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Power is complex and omnipresent. Not only is it a visible part of daily life, but its presence as a social construct can be seen in a variety of disciplines. Dahl (1957) states that despite power’s focus as a variable of analysis since antiquity, our understanding of it is far from complete. Power is often thought of as something possessed and there in lays the tendency to view it as something tangible. However, we see that even this conception of the tangible aspect of power is debated upon. In the context of education this theme is pertinent because; the concept of power is one of the factors that determines the organizational culture, and in turn, the success of any educational system. The paper is divided into two sections; firstly to share some empirical findings on existing organizational cultures as perceived by teachers of educational institutions and to look at some of the perceptions of power that teachers have constructed for themselves. Secondly, the paper is a beginning of a discussion on the need to look at the concept of power in education and relook at theories to see how power can be used for the betterment of our educational institutions. The need for this paper emerges from the author’s personal experiences and sharing the belief of Michele Foucault that power also has a productive dimension. It contributes to individual’s self making and prevalent in any relation and finally power always can be contested.

Keywords: Power, organizational culture, education

The study was intended to identify and compare the misconceptions in the subject of Chemistry among the students of O-level and SSC. Researchers also seek to explain how student’s demographic and educational diversity effects to their conceptual understanding. The population was comprised of 16 schools of ICT (Islamabad Capital territory) offering O-level with Cambridge University’s curriculum and 34 public schools of ICT, offering Pakistani National curriculum (2006) for their SSC classes. Researcher selected 25% educational institutions as sample of the study through simple random sampling (02 boys +02 girls=04’ schools for O-Level, 05 boys +05 girl’s =10 schools for SSC). 100 % students these classes from selected schools were respondents of the study. Content based standardized instrument of TIMMS (2008), revalidated in local context, was used. The hypotheses were tested statistically by using T-test through SPSS. In the light of findings it was concluded that there is significant difference between in misconception of the learner of SSC&O-level regarding the all ten common content areas. It was also concluded that O-level students have less misconceptions in some content areas but the overall the comparison shows that SSC students have less misconception as compared to O-level students.

Keywords: Curriculum, Misconceptions, Chemistry, SSC, O-Level

The role of native language is vital in students’ learning at elementary level. The theorists and practitioners speak for indigenous language as a medium of instruction (MI). The purpose of the present study was to compare the achievement of students in Urdu medium test (UMT) and English medium test (EMT) at elementary level. Three hundred students (N= 300) from grade 8^th were randomly selected from12 (6 male & 6 female) schools. Students’ achievement test (SAT) was used as a research tool. Paired-samples t- test was applied to analyze the data. The results show that students perform better in indigenous language test / Urdu medium of instruction as compared to foreign language test/ English medium of instruction at elementary level. However, approximately 15% students can perform better in English medium-instruction as well as Urdu medium-instruction. Govt. of Pakistan should direct to adapt Urdu as medium of instruction at elementary level. The researchers recommended to meet the international needs, talent sections should be arranged in particular schools of English medium instruction.

Key words: Medium of instruction, Students’ achievement, Elementary level.

New university students face many problems that hinder their progress within academic adjustment. Further examination exposed that first-year university students are more likely to dropout during their first- semester. The purpose of the study was to assess the undergraduate university students’ academic adjustment. This study was descriptive in nature. The academic adjustment scale was divided into four subscales; academic adjustment, social adjustment, personal-emotional adjustment and institutional adjustment. The sample was taken convenient. The size of sample was 500 first year university students. Five hundred students (Male = 164 & Female = 338) were selected from four public sector universities of Lahore. The questionnaire was adapted and modified. The nine point Liket type scale was used to collect data to assess the undergraduate university students’ academic adjustment. It revealed that the university students are adjusted well academically. Among the scale of academic adjustment, students are comparatively academically adjusted well. The students of Govt. College University of Lahore are well adjusted as compared to students of other universities of Lahore.

Keywords: Academic adjustment, undergraduate university students, assessment

Keywords: Leadership styles, autocratic, democratic, job satisfaction, secondary school teachers