This cross-sectional study was conducted with the objective to assess the teacher's knowledge about ongoing quality assurance scheme (QAS) at different government and nongovernment medical & dental colleges in Bangladesh. Teachers of different categories were the respondents of this study. Self administered structured questionnaire was used to collect data adopting simple random sampling. The study was conducted in 2008 & 2009. The study revealed that both government and nongovernment medical colleges are conducting the QAS in their respective institutions. The academic coordinator play a vital role to run the QAS and for phase coordination. Students also participate as the representative member of the committee. Existing infrastructure of QAS is performing at its best effort but needs further development for upgradation of the services with an aim to improve the performance of the institutes. Principles of QAS are accountability, selfevaluation and external peer review. Major areas of QAS are organizational & operational frameworks. Organizational framework consists of both academic council and course committee. External examiners are appointed by university. External assessors are appointed by academic council but needs faculty approval. Operational framework consists of course appraisal, faculty development, review scheme, & external review. The study recommends that quality assurance scheme (QAS) should be thoroughly implemented and evaluated by the national quality assurance body. Both the organizational and operational frameworks should run along with faculty development and review scheme. Teachers should be more oriented to update their knowledge for better practices of QAS. DOI: http://dx.doi.org/10.3329/bjmb.v3i1.13800 Bangladesh J Med Biochem 2010; 3(1): 6-10

Organizational diagnosis (OD) is a comprehensive review of an organization's objectives, re-source allocation, and utilization to achieve those objectives. This study employed OD to en-hance the effectiveness of the Department of Special Education within the Government of Punjab. A questionnaire based on Weisbord's six-box organizational model called the Organ-izational Diagnostic Questionnaire (ODQ), was administered to N=1200 participants, consist-ing of heads of top, middle, and bottom tiers at district and tehsil levels of special education schools, centers, and the main office. Out of these, 506 participants voluntarily completed the ODQ survey. The study findings indicated that the employees of the department possess a good understanding of the organization's objectives. However, there is a lack of opportunities for employee participation in departmental discussions, centralized decision-making, irra-tional task distribution, and unsupportive allocation of human resources. Additionally, there is poor communication, unsatisfactory promotions, incentives, and a lack of knowledge shar-ing among employees, as well as poor inter-relationships, conflicts, and ineffective help-seeking mechanisms. The study also revealed low readiness for change in the organization. Respondents' opinions differed significantly based on their qualifications, job experience, years served, and gender. To improve the department's capacity to absorb change, the study recommends enhancing collaboration and inter-departmental communication, soliciting comprehensive input from all tiers, and promoting employee participation, supportive supervision, and communication. The study contributes to the body of knowledge on OD and highlights the need for improved communication, collaboration, and employee participation, as well as a supportive and supervisory support system to enhance the effectiveness of organizations.

In this unprecedented era of computer-supported and distance learning, it is critical to rethink the way students are supported through vital skills like self-regulation and peer collaboration. A variety of digital media has emerged, allowing learners autonomy while requiring the ability to effectively regulate different components of the educational process for long-term academic success. We reviewed collaboration, communication, and self-regulation in digital learning environments as part of online learning. We discussed how these abilities are reflected in highly cited content. High-impact factor studies were identified using advanced software Herzing Publish or Perish to retrieve highly cited research publications metrics. The search resulted in 272 records from 2010 to 2022, 192 duplicates were identified to remove and 48 JCR articles were shortlisted for review. We examined and reflected on sufficient connections to make firm judgments about correlations of concepts. The review identified prominent themes surfaced in the high impact factor academic publication e.g., digital learning environment, interaction, engagement, feedback, self-efficacy, motivation, meta-cognition, achievement, technology, blended learning, and orientation of ICT. Many studies support different features of SRL & PCL through different tools, access to educators or feedback, encouragement, and through peers. However, all of them discuss the processes that students use to self-regulate learning in these situations. It is suggested to examine whether the effectiveness of certain SRL processes varies by online learning mode.

This study aims to compare the academic achievement and socio- emotional well-being of students studying in mid and full-day schools located in the district Sargodha, Punjab, Pakistan. Initially, the schools are carefully selected from the population. Then 163 students from mid-day schools and 219 students from full-day schools are randomly selected which made a sample of 382 students in total. To collect the data, we adapted the questionnaire comprising five factors based on the work of Schonert-Reichl, et al. (2012) concerning promoting children’s prosocial behaviors in schools. The results of our study show that though the academic achievement of full-day students is better, it is at the cost of their social and emotional well-being. The students of full-day schools exhibit problems of having less peer interaction, short-temperedness and emotional imbalance as compared to students at mid-day schools, though mid-day school students are also not completely free of such issues. However, the students from full-day schools show some positive attributes of developing more social skills related to volunteerism, kindness, and helping peers and other people in schools. The study thus suggests that students need to be engaged in schools for longer hours, so that they may develop autonomy and responsibility along with making their academic achievements better. However, schools may provide continuous counseling sessions to students for their better social and emotional well-being.

Teachers’ professionalism is a backbone of school culture. The parents, whose children experience the school’s culture, determine their level of satisfaction. Therefore, a school is a place where teachers’ professional level affects not only its own culture but also determine parents’ dissatisfaction. Our study explores teachers’ professionalism which shapes up school’s culture that consequently make the children’s parents dis/satisfied about schools. We used exploratory design for collecting qualitative data to achieve the objectives. Thematic approach was used for analyzing the data. An interview protocol was developed as a research instrument and by using purposive sampling data were collected from 10 teachers and 05 parents. The results concluded that majority of the primary school teachers seem us less professional which ultimately puts adverse effects on school culture and also makes the children’s parents less satisfied. The study recommends that school culture of our primary schools need to be improved by developing professionalism among teachers through introducing them professional courses in their in-service training programs, up grading their status for making a teaching profession more attractive for the mass of people in Pakistani society.