Library

This study examines the impact of maternal reading practices on vocabulary development in multilingual preschool children in Islamabad, Pakistan. In a country with over 70 languages, little research has focused on early literacy in this context. Using a mixed-methods approach, including the Peabody Picture Vocabulary Test (PPVT-5) and observations of mother-child reading interactions, the research will involve 30 families from Beaconhouse Preschool.
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Artificial intelligence (AI) is increasingly shaping the education system, but a key gap remains in understanding school administrators’ perceptions and influence on AI integration. This study explores administrators’ attitudes toward teachers’ use of AI in lesson delivery and their role in fostering ethical, effective adoption. It emphasises the need for collaboration between teachers and leadership, supported by clear policies and professional development.
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This qualitative study explores teacher retention and well-being in private education, focusing on the role of workload management, professional development, and mental health policies in two elite private schools in Lahore, Pakistan. Through thematic analysis, the study investigates how teachers perceive their mental well-being and the factors that contribute to or hinder it. It examines the interaction between workload, professional development, and mental health policies on teacher retention, job satisfaction, and classroom effectiveness.
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This research seeks to examine students’ perceptions of teacher effectiveness, student motivation, and academic satisfaction among O-Level students. The study employs a quantitative approach, where students will be assessed using the Student Teacher Effectiveness Questionnaire, the Academic Motivation Scale, and the Student Satisfaction Scale. The findings are expected to provide valuable insights into the academic experiences of students, thereby contributing to a deeper understanding of the factors influencing their educational outcomes.
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This research proposal examines strategies to enhance male student engagement in middle school art education in Pakistan. Using an action research approach, the study explores how school transitions, peer relationships, cultural perceptions of masculinity, and teacher practices affect student participation. Grounded in Gardner’s theory of multiple intelligences and positive psychology, data will be collected through classroom observations, video recordings, teacher interviews, and reflective journals.
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This research aims to explore the role of extracurricular activities in shaping the educational trajectories, aspirations, and capabilities of high school students in Lahore, Pakistan. It will examine how access to activities such as debate, drama, sports, and music influences students’ education and life chances beyond the classroom. The study will also explore the intersections of class, gender, and disability in extracurricular access and participation.
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This study explores the implications of AI-assisted lesson planning on instructional quality in K–5 classrooms within a large private school system in Pakistan. Focusing on the BAIR (Beaconhouse Artificial Intelligence Resource) tool, it investigates teachers’ perceptions of AI as a teaching assistant, its impact on inquiry-based instruction, and the implementation challenges. Using a mixed-methods approach anchored in the TPACK framework, the research employs surveys and interviews to examine how AI shapes pedagogy, planning, and PD.
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This qualitative case study explores stakeholders’ perceptions of the Online Professional Development Platform (OPDP), an asynchronous tool to support self-paced learning for teachers, leaders, and administrators. Through semi-structured interviews and focus groups, the study will investigate the effectiveness, usability, and challenges of OPDP in enhancing professional skills and fostering collaborative learning. It also aims to seek user-driven recommendations for improvement.
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This mixed-methods study examines how students in grades 6 to 8 across five schools perceive and experience bullying and how these experiences affect their well-being and school engagement.
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The Wellbeing in Schools initiative is a global project launched in August 2023 by the International Baccalaureate (IB) in collaboration with Harvard University, Oxford University, Research Schools International, and the HundrED Spotlight Foundation. It aims to explore and measure student wellbeing across primary and secondary schools worldwide. The initiative underscores IB’s commitment to promoting student wellbeing for enhanced learning in schools.
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We study the effect of communicating student-specific teacher expectations on academic performance. We randomise whether students (a) receive high-performance expectations, (b) are additionally paired with a classmate for encouragement, (c) receive information about past performance, or (d) receive no message.
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The paper explores the development of student agency within the educational system. It emphasises the importance of empowering students to take control of their learning experiences through active participation, decision-making, and self-regulation.
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While we have extensive evidence on the prevalence of gender bias in hiring, promotions and wages, we know less about the mechanisms underlying this bias. This research conducted a large-scale field experiment with 3,600 employees in 250 schools.
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World over, the need for focusing on student well-being has increased in the post-pandemic era. During COVID-19, students were bound within their homes and had no access to sports activities, and they were also socially restricted.
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The study focuses on highlighting effective ways to implement Inquiry-based Learning at a Primary school branch of the Beaconhouse School System. An overlap between the classroom observations done in the preliminary phase of the research and the literature indicated two themes.
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This study uses teachers’ contract choices and a randomised controlled trial of performance pay with 7,000 teachers across 243 private schools in Pakistan to study whether performance pay can attract and retain higher-quality teachers.
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This study investigates the ways in which the shift to online/remote learning has impacted student’s privacy and whether educational institutions have adequate policies in place to deal with these new challenges.
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While we have extensive evidence on the prevalence of gender bias in hiring, promotions and wages, we know less about the mechanisms underlying this bias. This research conducts a large-scale field experiment with 3,600 employees in 250 schools.
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The primary aim of this research project is to analyse the trend of how the performance of students in their Mathematics’ exams have changed over the years 2017 till now. This research aims to explore how the Covid-19 pandemic has impacted the learning outcomes of students by measuring their performance in Mathematics’ exams before and after the advent of the coronavirus.
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In the wake of the unprecedented educational disruptions caused by the COVID-19 pandemic, Beaconhouse launched an in-depth exploration of the shifts in teaching, learning, and school management across its network. The ‘We’ve Got This!’ report series encapsulates a broad spectrum of responses, adaptations, and insights gathered from teachers, parents, and school heads.
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With the changing teaching and learning environment because of the Covid-19 pandemic, this study explores the benefits of incorporating SRL to develop and evaluate middle schools in Mathematics. The study uses qualitative methods to investigate whether the school had a robust environment to incorporate SRL.
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As part of its ongoing commitment to enhancing educational leadership and decision-making autonomy, Beaconhouse initiated an organisational realignment in 2019, positioning schools as the central units within its framework. The ‘Schools at the Centre’ report series critically examines the outcomes of this strategic shift through the lens of school heads across the network.
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This research examines the relationship between teacher feedback practices and student perceptions of feedback, and their academic self-efficacy using a mixed methods approach.
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Amidst evolving educational landscapes, the Beaconhouse School System (BSS) has conducted a detailed investigation into student retention rates across critical transition points within its network. The following student retention report series unveils nuanced insights into the patterns of student enrolment and retention, serving as a cornerstone for strategic educational planning and implementation.
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