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Guskey. ( 1997) Research Needs to Link Professional Development and Student Learning.Journal of Staff Development 18(2) 36–40. Retrieved December 24, 2009, from,http://www.eric.ed.gov/Guskey, T. (1998). The Age of our Accountability. Journal of Staff Development 19(4), 36–44.Retrieved December 24,2009,from http://www.eric.ed.gov/Guskey, T. (2000). Evaluating Professional Development. California: Thousand Oaks, CA,Corwin Press.Guskey, T. (2002). Professional Development and Teacher Change. Teachers and Teaching:Theory and Practice, 8 (3\4), 381-389. Retrived August 20,2009, from http://www.informaworld.com/smpp/contentGuskey,T.(2002). Does It Make a Difference? Evaluating Professional Development.Educational Leadership. 59. (6), 45-51.Retreiverd January 1, 2010, from http://eric.ed.gov/ERICWebPortal/Guskey. (2002).Professional Development and Teacher Change. Teachers and Teaching:Theory and Practice, 8, (3/4), 1-11.Retreived November 6, 2009 from, http://www.informaworld.com/smpp/contentGuskey, T. (2003). Analyzing Lists of the Characteristics of Effective ProfessionalDevelopment to Promote Visionary Leadership. NASSP Bulletin , 87 (637), 4-20.RetreivedDecember 12,2009, from bul.sagepub.com/content/87/637/4Guskey,T.(2003). Professional Development that Works: What Makes ProfessionalDevelopment Effective? Phi Delta Kappan 84(1)1.30, Retrieved November 21, 2009, fromhttp://www.questia.comGuskey, T. (2003). The Characteristics of Effective Professional Development: A Synthesis ofLists. Retrieved November 6, 2009, from http://eric.ed.gov/Guskey, T. (2005). A Conversation with Thomas R. Guskey. (H. Kreider, Interviewer).Retreived December12,2009, from http://www.hfrp.org/evaluation/Guskey.T. (2005). Taking a Second Look at Accountability. Journal of Staff Development 26(1), 10-15. Retrieved December 24, 2009, from http://www.eric.ed.gov/Guskey, T. & Sparks, D. (1996). Exploring the Relationship Between Staff Development andImprovements in Student Learning. Journal of Staff Development 17, (2). 34–38.RetreivedApril 11, 2009, from www.eric.ed.gov/ERICWebPortal/recordDetail?accno=EJ535078Guskey,T.& sparks, D. (2002). Linking Professional Development to Improvement in StudentLearning. Paper presented at the Annual Meeting of the American Educational ResearchAssociation, New Orleans, LA, April. Retrieved December 23, 2009 from,www.eric.ed.gov/ERICWebPortal/ recordDetail?accno=ED464112Harumi, Y. (2005). A Case Study of an In-Service Teacher Training Program. JALT Journal ,14 (4), 75-87.Retreived July 21,2009,from jaltcue-sig.org/files/OnCUE/14.2content.pdf- 189 -
Hawley, W. D. & Valli, L. (1999). The Essentials of Effective Professional Development: ANew Consensus.” In Linda Darling-Hammond and Gary Sykes (eds.), Teaching as the LearningProfession: Handbook of Policy and Practice (San Francisco, CA: Jossey- Bass, pp. 127–150.Hayes, D. (2000). Cascade Training and Teachers' Professional Development. ELT Journal, 54(2), 135-146. Retrieved March, 8, 2009, from http://eltj.oxfordjournals.org/content/54/2/135.Henderson, E. S. (1976).An Investigation of Some Outcomes of In-Service Training.Professional Development in Education, 3(1), 4 – 173 ://dx.doi.org/10.1080/0305763760030101Henderson, E. (1978). Evaluation of Inservice Teacher Training. London: Oxford .RetreivedSeptember 20,2009, from http://books.google.com/books?iHuang, S. y. (1999). English as a Foreign Language Teachers Perspectives on InserviceTrainingin Taiwan. (Unpublished doctoral dissertation, University of Kansas). RetrievedJanuary 14, 2010, from researchspace.auckland.ac.nz/Hustler, D., McNamara, O., Jarvis, J., Londra, M.& Campbell, A. (2003). Teachers’Perspectives of Continuing Professional Development. Department for Education and Skills.DfES Research Report No. 429, London. Retrieved November 22, 2009, fromwww.dfes.go.uk/research Queen‟s Printer 2003Idris, N., Cheong,L.S., Nor, N.M., Razak, A.Z. & Saad, R.M.(2007). The ProfessionalPreparation of Malaysian Teachers in the Implementation of Teaching and Learning ofMathematics and Science in English [ Online].Eurasia Journal of Mathematics, Science &Technology Education.. l3 (1), 101-110. Retrieved November 28, 2009, fromhttp://www.ejmste.com/v3n2/EJMSTE_v3n2_Idris_etal.pdfIemjinda, M. (2005). Teachers and Changes: A School-based Professional DevelopmentProgramme for Thai Teachers. Retrieved November14 2009, from http:// www. thaiscience.info/journals/ArticleIemjinda, M. (2007). Curriculum Innovation and English as a Foreign Language Teacher (EFL)Development. Educational Journal of Thailand, 1 (1), 9-20. Retreived October 3,2009, fromwww.edu.buu.ac.th/journal/journalinter/p9-20.pdfIngvarson, .L., Meiers, M., & Beavis, A. (2005). Factors Affecting the Impact of ProfessionalDevelopment Programs On Teachers‟ Knowledge, Practice, Student Outcomes & Efficacy.Education Policy Analysis Archives, 13 (10), 1-26. Retreived April 30,2010 from,http://research.acer.edu.au/cgi/viewcontent.cgi?article=1000&context=professional_International Reading Association. (2008). Status of Teacher Education in the Asia-PacificRegion. UNESCO. Retrieved July 27, 2009, from http://www.unescobkk.org/education/teacher-education-and-training/status-of-teacher-education-in-the-asia-pacific-region/Jager,B., Reezigt,G., Creemers,B. (2002)The Effects of Teacher Training on New InstructionalBehaviour in Reading Comprehension. Teaching and Teacher Education 18 (22), 831–842.Retrieved January 17, 2010, from www.elsevier.com/locate/ijedudevJeber, N. (2002). Evaluating Inservice Training For Lower Basic Stage Teachers in GazaGovernorates in the Light of Contemporary Trends. (Unpublished master‟s thesis). Al-AzherUniversity, Gaza.- 191 -
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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
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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
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 200 and 201: Darling-Hammond, L.,Wei,R., Andree,
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
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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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