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

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Darling-Hammond, L.,Wei,R., Andree,K., Richardson,N.,& Orphanos,S. (2009). ProfessionalLearning in the Learning Profession : A Status Report on Teacher Development in the UnitedStates and Abroad. Stanford University: National Staff Development Council and The SchoolRedesign Network. Retreived July 26,2010 from, http:// www. srnleads.org/resources/publications/pdf/nsdcprofdevshortreport.pdDarwish,A., Al-Masri.N., Hammad,Kh. & Al-ser,Kh.(2009). Report on Assesssment of TeacherPreparationProgrammes(Arabic,english,Science and Mathemetics) at Gaza Universities:IUG,AQU,and Al- Azhar. IPATE. (1-108). Islamic University of Gaza.Day, C. (1997). In-service Teacher Education in Europe: Conditions and Themes forDevelopment in the 21st Century. Professional Development in Education, 23 (1), 39-54.://dx.doi.org/10.1080/13674589700200002Desimone, L. M. (2009). Improving Impact Studies of Teachers‟ Professional Development:Toward Better Conceptualizations and Measures. Educational Researcher. 38 (3), 181–199.Retreiverd May 16, 2010, from http://edr.sagepub.com/content/38/3/181.Desimone, L., Porter, .A. C., Garet .M. S., Yoon K. S.,& Birman, B. F. (2002). Effects ofProfessional Development on Teachers' Instruction: Results from aThree-Year LongitudinalStudy. Educational Evaluation and Policy Analysi., 24(2), 81-112.Retreived October 19,2009from http://www.jstor.org/pss/3594138Desimone, .L. & Smith,T.(2006). Are Teachers Who Need Sustained, Content-FocusedProfessional Development Getting It? An Administrator‟s Dilemma. EducationalAdministration Quarterly, 42 (2), 179-215.Retrieved July 11, 2010, from http://sagepub.com.DiCerbo, .K. & Duran,.T. (2006). How Can Professional Development Impact Teacher Practiceand Student Achievement?: A Literature Review. Cisco learning Institute. Retrieved February 5,2009, from www.ciscolearning.org/Dowling, M. (1988).Unanswered Questions about INSET: James plus Fifteen. ProfessionalDevelopment in Education.14 (3).180-186.://dx.doi.org/10.1080/0305763880140311El- Dahabi, M. (2000). Sahih El- Bukhari Maa Kashef Al- Mushkel li- Al-Emam Ibn Al- Guzi.Second Edition. Cairo: Dar Al-Hadith.Elmore, R. F. (1997). Investing in Teacher Learning: Staff Development and InstructionalImprovement in Community School District. New York City. New York, NY: NationalCommission on Teaching & America‟s Future. Retrieved April 23, 2009, fromwww.eric.ed.gov/ERICWebPortal/record.Elmore, R. F. (2002).Bridging the Gap between Standards and Achievement: The Imperative forProfessional Development in Education. Washington, DC: Albert Shanker Institute. RetrievedJune 3, 2009, from www.ashankerinst.org/downloads/bridging_gap.pdfEngland School District Personnel Policies, 3.6-Certified Personnel Staff Development 2009-2010 (Act 83, 2003) Characteristics of Effective Professional Development. ArkansasDepartment of Education Regulations Governing Professional Development. RetrievedDecember 21, 2009, from ace.arkansas.gov/England.pdf- 187 -
Fang, Y. and Zhu, Y. (2007). Reform and Development of Teacher Education in China in theNew Century. Singapore: National Institute of Education,Retreived June 8, 2010, fromwww.informaworld.com/.../ftinterface~db=all~content=a925255977~fulltext =713240930Fraser, C., Kennedy, A., Reid, L. & Mckinney, S. (2007). Teachers' Continuing ProfessionalDevelopment: Contested Concepts,Understandings and Models. Professional Development inEducation , 33 (2), 153 - 169. dx.doi.org/10.1080/13674580701292913Fullan, M. G. (1993). Change forces: Probing the depths of Educational Reform. Bristol, PA:Falmer Press. Retreived December 20,2009 from, http://books.google.com/books?Ganser, T. (2000). An Ambitious Vision of Professional Development for Teachers. NASSPBulletin, 84 (618), 6-12.Retrieved June7, 2009,from bul.sagepub.com/content/84/618/6.full.pdfGaret, M., Birman, B. F., Porter, A. C., Desimone, L., Herman, R., & Yoon, K. S. (1999).Designing Effective Professional Development: Lessons from the Eisenhower Program.Washington, DC: American Institutes for Research. Retrieved April 7, 2009, fromwww.eric.ed.gov/ERICWebPortal/recordDetail?accno=ED442634Garet, M. S., Porter, A. C., Desimone, L. M., Birman, B. F., and Yoon, K. S. (2001). WhatMakes Professional Development Effective? Results from a National Sample of Teachers.American Educational Research Journal, 38(4), 915–945. Retrieved April 8, 2009 from,http://aer.sagepub.com/content/38/4/915. full.pdfGaret,M., Porter A, Desimore L, Birman B & Yoon, S. K. (2001). Does ProfessionalDevelopment Change Teachers Practices ? Results from a Three-year Study. Washington, DC.:American Educational Research Journal, 38 (4). 915-945. Retrieved August 7, 2009,fromhttp://www.jstor.org/pss/3202507Gonzalez, A. (2003). Who is Educating EFL Teachers : a Qualtitative Study of In-Service inColombia. Journal of Language and culture , 8 (14), 153-172. Retrieved November 11, 2009,from http://aprendeenlinea.udea.edu.co/revistas/index.php/ikala/article/viewFile/3183/2947Grant,. L. & Pomson, .A. (2003). From In- Service Training to Professional Development:Alternative Paradigms in Israel for Diaspora Education. The Department for Jewish-ZionistEducation . Tel -Aviv: Research Development Unit. Retrieved December 21, 2009, fromhttp://www.policyarchive.org/handle/10207/15954Goodall, J., Day, C., Lindsay, G., Muijs, D.,& Harris, A.(2005). Evaluating the Impact ofContinuing Professional Development (CPD).Research Report No, 659. The University ofWarwick. Retrieved November 10, 2009, from www2.warwick.ac.uk/ fac/soc/cedar/projects/cpdfinalreport05.pdfGuskey. (1986). Staff Development and the Process of Teacher Change. EducationalResearcher. 15. (5). 5- 12.Retreived November 6, 2009, from http:// edr.sagepub.com/content/15/5/5.Guskey. T. (1995). Professional Development in Education: New Paradigms and Practices.Teachers College Press: New York.Guskey,T.(1995). Professional Development in Education:In Search of the Optimal Mix.Retrieved November 21, 2009,from, http://eric.ed.gov/ERICWebPortal/- 188 -
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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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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
Page 150 and 151: Table (4.21)Frequencies and the per
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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
Page 162 and 163: proved in the questionnaire results
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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 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
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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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