Marek, E. A., & Methven, S. B. (1991). Effects <strong>of</strong> the Learning Cycle upon Student andClassroom Teacher Performance. Journal <strong>of</strong> Research on Science in Teaching, 28(1), 41–53.Retrieved December 12, 2009,from,http://onlinelibrary.wiley.com/doi/101002/teav28:1/issuetocMarsh, I. (1987). Feel the Width: Teachers' Expectations <strong>of</strong> an In-service Course. Pr<strong>of</strong>essionalDevelopment in <strong>Education</strong> , 13 (2), 76-80.://dx.doi.org/10.1080/0305763870130204Mohamed, N. (2006). An Exploratory Study <strong>of</strong> the Interplay between Teachers‟ Beliefs,Instructional Practices & Pr<strong>of</strong>essional Development. (Unpublished dictoral dissertation, <strong>The</strong><strong>University</strong> <strong>of</strong> Aukland). Retreived January 5,2010 from, http://researchspace.auckland.ac.nz/Mohammed, A. M. (2006). Creating Opportunities for Continiuing Pr<strong>of</strong>essional Development<strong>of</strong> Teachers :<strong>The</strong> National Teachers' Institute Experience. Challenges <strong>of</strong> Teacher <strong>Education</strong> inthe21st Century in Nigeria (pp. 1-16). Kaduna: <strong>University</strong> <strong>of</strong> Abuja. Retrieved November 18,2009, from http://www.ntinigeria.org/doc/Morgan, .D. (1996). Focus Groups. Annual Review <strong>of</strong> Sociology, 22, 129-152.RetreivedJanuary, 15, 2009, from http://www.jstor.org/stable/2083427Muijs,D. and Lindsay,G. (2005). Evaluating Continuing Pr<strong>of</strong>essional Development: TestingGuskey‟s Model in the UK. Florida Atlantic <strong>University</strong>, College <strong>of</strong> <strong>Education</strong>. Retrieved June4, 2010, from http://www.coe.fau.edu/academicdepartments/el/ICSEI2006/Nasralla, A. (2007). A Three-stage Standards-based Framework for Monitoring and Evaluatingthe Impact <strong>of</strong> EFL In-service Teacher Training Programmes on Students’ LanguageAchievement, Language Learning Strategies and Attitudes towards English Language Learning.(Unpublished dictoral dissertation, Roehampton <strong>University</strong>, London). Retrieved February 12,2010, from www.roehampton.ac.uk/researchcentres/.../National Partnership for Excellence and Accountability in Teaching. (2000). Improvingpr<strong>of</strong>essional development. Retrieved February15, 2009, from www.npeat.org/strand2/pdprinpdfNational Staff Development Council. (2001). National Standards for Staff Development. NSDCStandards. Retrieved August 24, 2009, from www.nsdc.org/standards/index.cfmNational Staff Development Council.(2005). What is Staff Development?” Staff DevelopmentLibrary–Staff Development Basics. Retrieved on August 24, 2009, fromwww.nsdc.org/library/basics/whatisSD.Neil, R. (1986). Current Models and Approaches to In-service Teacher <strong>Education</strong>. Pr<strong>of</strong>essionalDevelopment in <strong>Education</strong> , 12 (2), 58-67.Retrieved October 6, 2009, fromhttp://www.informaworld.com/ 716100715 http://dx.doi.org/10.1080/0305763860120202Ng, P., Lan, L. K. & Thye, Y. J. (2004). Developing Reflective Teachers:<strong>The</strong> Experience <strong>of</strong>Two Modules in the Teacher Training Programme at the National Institute <strong>of</strong> <strong>Education</strong>,Singapore. Asia Pacific <strong>Education</strong> Review, 5 (2), 200-206.Retreived November 26,2009, fromwww.springerlink.com/index/U041X73340H374W5.pdfNicolaidis, K. and Mattheoudakis, .M. (2008). Utopia vs. Reality: the Effectiveness <strong>of</strong> InserviceTraining Courses for EFLTeachers. European Journal <strong>of</strong> Teacher <strong>Education</strong> , 31 (3),279-292. dx.doi.org/10.1080/02619760802208- 193 -
OBeidat, S. (2007). Teachers Preparation and Development. Jordan: Aalem Al-kutub Alhadith.OBrein, R. (2004). Assessing the Characteristics <strong>of</strong> Effective Pr<strong>of</strong>essional Learning andTraining Programme Perceptions <strong>of</strong> Teachers ,Principals and Training Personnel withinCatholic <strong>Education</strong> in Melbourne . (Unpublished dictoral dissertation,. Australian Catholic<strong>University</strong>) . Retrieved April15, 2009, from dlibrary. acu.edu.au/ digitaltheses/.../adtacuvp5429082005O'Brien, J., & Christie, F. (2008). A Role for Universities in the Induction <strong>of</strong> Teachers? AScottish Case Study. Pr<strong>of</strong>essional development in <strong>Education</strong>, 34 (2), 147-163./dx.doi.org/10.1080/1367458080200O'Brien, J.(2009). <strong>The</strong> Never-Ending Story: from INSET to Pr<strong>of</strong>essional Development.Pr<strong>of</strong>essional Development in <strong>Education</strong>,35(1), 1–4. //dx.doi. org/10.1080/13674580802689215Ono,Y. and Collinson, V.. (2001). <strong>The</strong> Pr<strong>of</strong>essional Development <strong>of</strong> Teachers in the UnitedStates and Japan. European Journal <strong>of</strong> Teacher <strong>Education</strong>, , 24(2), 223-248. Retrieved June 16,2010, from www.ingentaconnect.com/content/routledg/cete/2001/.../Organization for Economic Co-operation and Development. (2005). Teachers Matter:Attracting, Developing and Retaining Effective Teachers. Paris: OECD. RetrievedJuly10,2009,from, www oecd.org/. edu/teacherpolicyOrganization for Economic Co-operation and Development. (2009). Creating EffectiveTeaching and Learning Environments: First Results from TALIS. Paris: OECD. RetrievedJune10, 2009 from,www.oecd.org/edu/teacherpolicyOzer, B. (2004). In-service Training <strong>of</strong> Teachers inTurkey at the Beginning <strong>of</strong> the 2000s[1].Journal <strong>of</strong> In-service <strong>Education</strong>, 30 (1), 89-100.Retrieved April 22,2009 from,http://www.ingentaconnect.com/content/routledg/rjie/Pacek, D. (2002). Lessons to be Learnt from Negative Evaluation. ELT Journal , 50 (4), 335-343.Retrieved May 11,2010, from jalt-publications.org/files/Peacock, M. (2009). <strong>The</strong> Evaluation <strong>of</strong> Foreign-Language-Teacher <strong>Education</strong> Programmes.Language Teaching Research , 13 (3), 259–278. Retrieved October 17, 2009, fromhttp://ltr.sagepub.com/cgi/content/Phillips, P. (2008). Pr<strong>of</strong>essional Development as a Critical Component <strong>of</strong> Contiuing TeacherQuality. Australian Journal <strong>of</strong> Teacher <strong>Education</strong> 33 (1), 1-9. Retreived February 10,2009,from http://ajte.education.ecu.edu.au/ISSUES/PDF/331/Phillips.pdfPodhajski, B. Mather, N., Nathan, J. & Sammons, J. (2009). Pr<strong>of</strong>essional Development inScientifically Based Reading Instruction: Teacher Knowledge and Reading Outcomes. Journal<strong>of</strong> Learning Disabilities, 42 (5), 403-417. Retrieved January 1, 2010, fromhttp://ldx.sagepub.com/cgi/content/ DOI: 10.1177/0022219409338737Porter, A.C., Garet, M.,Desimone,L.,Yoon,K.S.,&Birman,B. (2000). Does Pr<strong>of</strong>essionalDevelopment Change Teaching Practice? Results from a Three-Year Study. Washington, DC:U.S. Department <strong>of</strong> <strong>Education</strong>. Retrieved October 4, 2009, from http:// www. eric.ed..gov/ERICWebPortal/search- 194 -
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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
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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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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