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Pedagogical Paradigms & Technological Integration: Exploration Of Flipped Classrooms In The Nepalese Educational Landscape

This comprehensive research article investigates the intricate landscape of flipped classrooms in the Nepalese educational context, offering a nuanced examination of this pedagogical paradigm's adoption, challenges, and theoretical underpinnings. Anchored in theoretical frameworks proposed by educational scholars such as Mitra & Rana, the study scrutinizes the practices prevalent in Nepal, shedding light on educators' awareness and implementation levels. The analysis dissects synchronous and asynchronous classes, emphasizing their implications for flipped learning and addressing challenges posed by student variations and potential digital resource misuse. Theoretical foundations, including Self-Organized Learning Environments (SOLEs), Minimally-invasive Education (MIE), and Massive Open Online Courses (MOOCs), are intricately woven into the narrative to provide a robust theoretical grounding. The article concludes by positioning flipped classrooms as transformative bridges between traditional and online instruction, offering valuable insights for educators, policymakers, and researchers navigating the evolving landscape of educational technology in Nepal and beyond.
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Creating Classroom Harmony: Effective Behavior Management Guide for Educators

This article provides educators with a comprehensive guide for cultivating a positive and productive classroom environment. It emphasizes clear communication, proactive intervention, positive role modeling, and a balanced teacher-student relationship. The strategies include addressing unusual behavior, appreciating positive efforts, and practicing constructive discipline. By implementing these approaches, educators can create a dynamic learning space that prioritizes safety, positivity, and productivity, fostering student engagement, academic success, and overall well-being.
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Shadow Learning for English Language Proficiency: Student Perceptions on Shadow Education in Nepal

The present study based on Language Learning with Shadow Education was carried out to explore the perceptions of English language learners on private tutoring in terms of language teaching technique, content coverage, use of materials (teaching materials and reference materials), and classroom management.  Thirty Bachelor level students were selected following a purposive non-random sampling procedure. To find out the perceptions of the students, I used a questionnaire containing both open-ended and close-ended questions. Data collected from informants were tabulated and analyzed applying simple statistical tools i.e. tables, bar diagrams,s, and pie-chart. By analyzing and interpreting the data, I found that students are positive toward private tutoring in the sense, tutoring helps to secure high marks; it also helps the students who cannot regularly attend the class. Students get individual treatment and student-centered techniques are applied in tutoring classes. But they accepted that tutoring increases students’ dependency on teachers; it demands extra fees and time, so all the students may not be able to afford it. So, it increases social inequality as well.
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Examining Interpretivism in Social Science Research

This research explores the Interpretivism in Social Science Research, emphasizing the need for a deep understanding of individuals' beliefs in decoding data related to a phenomenon. Investigating hermeneutics, phenomenology, ethnomethodology, and symbolic interactionism in sociology, the study advocates methodological diversity, utilizing both qualitative and quantitative research methods. Rejecting a singular "right path" to knowledge, interpretivists challenge universal methodologies, prioritizing qualitative data and contextual understanding. The research highlights interpretive divergence from positivist paradigms and contributes to ongoing discourse by providing a comprehensive overview of interpretivism, including approaches, influential figures, and methodological nuances, aiming to deepen appreciation for interpretive social science complexity.
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Navigating English Language Assessment Challenges: A Contemporary Exploration of ICT Integration in Adverse Environments

This study explores the ongoing debate on the use of Information Communication Technology (ICT) tools in formative and summative English language assessment, as highlighted by Acharya (2015). Focused on secondary school teachers, the research employs narrative inquiry to investigate ICT integration in assessment practices. The study identifies two themes: ICT-integrated formative and summative assessment. Some teachers utilize technology merely for assessment creation, maintaining traditional methods, while others integrate technology directly into English language teaching, aiming to make assessments engaging, environmentally friendly, and motivating. This research sheds light on diverse approaches to ICT use, revealing varied perspectives on the integration of technology in language assessment.
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Application of Bloom's Taxonomy in English Language Assessment

Application of Bloom’s Taxonomy in English Language Assessment

The article discusses the relevance of Bloom's Taxonomy in English language evaluation, emphasizing its six hierarchical levels. It explores how the taxonomy can go beyond traditional testing methods, fostering a comprehensive understanding of language proficiency. The taxonomy's application in assessment levels such as remembering, understanding, applying, analyzing, evaluating, and creating is examined, highlighting its role in developing critical thinking skills. The article also discusses the benefits of aligning assessments with learning objectives and adopting individualized assessment approaches, promoting a more inclusive and effective language education.
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Educational Transformations in Nepal: From Historical Roots to Current Realities

This comprehensive article traces the dynamic evolution of Nepal's school education system, exploring its historical development from the restrictive pre-1951 Rana regime to present challenges. It examines the coexistence of community, institutional, and religious schools, emphasizing gender disparities and issues in English-medium education. The study highlights the ongoing development and policy implications for Nepal's education system.
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