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eferred to either as trends, standards, criteria, or even characteristics of high quality INSETprogrammes.1. Policy Lists:This category refers to a set of principles chosen after surveying ten policy lists drawn fromthe publications of several organizations and agencies. These agencies and organizations aredrawn from various countries and regional areas as England, USA, Canada, and Australia toreflect universality.Table (3.4) below shows the ten policy lists arranged in a descending chronological order.Table (3.4): Policy ListsNO1.2.3.4.5.6.7.8.9.10.OrganizationEngland Plan School ZoneAlbetra TeacherAssociationOECDVictoria Department ofeducationCommon Wealth ofVirginia Department ofEducationAFTNSCDNAPEATUS Department ofEducationALESCOYearAppendix (1) shows the selected principles where every principle is assigned a number. Forexample, enhancement of specific content and pedagogical knowledge as the first principle isassigned number 11 in NSCD list while, in the OECD list it is assigned number 5. Thesenumbers do not show any kind of superiority rather they refer to the number of the principlesappearance in each list. It is commendable to note that appendix (1) includes only the- 87 -2009-2010200620052005200420022001200019971997CountryUKCanadaEuropeAustraliaUSAUSAUSAUSAUSAArabWorldNumberofcriteria10149101071291011
principles that are frequently as cited. Infrequent or irrelevant principles such as,accommodating diversity, promoting equity are ignored because they do not relate to thePalestinian context.2. Studies ListThis category refers to a set of principles developed through twelve INSET studies. Thesestudies aimed to find a correlation between specific INSET programme qualities ascollaboration, coherence; active learning and the effectiveness of these programmes. Thefirst six studies are empirical; they involve, Supotivz and Turner (2000), Garet et al. (2001),Boyle et al., (2003), Desimone et al., (2002), Marek and Methen (1991), and Ingvarson etal., (2005). The other six studies are review studies of the available researches in INSETliterature. They involve Yoon et al., (2007); DiCerbo & Duran (2006); Snow-Renner&Lauer (2005); Kennedy (1998); Cohen &Hill (1998); and Darling–Hammond et al., (2009).Appendix (2) shows these studies and the principles investigated in details.It is vital to confirm that, despite, the large bulk of literature that can be found on highquality INSET programmes, limited number of INSET studies focused on investigating therelationship between a certain quality and programme effectiveness. In other words, most ofprinciples found were merely a survey of researchers' opinions, and preferences with littlescientific evidences as pointed out by Guskey (2003, p.4) “They lack verifying evidence".In a similar way, Desimone et al., (2002, p.82) confirm that "There is a little direct evidenceon the extent to which these characteristics [principles] are related to better teaching andincreased student achievement."- 88 -
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The Islamic University- GazaDeanery
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ACKNOWLEDGMENTIn the Name of Allah,
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Evaluating the Inservice Training P
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2.2.3 Systematic and Intentional Pr
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5.8 Final Conclusions 1765.9 Recomm
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List of Figures Used in the StudyNo
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Chapter IStudy Statement and Backgr
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The Quranic celebration of knowledg
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that, “Continuous high quality pr
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study attempts to explore the reali
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2. It presents a set of comprehensi
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EvaluationEvaluation can be defined
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Chapter IIReview of Related Literat
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Chapter IILiterature ReviewIntroduc
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the umbrella of this trend (Abed Ha
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2009; Fraser et al., 2007, Remeirs
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3. The rapid technological, economi
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1. Informing teachers about changes
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2. Changes in students‟ learning
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(good) condition of a people as lon
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In brief, the success of INSET prog
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1. Training with the traditional no
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2.6.2 Innovative modelsThe innovati
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2. Some participants in the group m
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Page 52 and 53: These six major components of the I
Page 54 and 55: To conclude, overcoming all previou
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Page 58 and 59: Table (2.1)Guskey’s Evaluative Mo
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Page 63 and 64: • Planning INSET content in the l
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Page 68 and 69: Section IIAn Overview of Related Pr
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Page 76 and 77: showed positive participants satisf
Page 78 and 79: A further relevant study was perfor
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Page 82 and 83: teachers' attitudes, beliefs and pr
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Page 88 and 89: levels of achievements. Thus, a rec
Page 90 and 91: Under the same umbrella, Podhajski
Page 92 and 93: 101 students in the control group.
Page 94 and 95: utilizing collaboration, taking adv
Page 96 and 97: IntroductionChapter IIIMethodology3
Page 98 and 99: Table: (3.1)Distribution According
Page 102 and 103: 3. Researchers ListsThis category i
Page 104 and 105: 2. Most of the surveyed countries h
Page 106 and 107: 5. The third draft was distributed
Page 108 and 109: Table (3.5)The Final Construction o
Page 110 and 111: 14 0.63915 0.80715 0.52717 0.51518
Page 112 and 113: of this domain are significant at
Page 114 and 115: Table (3.13)Cronbach's Alpha Correl
Page 116 and 117: 3. Information can be obtained more
Page 118 and 119: 5. Getting the permission from UNRW
Page 120 and 121: Chapter IVThe Study FindingsIntrodu
Page 122 and 123: established in December 1964 as a j
Page 124 and 125: 2. Training TechniquesThe main trai
Page 126 and 127: 2. To provide English teachers with
Page 128 and 129: 4.2 The Answer of the Second Questi
Page 130 and 131: 4. Training Programme Content (62.1
Page 132 and 133: (applicable - can be applied in cla
Page 134 and 135: The previous Table (4.5) clarifies
Page 136 and 137: Table (4. 7) also shows that:• Th
Page 138 and 139: 10 (are applied systematically (at
Page 140 and 141: In addition, Table (4.11) shows tha
Page 142 and 143: In addition, Table (4.13) shows tha
Page 144 and 145: Table (4.20) below shows the freque
Page 146 and 147: NoKruskal -Wallis teststatisticP-va
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Table (4.21)Frequencies and the per
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8. Traditional but good and needed
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4.5.5 Question (5): “What comment
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4.6 The Answer of the Sixth Questio
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Chapter VDiscussion, Conclusions, a
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Acknowledging such limitations, EDC
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proved in the questionnaire results
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(68.26%) and item number 9 (develop
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• Lack of overall policies and co
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4. Lack of practicality, in the sen
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4. Inadequate follow up of the prog
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than the other districts. This resu
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give us more stimulation and it wil
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5.6.2 DifferencesIn contrast to the
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training facilities. The Suggested
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particular issues as proved within
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6. Trainers’ selectionRashed (200
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• Recent: using recent tools as p
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Figure (5.1): the Suggested Evaluat
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The Future Suggested INSETProgramme
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9. Lack of focus on the linguistic
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3. Establishing planning and evalua
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Recommendations for Educationalists
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ReferencesThe Holy Qur‟an.Abdal-H
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Boyle, B., Lamprianou, I., & Trudy,
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Darling-Hammond, L.,Wei,R., Andree,
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Guskey. ( 1997) Research Needs to L
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Ji -Kim, S. (2008). An Examination
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Marek, E. A., & Methven, S. B. (199
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Porter, A., Garet,M., Desimore L, B
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Strucchelli, A. (2009). Inquiry in
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Appendices199
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Appendix (2) Studies ListNO The Stu
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NO ThecountryAppendix (4) Countries
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Appendix (5) The Final List of the
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Appendix (6) the First Draft of the
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Appendix(7) The second Draft of the
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Training Programme Evaluation Tools
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Appendix (8) The Third Draft of the
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Peer ObservationIn its simplest mea
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Appendix (9) The Final Questionnair
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Peer ObservationIn its simplest mea
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Appendix (10) Interview Consultatio
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Line Transcript Text Open codeInter
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Line Transcript text Open codeParti
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contemporary techniques and methods
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..you may say the allowed…the ava
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Participant 1 : we dream of a day t
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Appendix (12) Questionnaire Consult
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Appendix (14) Permission (1)235
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Appendix (16) Focused Group Intervi
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3..73..7/6/21-6/35/6/33-6/18The Tra
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Content of Training Course Programm
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NoNo NeedLow NeedModerateNeedHighNe
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Part V: INSET programme Evaluation
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Appendix (21) Suggested Useful Webs
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بسن اهلل الرحوي الر
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