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

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2. Training TechniquesThe main training technique employed by the EDC is known as the Integrated Multi- MediaApproach. It combines both direct and indirect methods of instruction as short intensivecourses, coupled with educational materials for self-study and a decentralized tutorial system.The uniqueness of this approach lies in its ability of integrating different techniques into oneorganic whole. Figure (3.2) below, shows the different components of the Integrated-Multi-Media Approach adopted by EDC.Figure (4.1): The Integrated-Multi- Media Approach adopted by EDC (cited in Abu-Jado 2008, p. 12)- 111 -
3. Trainees EvaluationThe system of evaluation employed by EDC as reported in ((Interview with EDC officials)involves the following:1. A series of periodic tests2. The participants‟ active and effective participation in the weekly seminars, andsummer courses3. Supervisory guidance visits by field supervisors to the trainees in their classrooms.4. The quality of action research studies required of the trainees.5. Final exams prepared by experts in the Institute of EducationD. English Teacher INSET ProgrammesThe EDC conducts two inservice training programmes for elementary and preparatoryEnglish teachers every year. Conducting these programmes is done in similar ways as otherin other specializations. This study is concerned with evaluating the INSET programmeprovided for UNRWA English teachers in the last two years, 2007-2008 and 2008-2009.Choosing these two years in particular arises from two main facts:1. Within these two years, the UNRWA along with EDC have adopted similar policiesconcerning planning and implementing INSET programmes.2. From 2009 and onwards; several changes have occurred concerning the EDC andINSET. Thus, including training programme conducted in 2009-2010 was not possibleand not in accordance with the study purposes.1. Inservice Training AimsAccording to English supervisors, the general aims for training UNRWA English teachersare:1. To raise English language teachers teaching and linguistic competencies- 112 -
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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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According to Lakshami (2009, p.14)
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These six major components of the I
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To conclude, overcoming all previou
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2. Participant learning, which meas
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Table (2.1)Guskey’s Evaluative Mo
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2.8 Contemporary Principles of High
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• Planning INSET content in the l
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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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Page 94 and 95: utilizing collaboration, taking adv
Page 96 and 97: IntroductionChapter IIIMethodology3
Page 98 and 99: Table: (3.1)Distribution According
Page 100 and 101: eferred to either as trends, standa
Page 102 and 103: 3. Researchers ListsThis category i
Page 104 and 105: 2. Most of the surveyed countries h
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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
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Page 118 and 119: 5. Getting the permission from UNRW
Page 120 and 121: Chapter IVThe Study FindingsIntrodu
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Page 126 and 127: 2. To provide English teachers with
Page 128 and 129: 4.2 The Answer of the Second Questi
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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
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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
Page 148 and 149: DomainKruskal -Wallis teststatistic
Page 150 and 151: Table (4.21)Frequencies and the per
Page 152 and 153: 8. Traditional but good and needed
Page 154 and 155: 4.5.5 Question (5): “What comment
Page 156 and 157: 4.6 The Answer of the Sixth Questio
Page 158 and 159: Chapter VDiscussion, Conclusions, a
Page 160 and 161: Acknowledging such limitations, EDC
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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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