibits it wishes to cover. Many
after-school programs in the US have tried to apply the concept; this typically has more success
when not rigidly clinging to the definition of curriculum as a product or as a body of knowledge
to be transferred. Rather, informal education and free-choice learning settings are more suited to
the model of curriculum as practice or praxis. It seems obvious that, if you are going to teach a
subject, then you should really know a lot about the subject, right? Certainly in high schools,
where teachers often specialize into one or two subject areas, there is a real emphasis on the
subject matter knowledge of the teacher - which is why, the claim goes, that if you want to teach
history, you should first learn a lot about history, and if you want to teach mathematics, then you
should get a degree in mathematics. It is surprising, then, that there is relatively little evidence
supporting this claim. Instead, it seems as if it has been accepted as a truism by many educators,
and not investigated further - it is just a ‘given’. What evidence there is, however suggests that
there is much less correlation between teacher subject knowledge and student achievement than
one might reasonably expect.
Objective of study
The main objective of this study is to check the teachers knowledge and curriculum of
Pakistan and how it is work to achieve the goals which help to Pakistan in order to gain stability

4. in educational department. There are many problems in Pakistan. There is requirement to take
efficient steps to control these problems. Government can resolve these problems by training of
teachers and improvement in curriculum. Objectives are statements that describe the end-points
or desired outcomes of the curriculum, a unit, a lesson plan, or learning activity. They specify
and describe curriculum outcomes in more specific terms than goals or aims do. Objectives are
also the instructions or directions about what educators want the students to be able to do as a
result of instruction. Considered essential to goal setting and planning curricula, objectives aid
students, teachers, and parents by specifying the direction of the curriculum and goals. Typically
written by school districts, schools, and individuals, objectives also help ensure that educational
processes are aligned and that instructional activities are directed toward the defined outcomes or
learning.
Methodology
Our most important guiding principle is that, on the one hand, no student is inherently incapable
of succeeding in mathematics and, on the other hand, no student should be bored and
unchallenged. We make it a priority to accommodate students with widely varying levels of
preparation by placing students in an appropriate level class based on their motivation and
personal preference. Of course, even within a particular class, students learn at different paces,
and we prepare for that by incorporating problems of varying difficulty into our classes so that
all students get a sense of accomplishment and improvement. We strive to make sure that no
students feel intimidated either by the subject or by their classmates.A warm-up session where
students solve logic puzzles and other problems that do not require any mathematics beyond
what students already know.
Short session devoted to practicing basic computational skills. Students work by themselves and
receive help from the teacher. During this time students can individually discuss the
computational part of their homework. Advanced students who finish their work early receive
more difficult problems.
A reinforcement session where students discuss challenging homework problems and solve
problems using ideas and techniques that they have already developed in previous classes and
homework assignments.
A session devoted to the main topic of the day which can include both an in-depth discussion of
standard school topics beyond what schools and textbooks cover as well as nonstandard topics
and problems. We assign students homework that includes both computational practice exercises
as well as more challenging problems usually based on the main topic of a class. Although we do
not give out grades, we expect that students will complete at least the practice exercises and will
make a serious effort to solve as many of the remaining problems as possible. Even partial
solutions or rough ideas are an important part of the learning process. Our goal is to gently nudge
students to the limits of their abilities, and we would rather challenge them than give them a false

5. sense of accomplishment. As a result, we do not expect all of our problems to be solved, and we
know that the new ideas and problem solutions that students generate will be their most powerful
source of encouragement. The methodology is the general research strategy that outlines the way
in which research is to be undertaken and, among other things, identifies the methods to be used
in it. These methods, described in the methodology, define the means or modes of data collection
or, sometimes, how a specific result is to be calculated. Methodology does not define specific
methods, even though much attention is given to the nature and kinds of processes to be followed
in a particular procedure or to attain an objective. When proper to a study of methodology, such
processes constitute a constructive generic framework, and may therefore be broken down into
sub-processes, combined, or their sequence changed.
Government expenditure is a crucial instrument for economic growth at the disposal of policy
makers in developing countries like Pakistan. The proper allocation and efficient utilization of
government expenditure as the reward is greater likewise the penalty for bad policy in this
respect is greater than ever before in the realm of globalization. The research problem at hand is
very important for the development of developing countries. Many studies has determined the
influence of public spending on the development of Pakistan.
Discussion
We have so far argued that learning is an altogether more complex matter than is commonly
supposed. We now consider the relation between thetheoretical perspectives offered above and
the practice of teaching. Teaching is by definition the promotion of learning and ought therefore
to be informed by the best of our knowledge about learning. Further, if teaching needs to become
very much more sophisticated there are implications for teacher education and teacher
development. As things stand neither the common or garden practice of teaching nor the United
Kingdom’s official curricular and assessment policies show much sign of acknowledging the
complexity, indeed the mystery, at the heart of learning. We must emphasize that this is not
intended as a deficit view of teachers but a critique of the current prescriptive policy context in
England and Wales that constrains their work. There is therefore a very big set of tasks ahead.
Our purpose in this section and the next, in view of the pedagogical implications of the
understandings offered above, is to pose some questions for teacher education and teacher
development.
As noted at the beginning of this article, learning is the central business of schooling. Schools are
social institutions set up in order to ‘fast track’ learning. This means what is taught in schools
must have maximum transferability elsewhere. One of the main concerns of pedagogy is the
application of principles governing this transfer. Yet in the examples presented above it is clear
transfer is fraught with difficulties.Teaching must respect the nature of learning. It becomes
otherwise a sideshow in learners’ lives. There are four aspects to the agenda here. Wefollow the
New London Group (1996), an international consortium of academics researching literary
pedagogies, in using four aspects of teaching under which to discuss the issues. These aspects of

6. teaching are: situated practice; overt instruction; critical framing; and transformed practice.
These aspects of teaching are interdependent, non-hierarchical and non-sequential in nature.
Elements of each may be present in any one episode of teaching and one or another may be
dominant at any one time. Taken together, they allow us to consider ways in which teaching
needs to respond to the new understandings of learningEven though Andrew Wiles preferred to
work in solitude on the solution to Fermat’s last theorem, it was not until he presented his work
to multiple and public juries of his peers that his solution was eventually strengthened and
acceptedIt will be apparent from all of our discussion that we believe there is much hard work
for teachers and those who support them to do in developing the arts of teaching. The discussion
has intimated that a continuous balance has to be found between situated practice and overt
instruction. No formula can be stipulated in advance for how this balance is to be found; it is a
matter, like so much else in education, of principled judgment. Moreover, critical framing and
transformed practice have irrefutable claims upon teaching; teaching mustwork towards the
critical response, the real-life meaningfulness and the global
Connectedness of what is learned.There are many obstacles in the way of teachers even
beginning to take up such an agenda. The dulling effect of the daily grind is one factor. Much
teaching is understandably routine, habitual and unreflective. This is to a degree an inevitable
feature of any settled practice. But there are also ingrained assumptions and traditions that stand
in the way of imaginative change. For example, the deeply held assumption that teacher is
always right, though laughable in itself, has a daily expression in many classrooms. This is no
criticism of teachers’ individual integrity as professionals. Rather, the reasons for this sort of
thing sit deeply within the culture of schools and the traditions of teaching within them. Only
through probably painful and probably slow moving educational processes do such things
change. By considering accepted, habitual practices in relation to their effect on pupils’ learning
there is a chancethat change will be principled and lasting. The close consideration of how
teaching works from deeper assumptions and thereby deeply affects pupils’ learning ought to be
at the heart of teacher development programs.
In addition, there are many external pressures on teachers and schools, pressures which all push
towards standardized forms of teaching. The result of all these pressures is all too often to
minimize the part to be played by teachers’ in situ judgment. The most graphic example in the
current scene in England and Wales is in the National Literacy and National Numeracy
Strategies. Here detailed prescription of teaching methods alongside detailed prescription of
content militate against the teachers’ own deliberation on the quality of learning and against their
ability to reflect at a deeper level on teaching approaches and their appropriateness. So instead of
teaching being governed by the quality of the learning experience it provides, both teachers and
pupils are swept along by routines built into required teaching strategies. The complexity of
learning is stripped away and instead is taken as a given process of transmission. An undue
reliance on overt instruction results and the ‘delivery’ metaphor predominates

7. Conclusion
The work of Bill Sanders, formerly at the University of Tennessee's Value-Added Research and
Assessment Center, has been pivotal in reasserting the importance of the individual teacher on
student learning. One aspect of his research has been the additive or cumulative effect of teacher
effectiveness on student achievement. Over a multi-year period, Sanders focused on what
happened to students whose teachers produced high achievement versus those whose teachers
produced low achievement results. He discovered that when children, beginning in 3rd grade,
were placed with three high-performing teachers in a row, they scored on average at the 96th
percentile on Tennessee's statewide mathematics assessment at the end of 5th grade. When
children with comparable achievement histories starting in 3rd grade were placed with three low-
performing teachers in a row, their average score on the same mathematics assessment was at the
44th percentile, an enormous 52-percentile point difference for children who presumably had
comparable abilities and skills. Elaborating on this body of research, Dr. Sanders and colleagues
reported the following:
The results of this study well document that the most important factor affecting student learning
is the teacher. In addition, the results show wide variation in effectiveness among teachers. The
immediate and clear implication of this finding is that seemingly more can be done to improve
education by improving the effectiveness of teachers than by any other single factor. Effective
teachers appear to be effective with students of all achievement levels, regardless of the level of
heterogeneity in their classrooms.
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