The Islamic University- Gaza Deanery of Higher Education Faculty of ...

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5.8 Final Conclusions 1765.9 Recommendations for178• Policy Makers in EDC• English language Supervisors• Educationalists , and Academics at the Pre-ServiceLevel• English language Teachers• Further StudiesSummary 182References 183Appendices 199Arabic Abstract 248List of TableNo Table PageTable (2.1) Guskey Evaluation Model 45Table: (3.1) Distribution According to Gender variable 85Table: (3.2) Distribution According to Teaching Experience Variable 85Table: (3.3) Distribution According to Educational district Variable 86Table (3.4) Policy Lists 87Table (3.5) The Final Construction of the Questionnaire 95Table (3.6) Correlation Coefficient of Each Item in Domain (1) 96Table (3.7) Correlation Coefficient of Each Item in Domain (2) 96Table (3.8) Correlation Coefficient of Each Item in Domain (3) 97Table (3.9) Correlation Coefficient of each Item in Domain (4) 98Table (3.10) Correlation Coefficient of Each Item in Domain (5) 98Table (3.11) Correlation Coefficient of Each Item in Domain (6) 99Table (3.12) Correlation Coefficient of Each Domain and the Whole100QuestionnaireTable (3.13) Cronbach's Alpha Correlation Coefficient Results 101Table (3.14) Split Half Technique Results 102Table (3.15) The Reliability through Time for the Interview 104Table (4.1) The mean, Relative Weight, Rank, and P. Value of the Six116DomainsTable (4.2) Responses to Domain (1) Items (1-9 117IX
Table (4.3) Arithmetic average and the Probability of Value (Sig.) for each 118Item in Domain(1)Table (4.4) Responses to Domain (2) Items (1-18) 119Table (4.4) Arithmetic average and the Probability of Value (Sig.) for each 120item in Domain (2Table (4.6) Responses to Domain (3) Items (1-9) 121Table (4.7) Arithmetic average and the probability of value (Sig.) for each item 122in Domain (3)Table (4. 8) Responses to Domain (4) Items (1-10) 123Table (4.9) Arithmetic average and the probability of value (Sig.) for each item 124in Domain (4)Table (4. 10) Responses to Domain (5) Items (1-9) 125Table (4. 11) Arithmetic average and the Probability of Value (Sig.) for each 126item in Domain (5)Table (4.12) Response to Domain (6) Items (1-10) 127Table (4. 13) Arithmetic average and the probability of value (Sig.) for each item 128in Domain (6)Table (4.14) Trainees Suggested Changes 130Table (4.15) Trainees Suggested Topics and Skills 131Table (4.16) Mann-Whitney test of the Domains and their P-values for Gender 132Table (4.17) Kruskal-Wallis Test of the Domains and their P-values for Years of 133ExperienceTable (4.18) The average and St.d of each Domain in Relation to Years of 134Experience VariableTable (4. 19) Kruskal-Wallis test of the Domains and their P-values for135Educational DistrictTable (4.20) The average and St.d of each Domain in Relation to Educational 135District VariableTable (4.21) Frequencies and the percentages of Question (1) 137Table (4.22) Frequencies and the percentages of Question (2) 138Table (4.23) Frequencies and the percentages of Question (3) 139Table (4.24) Frequencies and the percentages of Question (4) 140Table (4.25) Frequencies and the percentages of Question (5) 141Table (4.26) Frequencies and the percentages of Question (6) 141X
Page 1 and 2: The Islamic University- GazaDeanery
Page 4 and 5: ACKNOWLEDGMENTIn the Name of Allah,
Page 6 and 7: Evaluating the Inservice Training P
Page 8 and 9: 2.2.3 Systematic and Intentional Pr
Page 12 and 13: List of Figures Used in the StudyNo
Page 14 and 15: Chapter IStudy Statement and Backgr
Page 16 and 17: The Quranic celebration of knowledg
Page 18 and 19: that, “Continuous high quality pr
Page 20 and 21: study attempts to explore the reali
Page 22 and 23: 2. It presents a set of comprehensi
Page 24 and 25: EvaluationEvaluation can be defined
Page 26 and 27: Chapter IIReview of Related Literat
Page 28 and 29: Chapter IILiterature ReviewIntroduc
Page 30 and 31: the umbrella of this trend (Abed Ha
Page 32 and 33: 2009; Fraser et al., 2007, Remeirs
Page 34 and 35: 3. The rapid technological, economi
Page 36 and 37: 1. Informing teachers about changes
Page 38 and 39: 2. Changes in students‟ learning
Page 40 and 41: (good) condition of a people as lon
Page 42 and 43: In brief, the success of INSET prog
Page 44 and 45: 1. Training with the traditional no
Page 46 and 47: 2.6.2 Innovative modelsThe innovati
Page 48 and 49: 2. Some participants in the group m
Page 50 and 51: According to Lakshami (2009, p.14)
Page 52 and 53: These six major components of the I
Page 54 and 55: To conclude, overcoming all previou
Page 56 and 57: 2. Participant learning, which meas
Page 58 and 59: Table (2.1)Guskey’s Evaluative Mo
Page 60:
2.8 Contemporary Principles of High
Page 63 and 64:
• Planning INSET content in the l
Page 65:
1. Survey questionnaires.2. Open-en
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Section IIAn Overview of Related Pr
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In addition, the studies purposes,
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constraints, and lack of practical
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importantly conducting more detaile
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showed positive participants satisf
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A further relevant study was perfor
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school principals and teachers is n
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teachers' attitudes, beliefs and pr
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lack of openness to change, lack of
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Following the same track of evaluat
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levels of achievements. Thus, a rec
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Under the same umbrella, Podhajski
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101 students in the control group.
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utilizing collaboration, taking adv
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IntroductionChapter IIIMethodology3
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Table: (3.1)Distribution According
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eferred to either as trends, standa
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3. Researchers ListsThis category i
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2. Most of the surveyed countries h
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5. The third draft was distributed
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Table (3.5)The Final Construction o
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14 0.63915 0.80715 0.52717 0.51518
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of this domain are significant at
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Table (3.13)Cronbach's Alpha Correl
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3. Information can be obtained more
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5. Getting the permission from UNRW
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Chapter IVThe Study FindingsIntrodu
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established in December 1964 as a j
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2. Training TechniquesThe main trai
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2. To provide English teachers with
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4.2 The Answer of the Second Questi
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4. Training Programme Content (62.1
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(applicable - can be applied in cla
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The previous Table (4.5) clarifies
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Table (4. 7) also shows that:• Th
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10 (are applied systematically (at
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In addition, Table (4.11) shows tha
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In addition, Table (4.13) shows tha
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Table (4.20) below shows the freque
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NoKruskal -Wallis teststatisticP-va
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DomainKruskal -Wallis teststatistic
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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
Page 212 and 213:
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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