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

More documents

Recommendations

Info

Chapter VDiscussion, Conclusions, and RecommendationsIntroduction5.1 Discussion of the First Question Results5.2 Discussion of the Second Question Results5.3 Discussion of the Third Question Results5.4 Discussion of the Fourth Question Results5. 5 Discussion of the Fifth Question Results5.6 Comparative Analysis of Trainers and Trainees’ Responses5.6.1 Similarities5.6.2 Differences5.7 Discussion of the Sixth Question Results5.8 Final Conclusions5.9 Recommendations for• Policy Makers in EDC• English language Supervisors• Educationalists , and Academics at the Pre-Service Level• English language Teachers• Further Studies- 145 -
Chapter VDiscussion, Conclusions and RecommendationsIntroductionThe core aim of this chapter is to discuss the study results thoroughly in the light of theprevious studies. Next, the findings of the study are concluded. Finally, the researcher comesout with overall suggestions and recommendations based on the study findings,interpretations and analysis.5.1 Discussion of the First Question ResultsWhat are the main aims and features of the current in-service training programme availablefor UNRWA English teachers?The answer of this question included a detailed description of the EDC and its strategy inplanning and carrying out INSET programmes. Sufficient illustration of INSET programmesaims, number, training techniques, trainees‟ evaluation, training content was provided.Through these descriptive illustrations, it becomes clear that the current strategy adopted byEDC in planning and carrying out INSET programmes has several shortcomings. One of themost serious shortcomings is the limited authority given to the EDC in designing, planningand implementing INSET programmes. In other words, planning INSET programmes isassigned completely to the experts of the Institute of Education in Jordan with insufficientinput from EDC in Gaza Strip. Such decontextualization has left negative impacts on severalaspects of the INSET programmes, particularly, in relation to the content of the trainingmaterials. Some of the training materials sent through the Institute of Education turned out tobe theoretical, outdated, irrelevant and irresponsive to trainees‟ needs as clarified by Englishsupervisors who confirmed that they do their best in modifying and adapting these materialsto suit their trainees.- 146 -
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 10 and 11:
5.8 Final Conclusions 1765.9 Recomm
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
Page 68 and 69:
Section IIAn Overview of Related Pr
Page 70 and 71:
In addition, the studies purposes,
Page 72 and 73:
constraints, and lack of practical
Page 74 and 75:
importantly conducting more detaile
Page 76 and 77:
showed positive participants satisf
Page 78 and 79:
A further relevant study was perfor
Page 80 and 81:
school principals and teachers is n
Page 82 and 83:
teachers' attitudes, beliefs and pr
Page 84 and 85:
lack of openness to change, lack of
Page 86 and 87:
Following the same track of evaluat
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 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
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
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 160 and 161: Acknowledging such limitations, EDC
Page 162 and 163: proved in the questionnaire results
Page 164 and 165: (68.26%) and item number 9 (develop
Page 166 and 167: • Lack of overall policies and co
Page 168 and 169: 4. Lack of practicality, in the sen
Page 170 and 171: 4. Inadequate follow up of the prog
Page 172 and 173: than the other districts. This resu
Page 174 and 175: give us more stimulation and it wil
Page 176 and 177: 5.6.2 DifferencesIn contrast to the
Page 178 and 179: training facilities. The Suggested
Page 180 and 181: particular issues as proved within
Page 182 and 183: 6. Trainers’ selectionRashed (200
Page 184 and 185: • Recent: using recent tools as p
Page 186 and 187: Figure (5.1): the Suggested Evaluat
Page 188 and 189: The Future Suggested INSETProgramme
Page 190 and 191: 9. Lack of focus on the linguistic
Page 192 and 193: 3. Establishing planning and evalua
Page 194 and 195: Recommendations for Educationalists
Page 196 and 197: ReferencesThe Holy Qur‟an.Abdal-H
Page 198 and 199: Boyle, B., Lamprianou, I., & Trudy,
Page 200 and 201: Darling-Hammond, L.,Wei,R., Andree,
Page 202 and 203: Guskey. ( 1997) Research Needs to L
Page 204 and 205: Ji -Kim, S. (2008). An Examination
Page 206 and 207: Marek, E. A., & Methven, S. B. (199
Page 208 and 209:
Porter, A., Garet,M., Desimore L, B
Page 210 and 211:
Strucchelli, A. (2009). Inquiry in
Page 212 and 213:
Appendices199
Page 214 and 215:
Appendix (2) Studies ListNO The Stu
Page 216 and 217:
NO ThecountryAppendix (4) Countries
Page 218 and 219:
Appendix (5) The Final List of the
Page 220 and 221:
Appendix (6) the First Draft of the
Page 222 and 223:
Appendix(7) The second Draft of the
Page 224 and 225:
Training Programme Evaluation Tools
Page 226 and 227:
Appendix (8) The Third Draft of the
Page 228 and 229:
Peer ObservationIn its simplest mea
Page 230 and 231:
Appendix (9) The Final Questionnair
Page 232 and 233:
Peer ObservationIn its simplest mea
Page 234 and 235:
Appendix (10) Interview Consultatio
Page 236 and 237:
Line Transcript Text Open codeInter
Page 238 and 239:
Line Transcript text Open codeParti
Page 240 and 241:
contemporary techniques and methods
Page 242 and 243:
..you may say the allowed…the ava
Page 244 and 245:
Participant 1 : we dream of a day t
Page 246 and 247:
Appendix (12) Questionnaire Consult
Page 248 and 249:
Appendix (14) Permission (1)235
Page 250 and 251:
Appendix (16) Focused Group Intervi
Page 252 and 253:
3..73..7/6/21-6/35/6/33-6/18The Tra
Page 254 and 255:
Content of Training Course Programm
Page 256 and 257:
NoNo NeedLow NeedModerateNeedHighNe
Page 258 and 259:
Part V: INSET programme Evaluation
Page 260 and 261:
Appendix (21) Suggested Useful Webs
Page 262:
بسن اهلل الرحوي الر
show all

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

Create successful ePaper yourself

Delete template?

Save as template?