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Conference on Education 2015. Partners in Excellence
- Conference date: 02-03 May 2015
- Location: Qatar National Convention Center, Doha, Qatar
- Volume number: 2015
- Published: 30 April 2015
1 - 50 of 52 results
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Negotiating risk and potential: What role can positive risk taking play in promoting excellent, inclusive partnerships?
By Jane SealeThe focus of this paper is the role that parents, teachers and other support workers play in supporting people with learning disabilities to learn, develop and reach their full potential and the extent to which an approach called positive risk-taking might be a useful one for them to adopt. At the heart of positive-risk-taking is the concept of shared-decision-making which involves a partnership between people with learning disabilities and all those who support them. In discussing positive risk-taking and shared decision-making, this paper will consider the extent to which these approaches are relevant or appropriate in Qatari social and educational contexts.
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Forging partnerships for excellence through service learning
More LessService learning is a powerful teaching method that connects meaningful community service with academic learning, personal growth, civic responsibility, and reflective experience. Partnering with communities to support learning goals through service provides opportunities to design instruction that is engaging, multifaceted, and flexible to meet individual student needs.
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Bringing big ideas in math to small children: math circles and other enrichment activities for elementary school students and teachers
More LessIn this talk we give a brief overview of innate mathematical knowledge and ability for children entering formal schooling and discuss the role of curriculum in continuing the development of mathematical thinking in children. We discuss the distinction between doing mathematical tasks and doing mathematics and the use of mathematics enrichment to support students in learning and doing mathematics. We then describe math circles and discuss how these can serve to introduce deep mathematics to elementary-school children and their teachers.
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Technological, pedagogical and content knowledge (TPACK): Unpacking the TPACK features
More LessThe Technological, Pedagogical and Content Knowledge (TPACK) model is an emerging one which adds technology as a lens and context to the Pedagogical and Content Knowledge (PCK) model. Technology is no longer an ad hoc visitor, where teachers are at liberty of inviting or excluding. Hence, the TPACK model has emerged in response to the fact that teaching and learning should be viewed, conceptualised, and re-contexualised from a “21st century digital lens”. This presentation showcases a mathematics education “TPACKed course” which was delivered to education students at Victoria University, Melbourne. The course embedded ICT enriched and carefully planned activities, exemplars, and e-practices. Towards the end of the course, the students were surveyed about their TPACK experiences. The presentation will share the promising and encouraging results associated with students’ attitude towards the implemented TPACK approach. Reported concerns and challenges will also be shared. This presentation will argue that whilst the integration of technology across teaching and learning is essential, technology itself should neither become the focus of education nor a superficial mean to merely promote the “know how” capabilities. Technology should be a strategic and tactical investment into education to actively engage students, promote students’ understanding, connect to students’ experiences, and promote their “know why” conceptual understanding.
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Facebook: A potential educational tool in higher education
More LessIntroduction: Facebook is the most frequently visited social media networking site worldwide (Ryan & Xenos 2011). Mason and Rennie (2007: 199) reasoned, “shared community spaces and inter-group communications are a massive part of what excites young people and therefore should contribute to [their] persistence and motivation to learn”. Following this line of reasoning, higher education institutions have increasingly used Facebook as an alternative space wherein students can network online with peers and faculty. This offers students and instructors opportunities to communicate and engage with learning tasks through technology that they are already using to socialize (VanDoorn & Eklund, 2013). There is a growing body of evidence suggesting that Facebook enhances students’ learning outcomes, such as their ability to demonstrate understanding of the unit material, and construct knowledge for themselves (e.g. Roblyer, McDaniel, Webb, Herman, & Witty, 2010; Yu, Tian, Vogel and Kwok, 2010). Facebook is broadly used among university students as a social media tool in Jordan. However, the field lacks studies that focus on its use for educational purposes. Study Objectives: This study aims to explore the use of Facebook for learning and instruction purposes among instructors and students at higher education in Jordan. Specifically, the current study intended to answer the following questions: - What is the level of utilizing Facebook for teaching purposes among university professors? - What is the level of utilizing Facebook for learning purposes among university students? - Are there statistical differences in faculty members' use of Facebook for teaching purposes, due to their level of experience, their rank, their faculty (scientific/humanistic), and their gender? - Are there statistical differences in students' use of Facebook for learning purposes, due to their gender, their year of study and their faculty (scientific/humanistic)? Methods: During the fall semester 2014/2015, a total of 300 students and 30 faculty members from the Hashemite University/Jordan were invited to participate in the study. All participants have active accounts on Facebook. Two questionnaires were used for data collection; one for faculty members entitled "Faculty members' use of Facebook for Instruction", and the other for students entitled "Students' Use of Facebook for Learning". Qualitative and quantitative methods were deployed to analyze the generated data. The quantitative data were analyzed using SPSS. Results and Conclusion: The preliminary results of the study suggest that Facebook has the potential to serve as a powerful learning and instruction tool in addition to being a popular social networking tool. The results of the study provide valuable feedback for instructors and students who use Facebook for educational purposes. Further, it provides instructors who wish to integrate Facebook into their courses with helpful information about the best practices related to such technologies. Furthermore, the current study provides university authorities with a clear picture of the use of Facebook on campus; this will help them shape the rules and policies regarding integrating this technology.
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Self-assessment resource for EAL pre-service and in-service teachers and EAL K-16 educators in the MENA region
Authors: Sadiq Midraj, Robin Dada and Jessica MidrajThe purpose of this session is to describe and share sample items of a contextually relevant resource developed specifically for English as an Additional Language (EAL) student-teachers and EAL teachers in the Middle East and North Africa (MENA). Fifteen EAL and teacher/education academics created, reviewed and piloted the 300 multiple-choice-item resource. The resource supports teachers’ lifelong learning and measures their progress in applying strategies, methods, and theories in EAL teaching/learning in the five TESOL International domains: language foundations, culture, instruction, assessment and professionalism (2010). The resource supports EAL outcomes-based curricula and reinforces independent learning and self-assessment to improve EAL professional content knowledge, professional pedagogical skills and professional disposition. If used effectively, the self-assessment resource can be a powerful learning tool. This resource allows EAL student teachers and EAL teachers to engage in self assessing in a non-threatening environment. As a practice tool, it assists in identifying areas of strengths and challenges, and becomes a road map for their autonomous learning endeavors. The audience for this session includes K-12 pre-service and in-service ESL teachers seeking professional development and/or teacher certification, EAL K-16 ESL instructors, EAL curriculum and assessment specialists, accreditation managers and EAL programs administrators.
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The perception of teachers using the language experience (LEA) to impact student's writing
More LessHistorically, writing has taken a backseat to reading. In the 21st Century, the writing process and six traits are seen by many teachers and students as slow and tedious in comparison to the latest technology that is available. The Language Experience Approach has been documented (L.Lamoreaux and D. Lee, 1943; Huey, 1908; Smith, 1967, Nessel & Jones, 1981; Tompkins, 2003; Vacca, Gove, Burkey, Lenhart, & McKeon, 2002) and discussed for years to enhance students’ reading, writing, listening, and speaking abilities. Educators have also advocated the value of LEA for English language learners (ELL), including elementary, secondary, and adult ELLs (Dixon & Nessel, 1983; Dorr, 2006; Nelson & Linek, 1999; Wurr, 2002). The teachers from Al Jazeera Academy in Qatar will be trained in the LEA to improve writing. They will learn to use their student’s vocabulary, language patterns, and background of experiences to create reading text through the writing process and the Six Traits of writing. The teachers will mediate the students so that the process of writing will become especially meaningful and enjoyable. The teacher’s perception will be assessed in a pre and post survey. It is the expectation that the teacher’s understanding of the writing process and six traits will crystalize. Student’s engagement in and motivation towards writing will increase. The LEA will impact student’s writing.
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Promoting social support for addressing students' psychological problems
More LessPsychological problems cause decrease in academic achievement among students. However, social support can lessen psychological problems. Main purpose of this study was to assess the relationship between social support and students’ psychological problems (depression, anxiety and stress). A sample of 100 students (50 male & 50 female) was taken randomly and data were collected from the respective respondents via a questionnaire. The researcher used Social Support Behaviour (SSB) scale to assess the level of social support among students and the Depression Anxiety Stress Scale (DASS) to determine the level of depression, anxiety, and stress among students. Pearson product moment correlations were used to determine the strength and direction of relationship between social support and psychological problems. Main findings of the study revealed that there was a significant negative relationship between social support and learners’ psychological problems. Social support is very useful in decreasing psychological problems of the learners. Therefore, teachers and counselors may focus on social support of the learners to enhance their psychological well-being.
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Developing a purposeful and robust assessment system for multi-section courses
Authors: Jessica Midraj and Sadiq MidrajThis session is highlights ways in which programs can adhere to aspects of quality assessment systems with multi-section courses and multiple teachers implementing common learning outcomes. Effective educational assessment systems are coherent, comprehensive, and continuous (The National Research Council, 2001). Educational assessment communicates to learners and other stakeholders how well students achieve the stated learning outcomes of a particular course/program. Results can be used for a multitude of purposes; therefore, it is essential that educational assessment systems are purposeful and robust. They should provide an appropriate balance of assessment practices that yields the most valid and reliable information about students' learning while having positive washback into the classroom. The presenters draw on research and practical experience from two different cases within a university setting to frame recommended measures to develop a purposeful and robust assessment system. The session discusses different ways to structure assessment systems, the role of assessment in ensuring common learning outcomes are met, and the impact of structured assessment systems on learning, instruction, and formal evaluation.
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Analysis of students perspectives and results achieved for first online classes delivered in diploma program, college of education (pilot project)
More LessCollege of Education in Qatar University has started a pilot project to improve the quality of learning by delivering one third of Diploma Program courses online. Diploma Program has been previously frozen for one year due to low enrollment and high dropout rates. One the main reasons for freezing the Diploma Program is that the learners who are full time school teachers can't attend all classes on campus. The aim of the pilot project is to provide opportunity for those learners to take one third of their Diploma courses online, participate in online activities with their peers and submit their assignments online. The paper presents the background and the methodological foundations of the project, the learners' perspectives of the online classes, and comparison between the learners' results who attend online classes and others who attend equivalent course taught face-to-face. The paper also presents lines of pedagogical, management, and technological development which will make possible improvement of the initiative to the entire university.
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Teaching writing in Qatari early years education: the perceptions of early childhood teachers
Authors: Fathi Ihmeideh and Fatima Al-MaadadiThe present study aimed at 1) exploring early childhood teachers’ perceptions about teaching writing in Qatari early years settings, and 2) identifying the impact of several social-demographics variables on these views. To achieve the objectives of the study, a reliable and validated self-administrated questionnaire was utilized. Early Childhood teachers from private and independent schools in Doha voluntarily participated in the study. Results indicated that early childhood teachers expressed positive views regarding teaching writing in Qatari early years’ settings and their views were in line with recent theories and practices in teaching writing in early years’ education. Moreover, the results showed statistical significant differences due to a number of study variables. These results were discussed and implications for supporting teaching writing in early years’ settings were presented accordingly.
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Investigating the perceptions of social sciences teachers' practices in Qatari preschools
More LessThis paper investigates the perceptions of social sciences teachers’ practices in Qatari preschools and their relationship to child development in the four domains of development: social-emotional, physical, intellectual, and spiritual. In addition, it provides information about the extent to which the perceptions of public preschool social sciences teachers’ practices compare to those of their counterparts from international schools in Qatar.
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Teaching leadership in UAE business and education programmes: a habermasian analysis within an islamic context
By Eman ElkalehThe study uses Habermas’ account of critical theory to investigate leadership curriculum in selected UAE business and education programmes and examine the extent to which the curriculum is derived from and linked to students’ cultural and Islamic values. The study is conducted in response to scholars’ call for developing leadership models and practices that integrate both traditional and international knowledge to mitigate the dominance of Western theories and values over the curriculum, which threatens the Islamic and cultural identity. It aims to start a dialogue between different sources of knowledge and to select the practices that work best in a certain society given its unique cultural and religious values. This research employs a mixed methods approach that takes classical pragmatism as its philosophical foundation. The purpose for mixing methods is complementarity, development and triangulation (Greene, 2007). Research methods include critical discourse analysis of course materials, class observations, student survey, and faculty interviews. The results were integrated at the interpretative level and abductive reasoning was used as the logic of justification. Results show that there are increasing efforts in the three institutions to incorporate cultural and Islamic values into the curriculum. However, the curriculum is still mainly dominated by Western theories and models of leadership, especially in the leadership courses offered by business schools, mainly because of the lack of English resources and theories on UAE and Islamic models of leadership. There was a significant difference between business and education leadership courses. Education leadership courses tended to include more materials on UAE and Islamic leadership than business courses did. Thus, education students viewed the curriculum relevant to their cultural and Islamic values more than business students did. It was also found that faculty played a significant role in adapting the curriculum to students’ cultural and Islamic values. Faculty who were either Muslim or came from a multicultural environment (e.g. Australia, Canada, New Zealand) where they taught Muslim students tended to include more materials on Islamic and UAE leadership models than those who were not exposed to similar experiences or possessed the same knowledge about Islam. Faculty attributed the limited use of Islamic and cultural materials to the lack of published work on Islamic leadership and UAE, on one hand, and to the academic standards that they have to meet to achieve international accreditation, on the other hand. Based on these findings, the study offers a model that is derived from Habermas’ theories of knowledge and human interests and communicative action to develop culturally relevant approaches to leadership teaching. This model assumes that a good leadership curriculum would contain sophisticated scientific knowledge, moral and cultural values, and opportunities for self-reflection, self-discovery, and communicative actions. It suggests that the curriculum should give participants space to contribute their own cases, articles, histories, perspectives experiences…etc. Such a curriculum will provide a balanced learning experience leading to social evolution, as indicated by Habermas.
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Character education's impact on students' morality and character development
More LessThis study investigates the importance of character education on Emirati students’ morality and character development and explores the essential role that teachers play. Character can be defined as a set of personal qualities and traits that guide people’s conduct. It is worth noting that before defining character education, it should be mentioned that it can be referred to character education in different terms, such as, moral reasoning, moral/values education, the teaching of virtues to name a few. Character education is the big umbrella that covers all teaching and learning that take place for the sake of character development. However, educators and parents believe that it is crucial to educate children to adhere to the morals and values of the society. Hence, one of the most important aims of schools is to develop children intellectually and morally to be good members in their societies. It is asserted by McClellan (1999) that the main target of establishing schools is to inculcate moral values in children. Lickona (1989, p. 6) has demonstrated that, “down through history, in various countries, education has had two great goals: to help young people become smart and to help them become good”. In other words, the education system’s main aim is to develop pupils in two main aspects, intellectual and moral. Building good character is a crucial topic in most societies due to its major impact on the whole community. A person’s character starts developing during childhood and continues to develop through all of his life. Thus, a big responsibility is given to parents to help their children develop appropriate morals and virtues (Boyer, 1995). On the other hand, schools have the lion’s share in developing children’s characters since children spend quite some time at schools on a daily basis. Teachers’ significant role in character education is obvious. According to Henson (2001), parents and teachers are united, but their roles are disjointed in the development of character. In this light, teachers are expected to provide learners with a set of core virtues and morals in a healthy and safe school climate where they can build and develop their characters. Teachers provide them with the intellectual equipment that help develop a sense of wisdom in their life. Unfortunately, there is a dearth of studies that address character education in the UAE schools, especially, in the private sector where it is highly required due to the fact that there are numerous cultures at these schools including the teachers themselves. This study with its mixed method design targeted two International British schools. Quantitatively, three kinds of questionnaires were used to explore the perceptions of parents, teachers and students on the Emirati students’ morality and character development in International schools. For the qualitative phase that followed the quantitative part, interviews were held individually with the participants including teachers, parents and students selected to talk about their perspectives on character education in these schools.
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Emirati teachers' perceptions of voice handicap
Authors: Yaser Said Natour, Efthymia Efthymiou, Abdel Aziz Sartawi, Osha Almuhairy and Basem MarieObjectives. The purpose of the study was to explore Emirati teachers’ perceptions of voice handicap and to analyze their acoustic characteristics to determine whether acoustic measures of teachers’ voice would verify their perceptions of voice handicap. Methods. 66 Emirati school teachers (33 males and 33 females, with different years of teaching experience and age) and 100 control participants (50 males and 50 females) underwent vocal assessment that included the Voice Handicap Index (VHI-Arab) and acoustic measures (F0, Jitter%, Shimmer%, SNR). Results. Significant differences between the teachers’ group scores and the control group scores on the following subscales of VHI-Arab: physical (p = 0.006), emotional (p = 0.004)) and in the total score of the test (p = 0.002) were tested. No significant differences were found among teachers in the three VHI subscales, and the total score regarding gender (functional p = 0.307; physical p = 0.341; emotional p = 0.126; and total p = 0.184), age (functional p = 0.972; physical p = 0.525; emotional p = 0.772; and total p = 0.848), and years of teaching experience (functional p = 0.319; physical p = 0.619; emotional p = 0.926; and total p = 0.638). Significant differences between the teacher’s group and the control group in terms of three acoustic measures: F0= (p= 0.000), Shimmer% (p= 0.000), and SNR (p=0.000) were investigated. Significant differences were found among female and male teachers in F0 (p = 0.00) and SNR (p = 0.007). As for teachers’ age, significant differences were found in SNR (p = 0.028). Teachers’ years of experience did not show significant differences in any of the acoustic measures.
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The importance of female participation in education and academia in Qatar and the reflection of society
Authors: Cornelia Zeineddine and Abeer HeiderThe paper draws upon the educational system in Qatar with a special focus on the female populace attending higher education and its development in the last 10 years. As the percentage of females who work in the academia in Qatar (Qatar University, Qatar Foundation) is rather high (outshines the number of males), we find it important to analyse the women’s experiences and achievements in higher education in Qatar. . The paper uses samples of Qatari female students who want to work in academia after the completion of their studies. At the same time, it inquires Qatari academic women about the difficulty and challenges of being an academic in this specific place, leading to findings pertinent to education in Qatar and the role of education and the dimension of education when it comes to the development of a country. For example, it explores the implications of this massive and rapid expansion of higher education in the GCC states, and how initiatives in education, as example Qatar's WISE (the World Innovation Summit for Education) seek to do for education what Davos does for economics, projecting Qatar’s global and regional influence. Therefore, we look further into the incentives universities give to females and facilities provided to them in order to work as academics or continue their studies (i.e. Post Graduate/Doctoral Studies), taking as case study: Qatar University. The analysis concludes with an outline of successful female professors who are at the forefront of the country’s development, combat radical thinking, work for global understanding, and build bridges using their knowledge. Scholars recognize that they play a greater role than that of the institutions seeking to impart knowledge. They are at the same time advocates for making sense, social transformation, and global engagement. This paper highlights the tremendous progress made, while presenting supporting evidence relevant to key questions in this pursuit
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Flipped learning for educational excellence from teachers' point of view
More LessThe rapid developments in technology makes it a must for educators to figure ways in which these tools can be utilized for educational excellence. The availability of various tools can mount pressure on teachers and other education stakeholders to weave such tools into everyday practices of educational institutions in order to transform education to become more relevant and effective. The new technologies have also paved the way for new trends and models in education. Currently, the “Flipped Learning” is gaining increasing attention because of its powerful idea of making efficient utilization of both students’ and teachers’ time in schools and homes. The model is based on promising ideas such as competency learning, increasing interaction and collaboration between students and teachers, saving teacher’s time, helping all kinds of students to excel especially students with special needs, and helping students to reach higher order thinking. However, earlier educational initiatives have proven to be complex and their implementations are challenging due to the various factors that might interfere with the implementation process. The aim of the current study was to investigate the experience of three Jordanian schools which implemented the Flipped Learning model from teachers’ point of view as they are the ultimate implementers of any educational initiatives. The study employs questionnaires for collecting data from 120 teachers who were active implementers of the Flipped Learning model in the participating schools. The findings of the study are expected to shed the light on several factors that can derail the Flipped Learning projects as well as factors that can facilitate its implementation which can provide guidelines for other schools that are trying to adopt this model.
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A new pedagogic modules for training graduate student in research methodology
Authors: Abdel Magid Hamouda and Simon JuddResearch Methodology is a required course common to most graduate programs globally. The applied research methodology course at the College of Engineering, Qatar University is a compulsory course for all graduate students. In this course, various aspects of the foundation, types and methods of research are covered in the curriculum, along with experimental programme planning, research article writing, data processing and depiction, and the increasingly important (and often contentious) subject of bibliometrics. To fully engage the students with the key course element of the reading and critical assessment of published research papers, active learning is introduced. From the first week, students are actively engaged in the course, with the course mentor establishing the motivation for the course and the palpable benefits offered by it in furthering the research and, on a more practical level, the production of research articles. Active debate during presentations is encouraged, creating a climate conducive to critical thinking which underpins research per se. A conference is organized as part of the course to familiarize the students with the processes and etiquette of conference paper submission and presentations. This includes call for papers, submission of abstracts through the online system, communication with conference organizers, conference registration, transferring copyright, and full paper submission according to standard paper format. Each author of an accepted paper is given the opportunity to present their work orally in front of a panel of 4 faculty members and the conference participants. Time management and communication skills form a critical part of the assessment criteria. Students are also expected to develop a complete research proposal, again according to strict criteria as befit those instigated by the various funding agencies. From the course assessment and student course outcomes surveys, it has been found that the interest, engagement and learning curve for students has increased with these novel aspects. In summary, the approach has been interesting and led to further enhancement of the student learning process through the use of different learning styles with varied and innovative teaching techniques.
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Integrating the curriculum to assist low performing students
More LessThis has been developed within the context of a secondary school in New Zealand thatis in an area of low economic development and low expectations for many of thecontributing students. This is a multi-cultural community and a suburb of a major city of over a million people. The school harbors over 1600 students spread over five year levels, from year 9 to 13, which is (Grade 8-12.) With so many students arriving at year 9 with abilities in numeracy and literacy far below their age levels, it was felt that a whole new approach was required. The intake is usually around 400 for year 9 each year. A trial was conducted in the school during the academic years of 1997-1999. The results were promising as far as better development especially in literacy. The students in the intake of 2002 were assessed and analysis showed that the bottom 100 had reading levels of 8 years, (Grade 4) and numeracy levels that were similar. It was decided to use highly trained teachers with wide experience to work as a team in the core basic subjects to see if improvement in these areas could be achieved such that, by year 11, when external examinations were held some of them might have a chance to attempt these. They were to be given a two-year program for year 9 and 10 to enable them to join into the mainstream at year 11. Each teacher was to look after one curriculum area and the students were to have their learning sessions within a set building so that movement between classes was better controlled and limited time lost between periods. I was one of these teachers and taught the Mathematics program. As a Senior Leader in the schooI, I had access to records and was able to follow their history through the rest of their time at the school. The results were interesting and unexpected. After attending a recent international course on Integrated Curriculum, it supported the types of learning we were working on several years ago in NZ. There are interesting aspects about this approach to teaching and learning that will be outlined and a general analysis will be shown. Insights to the way in which planning was developed will also be shared , which is supported by recent research and training programs.
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Scientific reading in Qatari preparatory independent schools
Authors: Samah Al Sabbagh, Dudley Reynolds, Nancy Allen and Maha ElliliQatar’s educational reform has been in progress for over ten years, and its many changes have affected reading programs and thus students’ reading achievement. One important change was the language of instruction in mathematics and science; students who were previously taught science in Arabic had to switch to English as the new language of instruction. Two years ago, another decision was taken by the Supreme Education Council to change the language of instruction from English back to Arabic for mathematics and science. The change in the language of instruction made scientific reading in both languages more challenging and less appealing for students. Students within Qatar’s public system are finding it difficult to read, and even those who do read are usually reading by sounding out words but not necessarily understanding the overall meaning of the passage they are reading. It is important to look at how students are being taught reading since the way they are taught has an important role in how students read. This empirical study used surveys, questionnaires, read-aloud protocols and classroom observations to assess students’ reading abilities and comprehension and the teachers’ use of reading strategies within the classroom. This three-year study collected data from 12 preparatory independent schools (6 boys and 6 girls) to identify whether or not students do in fact have a problem with reading. To measure the effect that the reform had on students’ reading, we sampled schools from across cohorts since earlier cohort i.e. cohort 1 to 4 are all generations that had been using English as the language of instruction for a longer time than later cohorts (i.e., cohorts six and seven). We also choose to use two scientific articles related to a topic in the science curriculum, in both Arabic and English in order to look at whether students’ reading abilities varied between reading in Arabic and/or English. To explore the instructional aspect carried out inside the classroom, we surveyed teachers on their teaching of reading practices and observed lessons later on for verification. The findings led to important conclusions about how reading is taught and learned in Qatar’s preparatory schools.
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A study of Emirati undergraduates students' perceptions of cooperative learning
More LessThe purpose of this study is to investigate the Emirati students’ perception of using cooperative learning to progress their learning process. The study site is one of the Higher Colleges of Technology campuses in the United Arab Emirates. The sample size is two hundred and twenty four participants that have been selected randomly from different programs. This study combines both the quantitative and qualitative research methods, which include questionnaires and interviews to reach the final research findings and researcher recommendations. The findings of this research prove the importance of using cooperative learning to improve the students’ learning process. The final overall recommendations indicate the need to increase the usage of cooperative learning techniques to ensure a sustained improvement of students’ learning process
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To what extent are SQU first year students willing to adjust to college life?
More LessThis paper investigates first year students’ willingness to accommodate to college life and its demands. It first reviews the literature on the topic, and shows how factors such as family, peers, self-esteem, extroversion and students counselling centres may influence students’ adjustment process. This paper is based on a study conducted at Sultan Qaboos University (SQU) in Oman. Moreover, the paper analyses data obtained through two different questionnaires distributed among 72 students, and interviews with 8 participants; for example, the Tutorial Centre Coordinator, a teacher of Career Guidance Subject, a parent, and first year students and freshmen students’ class observation. The findings of this study are interesting as they contradict with the literature in some aspects. They show that, in the Omani context, students tend to be self-confident and optimistic; therefore, they could cope easily with college life. The paper concludes that this result could be due to media and globalization as they can get information about college life and get prepared. Indeed, it recommends that more research needs to be done regarding the influence of college teachers and cultural issues like gender on students’ adjustment to college environment.
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Using online communication tools in group activities to develop collaborative learning skills
More LessThough each student is assessed individually, group activities in the classroom support the success of the individual as well as the group. More often students’ success relies on collaborative learning when sharing ideas in online discussions and simulations (Mandernach, 2010). From an online class perspective, designing methods for social interaction and collaboration provides their basic foundation. The key to a successful online class is to evaluate and to select the types of communication tools that fit the instructor’s pedagogy, the needs of the learner, and the objectives of the course. Electronic communication tools have the potential to be used for communication purposes and to provide instructional resources in educational environments (Farmer, Yue and Brooks, 2008; Tekinarslan, 2008). It is claimed that the access and use of these tools is a useful practice for the development of higher order thinking skills, learner centered pedagogy, active and authentic learning, associative thinking, and for supporting online learning communities (O'Donnell, 2006; Farmer, Yue and Brooks, 2008). Online communication tools have a considerable promise for supporting collaborative learning. When designing course activities, categorizing electronic communication tools in separate categories by asynchronous (e.g. anytime communication) and synchronous (e.g. live communication) will help to identify the composition of the activity. Asynchronous communication and collaboration tools include emails, discussion forums, wikis, and blogs, while synchronous tools include chats, videoconferencing or etherpad (Schaffert & Ebner, 2010). These tools are relatively easy to use and help build a sense of community in the online classroom. Porter (2004) indicated that both types of communication tools are providing group learners with different preferences, and allow the flexibility of matching the students’ preferred learning style. The purpose of this study is to describe the effect of using synchronous and asynchronous communication tools in group activities to develop collaborative skills. Thus, the design of two experimental groups was used, a group used synchronous communication tool (video call), and another group used asynchronous communication tool (wiki). Participants belonged to one of two groups of learners. They are 3rd year students at Khaled Ibnelwalled preparatory school at Mansoura. The findings highlighted the fact that using communication tools is a useful practice for the development of higher order thinking skills, learner centered pedagogy, active and authentic learning, associative thinking, and collaborative learning skills. However, this study found out that using asynchronous communication tools are more appropriate to develop collaborative learning skills than synchronous communication tools. Asynchronous communication tools were ideal for participants to work and cooperate with each other. Finally, the study supports using asynchronous communication tools for online group activities to develop collaborative skills.
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Improving essay writing through ICT and task- based approach: a strategy that works- the case of 2nd year EFL students at Jijel University in Algeria
Authors: Boutkhil Guemide, Celllali Benachaiba and Ibtissam BedriIn EFL, learners strive to acquire the necessary language skills in order to be able to communicate effectively in the target language. Writing is amongst EFL pillars and one of the skills that takes time and practice to master. It helps EFL students with certain opportunities, such as communicating ideas and researching papers. Algerian EFL students suffer in their writing process- essay writing in particular, and they, most of the times, fail in their writing performances because of some crucial factors. This paper analyzes the different factors affecting Algerian EFL learners in their essay writing. It also proposes a helpful strategy for improving their essay writing through ICT and Task- Based Approach which was conducted as an action research with second year EFL students at the English department at Jijel University during the second semester of 2013- 2014 academic year. The results showed an improvement in students’ writing skills after conducting the aforementioned strategy of task- based learning approach together with the use of ICTs.
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Implementing technology- enhanced tools to improve EFL learning in Algerian Higher education: the case of EFL students at the english department in Jijel University
Authors: Boutkhil Guemide, Celllali Benachaiba and Ibtissam BedriEducation has been an important instrument for social and economic transformation. Presently, higher education in Algeria is experiencing a major transformation in terms of access and quality. This transition is highly influenced by the swift development in information and communication technologies (ICTs) all over the world. As Information and Communication Technology (ICT) has become one of the basic building blocks of modern society, its introduction in higher education has profound implications for the whole education process, especially in the issues of access, equity, management, efficiency, pedagogy, and quality. Inventive use of ICT is defined as the use of ICT applications that hold up the learning objectives based on the requirements of the modern information society. Hence, there is a need to bring out the facts on the impact of ICT on educational trainers. At the same time, the optimal utilization of opportunities arising due to diffusion of ICTs in higher education system presents a profound challenge for higher education institutes. The purpose of this paper is to discuss how implementation of ICT in EFL will improve the learning process in higher education in Algeria. It addresses the opportunities that can be gained through the integration of ICTs in various aspects of higher education. The study will be purely quantitative, and one questionnaire is administered for students to be analyzed.
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Reflections of scientific literacy team members related to use of reading strategies
Authors: Maha Cherif Ellili, Nancy Jane Allen and Samah Al SabbaghThe efficacy of reflection in improving teaching practices has long been recognized. Deconstructing reflective conversations provides a window into thinking; tracking changes in those conversations over time can reveal the level of understanding and levels of growth and development of those involved. This qualitative study analyzes the reflection of teachers participating in a six-week project, the goal of which was to improve reading instruction. It analyses the breadth, depth, and content of their weekly sessions and relates this to observed classroom practice. The sample for this pilot project was eleven teachers in two preparatory schools, one for boys and one for girls. Each team consisted of teachers in science, English, or scientific English from either the seventh or eighth grade level. Each week the groups were given a professional development session focused on some aspect of reading instruction, then collaboratively planned a lesson that one member of the team would teach the following week and that all members would observe. The focus of this study, however, is the collaborative reflection conducted at the first of the next week’s session, in which the team members evaluated and critiqued the lesson. These conversations, paired with the classroom observations of the lesson they were critiquing, revealed what they did and did not understand from the professional development and what was and was not incorporated into practice. The sessions were recorded, transcribed, coded, and entered into frequency charts. This presentation, however, will focus on the qualitative analysis of the sessions – the meaning making – of the interactions of the participants and what these interactions revealed about their learning and teaching of the targeted outcomes. A better understanding of the nature of collaborative reflection can help teachers and teacher educators use reflection to improve the effectiveness of professional development.
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Teachers' practices for the purpose of developing creativity among children in primary learning stage and its relation to a number of variables
More LessThe purpose of this study is to examine teachers’ practices performed to develop creativity among children in primary learning stage in Jordan. It also aimed to determine the differences between teachers' creative practices according to class grade level, teachers' specification, and type of school. To achieve the research objective, a questionnaire was developed and distributed among 200 primary grade teachers. The findings indicated that the ratings of teachers' practices that develop creativity were related to creative climate classroom and to students’ awareness of their creative potentials. Practices that were most perceived as least contributing to developing creativity were related to educational material, family support, instructional creative practices, and lesson planning. Furthermore, the findings indicated that there was a statistically significant difference due to the class grade level, except for the variable of teachers’ awareness of their creative potential and creativity in lesson planning, which was in favor of preschool grade level, and due to the type of school in favor of private schools. Whereas no statistically significant differences were found due to teacher specification except for students awareness of their creative potentials and creativity in lesson planning. In light of the findings, the researcher put a number of suggestions and recommendation.
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To what extent does drama enhance teaching English at Sultan Qaboos University?
More LessTeaching English language through performance is one way of teaching that help students to gain several useful skills. Study skills, social and communication skills and cultural expression awareness are three basic skills that drama could enhance students with. Through a sample of 45 students from Sultan Qaboos University, this study conducted to study the extent to which drama enhances teaching English in Oman. Importantly the study investigates that Omani students have as similar attitude toward learning through drama as what other research stated. The students consider drama as a good source, which improves their language skills, encourages them to communicate and helps them to know more about other cultures. However, the study shows that there are some problems encountered by language teachers while teaching through drama such as: Teachers are not having enough background and training in drama and the lack of well designed pedagogic materials that can be used by language teachers. Nevertheless, this study suggests several solutions to avoid the challenges which are providing education students with a course that guide them in teaching through drama, more workshops and lectures are needed to master this technique of teaching and to start apply it in a wider range. Moreover, more research in different educational institutions in Oman is needed to have a better scope on teaching language through drama in Oman.
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Analytical view of statistics and probability curriculum standards in Qatar
More LessTen years ago, Qatar initiated an education reform based on curriculum standards that draw on international expectations of what students should know, understand, and be able to do at each stage of their schooling. The mathematics curriculum being developed according to this reform is based on four major standards (strands): reasoning and problem solving, numbers and algebra, geometry and measure, and data handling and probability. Therefore, statistics is one of the major focus areas of the new mathematics curriculum in Qatar. This paper employs a comparative analysis approach in highlighting the mathematics national curriculum standards related to statistics and probability in Qatar. Content analysis for these standards is made and compared to the recent common international expectations of learning statistics and probability as presented at the major international conference for teaching statistics in the USA in 2014. The rationale of this study is based on the importance of the discipline of statistics and probability, which has been receiving increasing attention due to its relevance to all scientific fields, as well as daily life. Employers today are looking for people who have the skills to assess data from many areas of work and daily life; hence, statistics education—including curriculum, teaching, and learning—has become a strong focus area of international research. The results presented here suggest that the necessary development of statistics and probability education in Qatar is being implemented. Comparing statistics and probability in the old and new mathematics curricula (before and after 2004) reveals many significant changes. For example, students start studying statistics and probability according to the new standards in first grade, instead of starting statistics in the middle school and probability in secondary school. Also, many statistics concepts and procedures that were not included in the old curriculum are represented in the new standards’ statements, with instructions requiring students to, for example, “specify the problem,” “implement a plan,” “collect data from a variety of sources,” “deal with real data,” “represent data,” “evaluate results,” and “interpret data”. In spite of this progress in line with the international approach regarding statistics and probability education for reasoning and problem solving, some weakness was found in the standards being developed in Qatar. For example the important idea of “variation” is not considered properly; there is an absence of the words “variation” and “variability” and of measures of variation in the National Mathematics Scope. This paper therefore provides some recommendations, the most important of which is the need for an awareness that the fundamental issue in statistics, and thus statistics education, is variability. Indeed, this is the reason that statistics exists as a science; without variation, sources of variation, and attempts to measure and control variation, statistics would not ever have been invented. Considering that very few studies have looked at teaching and learning statistics and probability in Arab countries, including Qatar, it is hoped that this paper will activate research regarding the issue of variability and its place in statistics and probability education by a reconsideration of the standards being developed.
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Re-examination of islamic educational policies and practices from a critical pedagogical perspective
More LessCritical pedagogy has become a central issue of educational discussion because of its fundamental commitment to the development of different culture of education that seeks to transform the authoritarian classroom structures and promotes social justice and human freedom. Even though most of the suggestions contributed by critical pedagogue do have close relationship with some of the Islamic values, Muslim scholars apart from few, haven’t given enough attention to the possible importance of critical pedagogy in an Islamic educational context. Considering this reality, this study has attempted to find a possible philosophical justification for an Islamized critical pedagogy believing that re-examination of contemporary Islamic educational practice and policies from a critical pedagogical perspective is imperative. It is assumed that the analysis of Islamic educational practice from a critical pedagogical perspective will alter Islamic educational practice of today in a more positive sense. Therefore, this study has aimed at 1) identifying the main problems of Islamic educational practice 2) identifying in what ways the Islamic educational practices can be improved with the help of critical pedagogical perspective, 3) highlighting the significance of an Islamic critical pedagogical approach in resolving the educational challenges of the Muslim community. The overall study aspires to draw a number of general conclusions which may be useful to the Islamic educational policy. The research questions raised for this study are addressed from a philosophical perspective. The research employed is an in-depth semi structured interview with two experts in the field of Islamic critical pedagogy. They were chosen due to their in-depth knowledge and understanding of the contemporary Islamic education practice and philosophical ideas of critical pedagogy as well. The interview guideline included 10 open-ended questions which were developed based on the four major issues that address the objectives of the study. The data was analyzed using thematic analysis and critical approach was used to scrutinize the latent assumptions of the theme in focus, i.e., critical pedagogical perspective on Islamic educational practice.
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Dynamic assessment strategies and their relationship to annual tests' results with general education teachers
More LessThe researcher aims to investigate dynamic assessment strategies and their relationship with academic achievement of students with a sample of general education teachers (N=282). They completed dynamic assessment scale. The results of their students were recorded. Using explanatory factor analysis, correlation coefficients the findings indicated that the dynamic strategies of assessment includes: identifying students weaknesses and providing remedial learning, modifying teaching and assessment styles during learning session, monitoring students’ progress, considering students’ preferences of teaching and assessment, assessing students’ understanding of each element of the lesson, discussing student’s suggested ideas, using questions and tasks that help students to learn, reviewing students’ homework, assignments and provide them with feedback. The findings also indicated that the relationships among these strategies and students’ academic achievement were significant. These relationships were high in the case of identifying students’ weaknesses and providing remedial learning, modifying teaching and assessment styles during learning session, reviewing students’ homework, assignments and provide them with feedback and assessing students’ understanding for each element of the lesson. These findings support the orientations of employing dynamic assessment strategies as an effective approach to improve students’ learning.
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استراتيجية مقترحة لتعزيز الشراكة بين وزارة التربية والتعليم وكليات التربية بالجامعات الفلسطينية
More LessIt has become clear that the partnership between the Ministry of Education and universities plays an important role in achieving the level of quality education, from the training of teachers before and during the service, through contributing to the solution of educational problems, and to improving the quality of the curriculum by participating in its construction and ongoing evaluation. Colleges of Education in Palestinian universities have gained much attention ensuing the development processes carried out by the Ministry of Education, especially when the ministry focused during the fourth session of a project on improving the quality of education (QIF Quality Improvement Fund) funded by the World Bank and the European Union on the subject (partnerships concerning the upgrade of teacher preparation programs at higher education institutes) in 2010. (http://www.tep.ps) This comes in accordance with the recommended strategy for the preparation and training of teachers approved by the ministry for the year 2008, which aims at developing a cadre of qualified teachers to improve the educational opportunities for students in all Palestinian schools, especially the development of teacher training programs and education colleges that offer them. It is worth noting that any attempt for educational reform that is not founded on the principle of partnership between them, is not a real reform. Hence, colleges of education and institutes of the Ministry of Education are to be viewed as complementary partners with respect to significance and role. The establishment of such a relationship is not easy, though, as it requires the integration of contrasting cultures and the launch of a line of communication; a set of serious challenges that have to be taken into account. Research issues: Despite the attention given to achieve cooperation in the educational decision making between the Ministry of Education and colleges of education industry, the results of several studies have concluded a weak level of cooperation between the two parties, especially with respect to the responsibility towards the quality of the preparation and training of teachers as dictated by the status quo, the absence of realism in the educational programs at the colleges of education, and after researching the real problems of schooling. (Haouli, 2010, Sukkar, 2011, Jerjawy, 2011, 2014 Shireer). In light of the above, the research problem is determined in answering the following questions: 1. What are the challenges that necessitate the need for partnership between the Colleges of Education and the Ministry of Education? 2. What are the areas of the expected partnership between the Ministry of Education and colleges of education in light of the global and regional expertise? 3. What is the reality of the partnership between the Ministry of Education and colleges of education in the Palestinian universities from the point of view of experts and educator leaders? 4. What is the proposed strategy to strengthen the partnership between the Ministry of Education and colleges of education? Research significance: · The significance of research lies in its being a response to the recommendations of many previous local, Arab and international previous studies. · Taking advantage of the departments at the colleges of education in providing services to the Ministry of Education institutions, such as training, consulting and research. · Educational experts at the colleges of education can benefit from the results of this research in order to develop their academic programs. · The ability to taken advantage of the proposed strategy since it identifies clear steps and procedures to achieve a true partnership, away from theorizing and general recommendations. Research methodology and tools: The research will use the descriptive method to characterize the concept of partnership between the two parties and to disclose the reality of this partnership. The research will depend on a questionnaire as a tool to identify the strengths, weaknesses, opportunities and threats in the internal and external environment of the partnership system; and in light of the strategic analysis, the researcher will use the Delphi Technique to adjust the proposed strategy in reference to the guidance of some experts and educational leaders at the Ministry of Education and the Palestinian universities.
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تصور مقترح لتطوير تقويم أداء أعضاء هيئة التدريس بالجامعات المصرية
More LessThe research aims to improve the assessment tools that are utilized for the purpose of evaluating the performance of faculty in Egyptian universities. The paper focuses on two aspects of the performance assessment and they are: annual evaluation and promotion evaluation. The research is considering international standards for the two types of assessment and it utilized a descriptive method and a survey method that was completed by 80 faculty members at various Egyptian universities. The survey indicated that the current assessment tools for the annual evaluation are not effective and that’s pertaining to the ways it’s done. Although faculty members agreed to its necessity they had some reservations regarding the methods used. Faculty members also expressed dissatisfaction with the promotion assessment. This paper subsequently recommended to restrict the role of the Central Committees to monitor peer-reviewed and accomplished scientific journals and based on each discipline and not to peer-review the articles once more and that’s to eliminate double standards between the peer-reviewers and reviewers of the Promotion Committee. In addition, this paper suggest eliminating the time period between achieving a promotion and that’s for appreciating the value of the one’s work rather than adhering to time periods. The paper suggests that this will constitute an incentive to scholars. The paper proposed various other recommendations to improve the annual performance evaluation for faculty.
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الذكاء المنظومى واثره على الانجاز الاكاديمي فى ضوء نظرية العبء المعرفى لدى طلاب الجامعة.
More LessSystemic intelligence is considered to be the newest type of intelligences recently discovered, as this term came to existence in 2002. It is considered to be the ability to recognize the impact and vulnerability relationships between elements of the system, the realization feedback reciprocity between those elements, the ability to control the elements and development of the system to achieve the best products of the system, and enhance its effectiveness. The theory of cognitive burden aims to develop the educational model so that the learning process takes place within the working memory, thus limiting the additional cause of a cognitive burden. This theory also aimed at optimal allocation of limited cognitive resources to the working memory of the learner through the formation of cognitive structures in long-term memory in order to bring about learning. The present study aimed to identify the systemic intelligence and its impact on the academic achievements of students at Hael University in Saudi Arabia. The research sample consisted of 200 male and female students at the university. A gauge of systemic intelligence, a measure of the cognitive burden, a descriptive approach for research, and a statistical treatment using SPSS statistical package program were all utilized in the study. The results concluded a correlation between systemic intelligence and academic achievement. While there were no significant differences between males and females in the systemic intelligence.
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رؤية مستقبلية لرفع مستوى أداء طلاب المرحلة الابتدائية في الاختبارات الوطنية بدولة قطر
More LessThe National Curricula Guidelines is considered the basis upon which the initiative of education reform in Qatar was built. These guidelines emphasize the student’s ability to learn, achieve and score well in the national standardized exams. This will subsequently lead to good results in admissions into international universities which will also facilitate comparisons between the performance of Qatari students and students from other nations. Examining the performance of this student sample in national exams in four main subject areas in recent years reveals a decline. Therefore, this research aims to identify the performance trends among students in primary schools in the following four main subjects: Arabic, English, Science and Math in the three advanced classes and examine whether or not the National Curricula Guidelines are being fulfilled in both school-based an national exams and identify the difficulties and reasons for this decline. The following step will be to suggest and identify methods and ways to solve the problem and improve the future of the academic operation in order for it to develop and achieve its goals. A descriptive and analytical approach in both its qualitative and quantitative features has been followed in order to identify the relationships that connect all the elements of this phenomenon and help shed the light on the most common practices. The studied sample consists of: 1- All independent primary schools in Doha 4th-6th grades from 2012-2013. In total, there are 79 schools (boys/girls); the study focused on only 35 schools with average 44.3% locals. The sample included 41 principals and assistant principals, and 90 academic coordinators in Arabic, English, Science and Math. It also included 321 teachers in these four subjects. As for parents, the overall number of parents covered in the study is 1750. For focus groups, it covered 56 teachers, 20 coordinators, 4 principals, 4 assistant principals, 8 specialists from the Center of Professional Developments in the College of Education at Qatar University. 2- Samples from the following academic material: 421 academic units in the four subjects; 417 tests, and 36 national exams. The study utilized the following tools: A- Surveys completed by principals, assistant principals, coordinators, teachers, and parents. B- Focus groups, which included it teachers, coordinators, principals, assistant principals, and specialists from the Center of Professional Developments in the College of Education at Qatar University. C- Evaluation data, which evaluated the academic units, schools tests, and the national exams. The tools used in this study were confirmed to be truthful and concrete. The study reached certain conclusions pertaining to: academic policies, action plans, teachers’ competencies, curricula content and guidelines, national exams, and the role of parents. In addition, the study shed the light on identifying in further details issues of statistical indicators for change on the learning experience in the context of the different studies academic subjects, classroom environment, school type, and the year of implementing the models. The study offered some recommendations for improving the performance of students in primary schools in the above-mentioned four academic subjects and in the three advanced grades.
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تنمية التعاطف لدى الأطفال العاديين وأثره على اتجاهاتهم نحو أقرانهم من ذوي الاحتياجات الخاصة في فصول الدمج بالمملكة العربية السعودية
More LessThe study aims to develop a sense of empathy based on providing the pupil a way through which to feel what the other is suffering from, while trying to put him/herself in the others’ shoes, creating positive feelings and behaviors. With the need to note that the sympathy aimed at in the current study is completely different from mere sympathy based only on mere abstract understanding of sincere feelings. Through the development of this positive force, the study endeavors to reflect positively on the direction and behavior of ordinary students towards their peers with special needs. The study sample consists of an exploratory sample of 150 male and female students at the elementary level; and it consists of an experimental sample of 50 male and female students who scored negatively on a tendencies’ scale towards people with special needs and at the same time were assessed negatively by their teachers and the student counselor. The study population is determined in some primary schools in Saudi Arabia as per the Eastern Region where the system applied involves merging ordinary people with those of special needs. As for the study tools, the researcher 1) prepared a measure of the study sample of ordinary pupils' attitudes towards their peers with special needs. 2) He also set up note cards to solicit the views of teachers and the student counselor and their assessment of their students in this regard. (3) Finally, the researcher designed and developed a set of classroom and extra-curricular activities based on the development of empathy, which included stories, films and Psychodrama based on role-playing games & switching roles etc… and the organization of a variety special trips & the provision of enhancing prizes and methods. The student counselor and a group of teachers were involved in its application. A number of parametric & non-parametric statistical methods were implemented, & two levels of the attitudes of ordinary students toward their peers with special needs have been identified; Level I represents students who have a negative and hostile attitudes toward their peers with special needs. The second level represents students who have sound positive attitudes. The prepared classroom and extra-curricular activities were implemented with level I students over the course of a whole semester, subsequently, these activities were applied to the rest of the students. Following that, the tendencies’ scale was applied towards families with special needs once again, & the views of teachers and the student counselor were sought. Study results concluded the efficacy of the classroom and extra-curricular activities used in the development of empathy and the modification of negative attitudes of ordinary students toward their peers with special needs. This was further confirmed through reconnoitering the views of teachers and the student counselor in their assessment of the behavior of students. A follow-up measurement was completed at the end of another semester, which ensured the continued effectiveness of the applied activities.
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القيادة الملهمة كمدخل لتطوير الأداء وتحقيق التميز المدرسي
More LessThe study addressed the inspiring leadership, performance development, and the role of the teacher as an inspiring leader, through a review of a conceptual framework for inspiring leadership characteristics and the difference between the teacher as an inspiring leader and the teacher as manager of the students, the method by which the teacher acts as an inspiring leader towards his students, the formation of work teams such that each team will have a student for an inspiring commander, a review of the inspirational leadership & its dimensions, and its role in the achievement of excellence and development of performance. The study issue was identified in dealing with the governing regulatory powers, and in taking advantage of the inspiring leadership in performance and achieve educational excellence through the development of the teacher's role as an inspiring leader? The study aimed to address the role of the teacher in inspiring students to practice behaviors that lead to academic excellence, raise the level and efficiency of students and develop their performance within the teams. The significance of the study is manifested in the application inside the classroom; in addition to the prominence of the tools and methods of active learning, and their role in raising the effective and efficient performance, along with the exerted efforts to cover the Arab Studies on the theme of inspiring leadership. The study presented the organizational structure of governing regulatory powers as follows: The figure shows the existence of a set of governing regulatory powers for the development of performance, and the formation of student working groups, including a student commander responsible for leading his/her colleagues to achieve excellence through the use of cooperative learning methods. This is expressed in the following figure: The study concluded the following: 1. The inspiring leadership influences in the development of cooperative teams for the exercise of cooperative learning activities. 2. The inspiring leadership significantly affects the behavior of teachers and students towards achieving high performance and developing higher thinking levels. 3. The inspiring leadership significantly affects the behavior of students among themselves in order to thus enhancing higher level performance, design capabilities and innovation. 4. The inspiring leadership affects the type of skills acquired through contact and communication among teams, and the ability to manage meetings. 5. The inspiring leadership affects the governing regulatory powers at the senior management levels at school and in the classroom resulting in performance development and academic excellence. Accordingly the study recommends: 1. Create training programs and workshops designed to address the concept of inspirational leadership at senior management level to highlight the significance of academic excellence. 2. To encourage senior management to listen and communicate with subordinates in solving problems and enabling teachers to continuously utilize the inspiring leadership to develop their performance in the classroom. 3. Strengthening the leadership behaviors among students who enjoy the inspiring leadership skills by allowing them to lead teams at school. 4. Spread the awareness among school staff regarding the inspirational leadership and its significance. 5. Identify the need for training and programs, which in turn improve the performance according to specified standards to attain academic excellence. 6. To strengthen and train administrative leaders using the most current management theories, tools and techniques; and provide the elements that enhance the efficacy of the inspirational leader.
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أثر اختلاف أنماط التفاعل في معمل اللغات الافتراضي على تنمية مهارات القراءة الإلكترونية للغة الإنجليزية لدى طلاب المرحلة الإعدادية
More LessAn era in which we live is characterized by constant change and evolution in the existing educational technology innovations to employ information and communications technologies (ICT). Organizations and organs of society have been affected by this and subsequently new interactive learning environments have emerged to provide the educational needs however such entities need significant incorporation and the creation of new tools of development to suit these changes. On top of those alternatives and changes comes the virtual learning technology, which enables learners to experience the world through virtual reality which is achieved through the construction of artificial and imaginary living environments designed specifically to mirror reality and to prepare individuals to interact with it. An example of employing virtual reality in education is the emergence of virtual laboratories that provide learning through an artificial environment on computers. These labs are similar to real ones and enable learners to using lab tools and equipment which were designed by three-dimensional, virtual and highly sophisticated and interactive programs which essentially eases learning through the different learning methods that the learners are exposed to. Researching the types of interaction in virtual laboratories is considered a contemporary concern which educators must be attentive to. The varied patterns of interaction in the virtual lab include: synchronous and asynchronous types of interaction. Synchronous is characterized by the simultaneous availability and exchange of educational and research issues between the learner and the teacher in real time for the purpose of teaching content; this enables students to foster their education retrospectively. While through asynchronous, learners obtain intensive lesson based on a structures educational program where the learner chooses the best place and time that fits them; this is achieved by using email, announcements, and bulletin boards. It is possible to employ virtual laboratories and types of interaction to develop different skills including e-reading, which helps learners to think clearly, widen their knowledge, enrich their experiences, stimulate their imagination, and develop their language vocabulary. Therefore, attention must be paid to providing learning with e-reading skills, and hence this study attempts to answer the following major question: What is the effect of the different types of interaction in the virtual language lab on the development of e-reading skills of the English language among middle-school students? Descriptive analytical method and experimental approach were used to identify the impact of the types of interaction in virtual language laboratories on the development of e-reading skills. A sample of second grade secondary students was chosen from the Institute of Timai El-Amdîd Middle School and divided into to two experimental groups: Group 1, where e-reading is taught through synchronous in the virtual lab type; Group 2, where e-reading is taught through asynchronous in the virtual lab type. The statistical difference between the two types was in favor of Group 1. The study recommended to train 8th graders in e-reading of English language skills, and to incorporate the proposed virtual language laboratory in order to improve learning and develop the various other cognitive aspects of learning.
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توظيف الخرائط الإلكترونية في التدريس التفاعلي لمناهج الجغرافيا بالمدارس المستقلة بقطر (رؤى وتطبيقات مقترحة)
More Lessتعد الخرائط الإلكترونية منظومة تكنولوجية متكاملة تعبر عن حالة تطورية لأدوات الجيل الثاني للإنترنت، والتي تمثل منصة تعلم تفاعلية، تتسم قدراتها بالجاهزية والتوافر الدائم والحداثة والانتشار والمجانية والتفاعلية والإتاحة عبر شبكة الإنترنت وتطبيقات الهواتف النقالة والأجهزة اللوحية، وتزداد يوما بعد يوم فاعليتها ووظيفيتها في مجالات حياتية مختلفة، وتحديداً في تطوير التدريس التفاعلي بمجالات تعليمية مختلفة لعل أبرزها مناهج الجغرافيا. إذ أشارت تجارب مختلفة ودراسات عديدة إلي قدراتها في تنمية حب الاستطلاع والدافعية للتعلم وبقاء أثر التعلم وتنمية مهارات قراءة وفهم واستخدام الخرائط والخبرات الميدانية ونمو المفاهيم العلمية والقدرة علي التخيل التاريخي والتفكير المكاني إضافة إلي تنمية إتجاهات إيجابية نحو تعلم المادة وربطها بحل مشكلات الحياة. ومن هنا تأتي أهمية التركيز عليها والدعوة لنشرها بالصفوف التعليمية وبأنشطة التربية الجغرافية، إذ تهدف هذه الورقة إلي تقديم دراسة تحليلية ورؤى تطبيقية لتوظيف الخرائط الإلكترونية مثل جوجل ماب وجوجل إيرث وياهو ماب وغيرها العشرات، كأداة تدريسية لها فاعليتها في تحقيق المعايير الوطنية للجغرافيا وتنمية جوانبها المعرفية والمهارية والوجدانية في مراحل التعليم المختلفة بالمدارس المستقلة بقطر، وذلك من خلال استعراض ودراسة المحاور التالية: المحور الأول: ويتعلق بمناقشة طبيعة ومفاهيم وخصائص وأنواع ووظائف الخرائط الإلكترونية الحديثة كمنصة تعلم وأداة تدريس. المحور الثاني: ويستعرض تحليل لأهمية ووظيفية الخرائط الإلكترونية كمنصة تعلم وأداة للتدريس الفعال لمناهج الجغرافيا. المحور الثالث: ويناقش المعايير الواجب توافرها لتوظيف الخرائط التفاعلية في التدريس الفعال لمناهج الجغرافيا بالمدارس المستقلة بقطر. المحور الرابع: يحدد علاقة ودور الخرائط الإلكترونية في تحقيق المعايير الوطنية لمناهج الجغرافيا في المدارس المستقلة بقطر. المحور الخامس: ويعرض لبعض الدراسات والتجارب والمشروعات العالمية في مجال توظيف الخرائط الإلكترونية في تعليم الجغرافيا وتنفيذ مناهجها ببعض دول العالم. المحور السادس: ويتم من خلاله استعراض وطرح بعض الأفكار والنماذج والتطبيقات العملية لتوظيف أنماط من الخرائط التفاعلية كجوجل إيرث وجوجل ماب في تدريس بعض دروس الجغرافيا، كرؤى استرشادية يمكن للمعلم البناء عليها في تخطيط مواقف تدريسية في ضوئها. المحور السابع: ويهتم بعلاقتها بمعلم الجغرافيا، من خلال محاولة تحديد الكفايات اللازمة والمهارات الأساسية للمعلم لتوظيف الخرائط التفاعلية في التدريس الفعال لمناهج الجغرافيا. المحور الثامن: وأخيراً يتم رصد وتحديد بعض التوصيات الإجرائية ذات العلاقة بكل من تخطيط وتطوير المناهج والتنمية المهنية للمعلم والإدارة المدرسية؛ لضمان تفعيل ونشر الخرائط الالكترونية في التدريس الفعال للجغرافيا في مراحل التعليم بالمدارس المستقلة بقطر مستقبلاً إن شاء الله.
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صناعة المناهج وتطويرها باستخدام التقنيات الحديثة... نحو منهج معاصر للغة العربية
By Amr GomaaThis paper presents practical steps towards constructing an educational curriculum for the purpose of teaching contemporary Arabic. Through incorporating modern techniques including some linguistic computing applications, statistics, and indexing in order to provide contemporary curricula to teach contemporary Arabic while incorporating modern educational technologies. The paper emphasizes, through computing technologies, how to prepare a curriculum from a range of essential ingredients needed in the contemporary Arab education for both natives and foreigners. For example, utilizing the terms that are mostly used to communicate in Arabic and highlighting the sentence-structures that are most common would help analyze and index contemporary Arabic. These computed results would help constructing a contemporary curriculum for natives and foreigners, one that is based on highly used terms, structures, grammar and tools. The next step consists of building a contemporary lexicon that is based on the learning technologies which is based on used Arabic, instead of on what’s “supposed” to be used. Then a modern lexicon will act as a quick reference to used Arabic, just like other nations. An explanation is included to show how such results were achieved through the usage of statistics and indexing in treating the huge body of the Arabic language with all its linguistic levels and different indicative properties.
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تطوير بيئة دمج شاملة : رؤية ورسالة مبادئ وقيم مساواة وعدالة ومشاركة كاملة للأشخاص ذوي الإعاقة في المجتمع د أسماء عبدالله العطية رئيس قسم العلوم النفسية - كلية التربية - جامعة قطر
More LessThe integration process of persons with disabilities with their normal peers in all fields and in the community reflects a humanitarian philosophy; and it represents a moral leap towards the provision of appropriate education for the care of this group within the right environment. According to the integrative environment, people are individualistic in different ways, thus the merger is social justice. To begin with, we have to assume that all people can learn when providing them with the appropriate amount of support. Herein lies the vision of the merger as the interest in special education and envisioning the strength of the merger in light of other issues of human differences depending on age, language, and/or physical, mental, or sensory characteristics and others. Accordingly, the environment and society must accommodate all these differences and diversity among humans, which were founded for the integration and construction of the community to achieve "equality and full participation". This basically means involving them in programs to facilitate their acquisition of skills that will improve their job performance in the environment. This can be achieved through the opportunities offered by the overall merger in the educational, social and other institutions, which are focused in two main aspects: normalization and ultimate functioning. Implementation of the merger policy necessitates certain conditions and potential along with support and supportive services, in order to provide the best conditions for the success of this policy. The merger policy is based on three main assumptions: first is the readiness for spontaneous experiences of social interaction between persons with disabilities and ordinary peers; second is to increase opportunities for social acceptance of people with disabilities by ordinary; and third involves creating adequate opportunities for persons with disabilities to model forms of behavior as their ordinary peers. The process of developing a comprehensive integration of supportive environments for people with disabilities pauses a real challenge; as it is a continuous, renewable, and flexible process that responds to all the changes that occur in the environment, policies and others. As an integral process it transforms from policy to practice staffed by a multidisciplinary team that should be built on specific strategic planning parameters. Such a process is linked to changeable factors such as prevalent trends & tendencies of members in the society towards the disabled, as well as the existing policies and legislation. It can also be argued that developing comprehensively integral environments for the disabled with their normal peers is linked to the extent of faith the various authorities in the community has in this philosophy, which in turn have the power to form the positive momentum to achieve the merger one way or another, and to one degree or another. By the same token, they emphasize the rights of the disabled and attain equality, justice and comprehensive participation. Accordingly, the current study seeks to: - Shed light on the concept of integrative environment, its philosophy, elements and indicators of quality. - Address the incumbent challenges of this process & ways to deal with them. Hence the significance of the study, especially since the State of Qatar applies the principle of the integration of persons with disabilities in education, work and society. This study uses the descriptive analytical approach and reference to the literature and the results of previous recent research studies in the field; and then offer a number of suggestions and recommendations in the light of the outcome of the study results.
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لمحور : تطوير مجتمعات الدمج دور المعلمين وأسر الطلبة المعاقين في الدمج الشامل في مدارس التعليم العام في دولة الكويت من خلال البرامج الاجتماعية والنفسية والترويحية
More LessThere is evident interest in the comprehensive integration issues in light of the need of students with disabilities for services and special programs in order to achieve social integration. There seems to be better awareness to the shortage in the ability of institutions and centers to take in these large numbers, and agreement that this kind of access to integration is considered a basic human right. The acceptance of this concept of integration wasn’t coincidental, it’s rather attributed to changing attitudes towards people with disabilities and realization that integration leads to social justice and benefits students a great deal and prevents several social and economic burdens. Students with disabilities have the full right to access education and to participate in life regardless of gender, age or ability. To help individuals with disabilities achieve their goals, we have to help them integrate in regular mainstream schools because this will help them improve their cognitive abilities. This may take place through providing learning and social environments that are similar to the real society which brings all parties involved together to making this integration process work, including families. Family is the most crucial unit in an individual’s life, especially for one with disabilities. It’s the unit that helps nurturing him and encourages him to build his personality and it’s there where the seeds for better opportunities in society are planted. Families, however, need several supporting programming that encompasses social, psychological, and recreational aspects of their lives. The importance of this research is to examine the need to study the most pressing components that are needed for integration initiative to succeed and to identify area of insufficiency and defects in order to offer potential methods of improvement. This research becomes even more important while more individuals with disabilities head toward integrating in normal schools which calls on certain recommendations and suggestions to present a realistic and achievable suggested model and identify the ways to implement it and the best tools to utilize all the tools in order for the initiative to achieve its goals for the benefit of all. The paper addresses the issues surrounding the role of school teachers in the Kuwaiti Public School system and the families of individuals with disabilities in the context of the social, psychological and recreational programming. Which leads to other questions: 1- What’s the family’s role in integration? 2- What is the psychological role that families play in integration? 3- What’s the recreational role that families play in integration? 1- What’s the teacher’s role in integration? 2- What is the psychological role that teachers play in integration? 3- What’s the recreational role that teachers play in integration? A survey was designed and developed by the two researchers while having experts and peers reviewing the process and eventually the survey’s sociometric characteristics were determined; other material such as students’ records and works were also used. The survey was conducted on a sample of 100 students with disabilities in Kuwaiti public schools. The results show that these students had insufficiencies at various levels in their lives which primarily due to the inability of families to provide services to their disable children and failure to fulfill their social, psychological and recreational needs. Such families show little experience in dealing with their disable children especially in situation where the child is the only one in the family with disability or where disabilities occurred due to circumstances other than genetic. This little knowledge by families is reflected through many negative psychological impacts on their disable children which was also manifested through feeling neglected, unwanted, and an outcast. In addition, many families had no knowledge of institutions and centers and schools that offer services to children with disabilities. This essentially meant that integration and interaction were delayed due to the lack of ability among such cases in managing them themselves, learning about responsibilities, knowing certain skills that help them with the process, and lacking self-confidence. This situation repeatedly kept children from being able to adapt to such schools. Results show that the big role that families play in developing social programs and highlighting it with ordinary people but especially with his direct social surroundings promotes self-confidence and helps in overcoming shyness, fear and encourages him to participate in recreational programs such as sports, cultural/educational, trips, arts, theater and drama. As for the role of teachers in integration, the study shows the positive results of what teachers do with these children through the various activities that they do at school which encompass the fine arts, music, school field trips and picnics, sports, and involvement in national associations and organizations. The study shows the integral relationship between the role of teachers and families and how together they create a positive situation for such children. The two researchers utilized several statistical methods such as Scheffé's method for comparative distances, averages, standard deviations, analysis of variance unilateral, and the Pearson correlation coefficient,
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دور مهارات التفكير في دعم تعليم النحو
More Lessدور مهارات التفكير في دعم تعليم النحو دكتور وليد مقبل السيد علي الديب الأستاذ المشارك في قسم اللغة العربية كلية الآداب والعلوم الإنسانية، جامعة جازان الملخص لا شك أن الطالب أمس الحاجة إلى استخدام كل وسيلة من شأنها أن تثير انتباهه، والطريقة التقليدية القائمة على نظام التلقين لم تَعُد هي الطريقة المثلى في التدريس، فهناك مجموعة من الاستراتيجيات التي من الممكن أن تنقل العملية التعليمية من كونها ممارسة سطحية إلى كونها خبرة عملية، ومن أهم تلك الاستراتيجيات دمج مهارات التفكير في المقررات الدراسية، فهناك مجموعة من مهارات التفكير التي إذا أجدنا التعامل معها واستطعنا دمجها في المقررات الدراسية فإنها تحول الطالب من مجرد وعاء لتلقي الفكرة إلى باحث عن الفكرة، فتجعله يصل إلى المعلومة بنفسه، وتلك المهارات تكسر بعض الحواجز بين الطالب والانتباه، وقد طبقت مهارات التفكير على بعض موضوعات النحو ، وقصدت من استخدام كل مهارة أن يصل الطالب إلى الفكرة بنفسه، وأن يستنتج النتجة بناء على مقدمات يسيرة قائمة على استخدام المهارة، بحيث نتحول من طريقة المعلم الملقِّن والطالب الملقَّن، إلى شعار جديد من الممكن أن نسميه: (المعلم الميسر والطالب النشط). وفي سبيل ذلك قد قمت بمعالجة ستة دروس من دروس النحو مستعينا في عرضها بست مهارات أساسية من مهارات التفكير هي: قارِن، ولوِّن، وأضفْ، وصنِّفْ، واحذِفْ، وتوقَّعْ، كما قارنت بين طريقة عرض كتب النحو للفكرة وطريقة عرضها في إطار مهارات التفكير؛ ليتبين الفرق بين الطريقتين. - الكلمات المفتاحية : مهارات التفكير.التعلم النشط.المعلم الميسر.النحو.
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تطوير دور مدير المدرسة كقائد تعليمي لتحسين تعلم الطلاب في مصر وسلطنة عمان
More LessThe function of the headmaster changed over time. Up until the seventies of the previous century, the main job of a headmaster has been thought of as management of the school building & monitoring the discipline of students. However later, & with the emerging research on the Effective School, it appeared that the functions of the school principal are directly related to improving student learning and academic achievement. Considering that the school principal is not just an administrative manager, but is basically an instructional leader who is interested in education for all students, and school leadership towards a high level of academic achievement, where all students become successful learners, and all teachers participate in their students’ learning. (Gettys, 2007) Instructional leadership falls under the broader umbrella of the principal leadership, & the literature on the effective school indicates that the fundamental difference between the most & least effective of managers is the active integration in the curriculum as well as the educational life in school (Marks & Printy, 2003). In other words, the most effective managers engage in educational leadership behaviors to improve student learning, which assumes that the school principal plays a leading role in the management of academic program, integrates in the educational program, sets high expectations for education, & establishes a program of periodic assessment for all students. (Prestine & Nelson, 2005) The aim of this research is to provide a set of proposed actions for the development of the role of the school principal in educational leadership to improve student learning in the Arab Republic of Egypt and the Sultanate of Oman; & in that framework, the research compares the Egyptian sample to the sample of Oman with respect to the level at which school principals practice educational leadership conduct. It also examines the impact of some of the demographic variables on these practices (type variables, experience, and qualification). The research uses a descriptive approach, aided by a questionnaire to assess the extent of school principals’ practices of educational leadership conduct from the point of view of a sample of primary school teachers in Egypt and Oman. The subject of research can be formulated based on the following questions: 1. To what extent do school administrators in Egypt and Oman practice educational leadership conduct? 2. Are there significant differences between the Egyptian and Omani samples in estimating the level at which school principals practice educational leadership conduct? 3. Is there an effect of demographic variables (gender, experience, qualification) on the exercise of the principals of educational leadership behaviors? 4. What are the difficulties the school principals face as leaders of education in Egypt and Oman? 5. What are the proposed measures to develop the role of the school principal as a leader of education in Egypt and Oman? Keywords: educational leadership, the role of the school principal, improving student learning References - Gettys, S. G. (2007). The role of mentoring in developing beginning principals’ instructional leadership skills. Unpublished Doctoral Dissertation. The University of Missouri-Columbia. - Marks, H. M. & Printy, S. M. (2003). Principal leadership and school performance: An integration of transformational and instructional leadership. Educational Administration Quarterly, vol.39. - Prestine, N. A. and Nelson B. S. (2005). How can educational leaders support and promote teaching and learning? In W. A. Firestone, & C. Riehl, (Eds,). A new agenda for research in educational leadership. New York: Teachers College, Columbia University.
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القيادة التحويلية والتعلم التنظيمي: دراسة ميدانية في شؤون الطلاب بجامعة قطر
More LessAll organizations, including universities, face multiple challenges in light of the age in which is described as an era of change, technology, openness and competition. In response to these transformations, traditional leadership models are no longer able to meet the challenges and requirements of the times which require these leaderships to adopt Transformational Leadership models. Its features and most importantly its support to organizational learning will help all leaders and their staffs to reach the highest grounds of motivations and morality. This paper deals with the nature and philosophy of transformational leadership in relation to organizational learning through a case study of the effectiveness of the Department of Student Activities at Qatar University. The study mainly aims to reveal the level of transformational leadership patterns and its relationship to organizational learning levels in the management of the Department of Student Activities at Qatar University. Few studies on the relationship of transformational leadership organizational learning have been conducted in the Arab world. From a practical perspective, this study is important because it will contribute to enforcing certain leadership trends and organizational learning at the Department of Student Activities. This can be achieved through highlighting the relationship between transformational leadership and organizational learning and accordingly present recommendations in order to enforce implementation of organizational learning and subsequently develop true leadership at the Department’s level. A quantitative approach has been utilized through a survey which has been distributed to all staff at the Department of Student Activities at Qatar University. The survey was developed based on the main aims of the study and based on an overview of the literature on the topic. The survey consisted of two sections; the first is designed for the concept of Transformational Leadership which was based on Bass & Avolio methods; while the second section of the survey was focused around organizational learning where Marquardt methods were used; all the answers were based on a parameter of 5. Data was analyzed based on the descriptive statistical methods available through the statistical analysis program SPSS. Results show that the availability of the practices of transformational leadership patterns (row modeling, intellectual consultations, humane treatment to staff, inspiration and motivation) appear to be in the middle range at the leadership level and that’s from the perspective of staff. Also, it seems that organizational learning (learning, professional development, organizational transformation, knowledge based leadership, and skills) falls at the middle range as well. The research indicates that there is a positive and pivotal correlation between the Transformational Leadership and organizational learning. The study recommends the adoption of the leaders of the Department of Student Activities at Qatar University of modern leadership methods. A great deal of work must be done to strengthen the organizational learning practices and to build an organizational culture focused on continuous learning and development and innovation, openness and participation. The study dealt with a specific theme for the relation between transformational leadership and organizational learning through a case study of the management of the Department of Student Activities at Qatar University. The study relied on a survey of employees through the questionnaire.
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جودة الحياة وعلاقتها بالاحتياجات التدريبية لدى طلاب قسم التربية الخاصة المعلمين بجامعة الملك فيصل
More LessThis study aimed to detect the relationship between quality of life and training needs for student teachers at the Department of Education King Faisal University, Al-Ahsa, Saudi Arabia. It also aimed at detecting the differences between male and female students in each of their quality of life and training needs. The main study sample consisted of 124 male and female students who are implementing the educational process in the department of Special Education at King Faisal University; to those, both measurements of the quality of life and training needs were applied (prepared by researcher). The results of the study resulted in the presence of a statistically significant correlation between the scores of students, in the study sample, on the quality of life scale and their scores on scale of the training needs. The results also led to statistically significant differences between the mean scores of students on the quality of life scale for the benefit of female students. In addition, there no statistically significant differences between the mean scores of male & female students with respect to training needs. Accordingly, the study recommended the need to work to meet these training needs; thereby contributing to improve the quality of life of the students, and their level of academic achievement.
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نموذج مقترح لمناهج رياض الأطفال ذوي الإعاقة السمعية من وجهة نظر معلماتهم: دراسة نوعية
More Lessنتيجة للغموض الذي يكتنف مجال مناهج رياض الأطفال ذوي الإعاقة السمعية؛ ونتيجة لقلة الدراسات ذات العلاقة، وخصوصًا في ظل الاهتمام الحديث في الدول العربية بتكييف وتطوير مناهج الأطفال ذوي الإعاقة السمعية، فقد تطور لدى الباحثة دافع لبناء نموذج مقترح لهذه المناهج من وجهة نظر معلمات رياض الأطفال ذوي الإعاقة السمعية. ومن العوامل التي حثت الباحثة على تناول هذا الموضوع خبرتها في مجال مناهج الطفولة المبكرة، كونها كانت تعمل كرئيس قسم مناهج الطفولة المبكرة في وزارة التربية والتعليم. إضافة إلى شكوى مديرات ومعلمات رياض الأطفال، والتي تعكس شعورًا بعدم الرضا عن المناهج المطبقة حاليًا في رياض الأطفال والتي هي معدِّة أصلًا للأطفال من غير ذوي الإعاقة، ولذلك انبثقت فكرة الدراسة الحالية والتي تهدف إلى بناء نموذج مقترح لمناهج رياض الأطفال ذوي الإعاقة السمعية من وجهة نظر معلماتهم. تكوّنت عينة الدراسة من جميع معلمات رياض الأطفال ذوي الإعاقة السمعية في محافظتي العاصمة والزرقاء في الأردنّ (14 معلمة). ولجمع البيانات، استخدمت الباحثة المنهجية النوعية باستخدام المقابلة شبه المقننة (كما وصفت من قبل كفاليز (Kvales (1996)، ثم أجري تحليل النتائج باستخدام أسلوب تحليل المحتوى (وذلك باتباع الخطوات التي ذكرها هولاوي وتودرز ((Holloway, Todres (2006. وأشارت النتائج إلى أن ضرورة أن تتكون مناهج رياض الأطفال ذوي الإعاقة السمعية من الأجزاء الآتية: كتب الطفل المتضمنة لغة الإشارة، وهي: كتب اللّغة العربيّة, واللّغة الإنجليزية, والحساب، وكراسة الخط. وكتب المعلمة، وهي: دليل معلم الأطفال ذوي الإعاقة السمعية، والكتاب المرجعي الخاص بمعلمات الأطفال ذوي الإعاقة السمعية، والمواد المرافقة، وهي: بطاقات الحروف المتضمنة أبجدية الاصابع، وبطاقات الصور، وبطاقات الكلمات المترافقة مع لغة الإشارة، واللوحات التعليمية، والأقراص المدمجة متعددة الوسائط. كما أشارت المعلمات إلى ضرورة تطوير وثيقة للنتاجات العامة والخاصة لرياض الأطفال ذوي الإعاقة السمعية تغطي النتاجات التي لا يشملها منهاج الأطفال من غير ذوي الإعاقة، بحيث يتبع تقسيم هذه النتاجات بناءًا على مجالات النمو، ومجالات إضافية أخرى؛ مثل: التدريب السمعي، التدريب النطقي والتنفسي، ولغة الإشارة، وأبجدية الاصابع. وأن تشمل هذه الوثيقة على إرشادات عامة للتعامل معهم، وجود عينات درسية توضح كيفية تطبيق التدريس اليومي. وأشارت النتائج إلى مجموعة من المواصفات التي يجب ان تتمتع بها مناهج الأطفال ذوي الإعاقة السمعية، والتي تتعلق بالمحتوى، والإخراج العام. وأهم هذه المواصفات ترتيب الأحرف بحسب سهولة المخرج (كإتباع الترتيب الآتي: (ا، و، ي) ثم (ب، ت، م، ل، ط، ف، د، ن، ض، ث، ك، هـ، س، ح، ص، ع، ج، ش، ق، خ، ذ، ظ، ر،غ، ز)، وإستخدام صور وكلمات وظيفية من من حياة الطفل اليومية لمساعدته في التواصل وتعميم التعلم (مثل بابا، بيت، ماما، نام..). كما أشارت المعلمات إلى ضرورة وضع تمارين متعددة للاستعداد والتهيئة والمفاهيم (المكان، الزمان، الحجم، المسافة..)، وتخفيف عدد التمارين والتدريبات في الصفحة الواحدة، وتخصيص أماكن ليكتب فيها الطفل ويعبر عن نفسه، وإضافة جمل وظيفية يستخدمها في حياته، تتعلق بمفاهيم المكان، والمشاعر والحاجات وموجودات البيئة مثل: اسمي علي، أنا حزين، أريد ماء، أنا في البيت. كما أكدت المعلمات إلى ضرورة إضافة ألوان وصور مشوقة لإخراج الكتاب بطريقة ممتعة ومشوقة وجذابة، ووضع جدول زمني ملائم (إذ إن الأطفال ذوي لاعاقة السمعية يحتاجون إلى وقت أطول لتعلم المهارات والمفاهيم التي فاتتهم). وقد أوصت الدراسة بعدد من التوصيات بناءً على نتائج الدراسة
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تقويم مستوى الكفاءة الفسيولوجية لطلاب المرحلة الثانوية بمدرسة السيلية الثانوية المستقلة للبنين
More LessIntroduction and the study aspect: Educational institutions are considered responsible for the preparation of a good citizens, who are considered the cornerstone for achieving the vision of His Royal Highness, Emir of Qatar, in Qatar’s vision of 2023. The success of the educational process depends on the complete preparation of an integrated citizen with respect to the physical, mental, psychological and social aspects. Lacking the necessary aspects of physical fitness affects how students respond to the requirements of life in general, which needs a great deal of physical fitness; and for functional systems to perform efficiently, they require a certain level of fitness to sustain the student’s activity. The use of assessment and evaluation in physical education is inevitable to identify the usefulness or effectiveness of taught programs; and to ensure achievement of the laid out purposes of these programs. Moreover, it helps in identifying the strengths and weaknesses of students and programs as it shows the value of instruction and progress. Through the assessment the real capacity of individuals, the achievement of set goals, the functionality of the laid out plan & its compatibility with the program can be identified. It further can determine the validity of the program and the efficiency of available material and human resources; along with demonstrating the extent of successes &/or failures & thus the weaknesses. Through the work of the researcher as a teacher of physical education in Al-Sailiya High School, a decrease in the level of physiological efficiency of many students was noticed during practical lessons. Early fatigue, increased respiratory rate / hyperventilation, and the inability to continue performing exercises for a relatively long period of time were observed, which guided the researcher to this idea to study and evaluate the physiological level of efficiency for high school students at Al-Sailiya Independent Secondary School for Boys. Objective: 1. identify the level of physiological efficiency of students at Al-Sailiya Independent Secondary School for Boys through some of the variables under study. 2. Study the differences in the level of physiological efficiency of the students at Al-Sailiya Independent Secondary School for Boys under study, according to the academic-level variable. Questions: 1. What is the physiological efficiency level of students at Al-Sailiya Independent Secondary School for Boys? 2. What is the nature of the physiological differences in the level of efficiency among students at the three school levels, at Al-Sailiya Independent Secondary School for Boys, according to the variable of the academic level? Methodology: The researcher used the descriptive approach to the appropriateness of the nature and objectives of the study. The research sample: 200 students from the three school levels who are enlisted at the Supreme Council of Higher Education for the academic year 2013-2014. Research tools: • The variables used in the research: (Age, weight, height, body mass index, the proportion of body components, maximum oxygen consumption, systolic blood pressure, diastolic blood pressure, the pulse rate at rest, and the pulse rate after the effort. • Devices and equipment used to measure the research variables: Stadiometer to measure height, medical scales to measure weight, sphygmomanometer to measure blood pressure, beep test to measure the maximum oxygen consumption, and data collection form. • Statistical treatments: The mean, standard deviation, median, torsion, and analysis of variance.
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فاعلية استخدام التعليم المدمج لتنمية المهارات التدريسية للطالبات المعلمات بكلية التربية بجامعة قطر واتجاهاتهن نحوه
More LessTeaching skills are the most important skills student teachers should master at The College of Education; because it will enable them to perform well when getting involved in the teaching process after graduating from the College of Education; and thus will have an influential role in the achievement of students, and success in the curriculum they will teach. This study is focused on the core of the following question How can the teaching skills of female student teachers, in the Arabic language at the College of Education at Qatar University, be developed? In order to answer the main question for the study, the researcher divided it into several subquestions as follows: Q 1. What are the required skills females student teachers need to acquire at the College of Education at Qatar University? Q 2 What is the extent of this skill’s acquisition? Q 3 What are the features of the blended education that will develop the teaching skills of female students? Q 4 What is the effectiveness of blended education in the development of teaching skills? Q 5 What are the tendencies of female students towards using the blended education to develop their teaching skills? To answer the above questions, the researcher applied the study on a sample consisting of 25 female students in the Arabic language department at the College of Education at Qatar University, where he used a descriptive analytical method to determine the required teaching skills; in addition to the experimental method per set, where the researcher calculated the significance between preand post-test to determine the effectiveness of using the blended education in the development of teaching skills among the students of the study sample. The researcher formulated several hypotheses, including the following: - There is a statistically significant difference between the mean scores of among female students in the two applications: pre- and post-test knowledge of teaching skills for the benefit of the post application. - There is a statistically significant difference between the mean scores of parameters in the two applications for pre and post card observation of teaching skills for the benefit of the post application. - There’s a statistically significant correlation between the scores parameters in the observation of teaching skills dimensional card, and scores of parameters in the dimensional scale trend toward blended learning. The researcher designed the study tools, as follows: - Achievement test for the content of cognitive skills associated with teaching. - Note Card for teaching skills. - The trend towards the use of blended education in the development of teaching skills. The study revealed several results the most important of which are: the effectiveness of the use of blended learning in the teaching skills of female teachers at the College of Education at Qatar University, in addition to a positive correlation between observation skills teaching card, and the tendencies of the students towards the blended education in the development of their teaching skills. The study also recommended the application of blended education in schools and universities, and the importance of preparing training courses for teachers in order to use this method in the educational process; and to achieve the best results among the students.
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العلاقة بين المهارات الإتصالية للقائد التربوي و دافعية المعلمين
More LessCommunication is the exchange of messages and ideas or attitudes, which is the most important way leading to a degree of understanding between two or more people, it is an essential part in every aspect of school life (Meskel 2007). Effective internal communication was the largest effective contributor to the successful organizational change, as it is a vital link in bridging the goals and vision of the organization (Victor, 2002). It is expected that there would be a relationship between the communication skills of the educational leader and the motivation of teachers toward performance. Main aspect of the study The National Conference on Education in Sudan, which was held in Khartoum in 2012, stated that teachers face several problems that have affected their motivation and performance. The weak performance of teachers still pursues educational outcomes for generations to come, which will affect the development of the country. Hence, strategic thinking on the issue with respect to rehabilitation of teachers should be considered (Conference of the National Education, 2012). The contribution of the study Several previous studies addressed the importance of leadership skills and their role in achieving job satisfaction for employees. Some of these studies tried to determine the relationship between communication and some of the different variables, such as communication and school atmosphere (Rewson 2001), and communication and personal relationships (Rababa1996), and others. Furthermore, it was noted that these studies have emphasized the role of leadership in the development of educational institutions and defined the prevailing educational leadership and leadership styles and their impact on achieving institutional goals (Rahim 1996). This study will attempt to discover the communication skills of the educational leader and its relationship with the motivation of teachers. It also will try to fill in the gaps from previous studies, so that, God willing, it will contribute to pinpointing the relationship between the communication skills of the educational leader and the motivation of teachers. Relevance The following bodies are expected to benefit from this study: 1. Principals and educational departments. 2. Training institutions concerned with the training of managers and leaders. 3. Researchers and research institutions. 4. Education colleges and preparatory institutes that provide training for teachers. Research Query: What is the relationship between the set of communication skills of the educational leader and motivation of teachers? Objective: To determine the relationship between the communication skills of the educational leader and motivation of teachers. Methodology: A descriptive and analytical approach will be implemented due to its relevance to collecting material and data. Tools: A questionnaire will be used, following arbitration, as a tool to gather relevant information to this study. The theoretical framework: The theoretical framework of this study consists of two variables, communication skills of the educational leader as an independent variable, and the motivation of teachers as a dependent variable; and each variable includes a number of factors as in model (1). Limitation: Spatial boundaries: Primary schools are located in Omdurman - Khartoum State – Sudan Time limits: the academic year 2014 – 2015 Sample: Teachers of primary schools in Omdurman - Khartoum State
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