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Porter, A., Garet,M., Desimore L, Birman B & Yoon, S. K. (2003).Providing EffectiveProfessional Development:Lessons From the Eisenhower Programme.ScienceEducators12(1),23-40. Retreived June 22, 2008, from www. andyporter.org/papers/EffectiveProfessionalDevelopment.pdfPuma, .M. & Raphael, .J. (2001). Evaluating Standards-Based Professional Development forTeachers: A Handbook for Practitioners. Washington, DC : The Urban Institute ,EducationPolicy Center.Retrieved December 12,2010 from, www.urban.org/pdfs/410432.pdfRabini,R.,Yamashita,T., Ibaraka,T., & Nonaka,T.(2003). To Reform or not to Reform: InserviceTraining on the JET Program. JALT2003 at Shizuoka 201 Conference Proceedings. RetrievedMarch21, 2009, from jalt-publications.org/archive/proceedings/2003/E034.pdRashed, A.M. (1990).The Current Reality of INSET Programmes and the Main Barriers fromTeachers Perspectives .Second Scientific Conference, Teachers Preparation: Cultivation andChallenges: Alexandria 15-18, July, 1990, 49-77.Rashed, A. (2002).Contemporary Teachers: Roles, Characteristics, Supervision and Training.Cairo: Dar-Al-Fker Al-Arabi.Remeirs, E. V. (2003). Teacher Professional Development : an International Review ofLiterature. Paris: International Institute for Educational Planning, IIEP UNESC. RetreivedFebruary 14,2009, from portal.unesco.org/..Richards, J. (1985). The Context of Language Teaching. ELT Journal 41(4) 293-296. RetrievedFebruary 7, 2009, from http://eltj.oxfordjournals.org/content/41/4/293Richards, J. C. (2001). Curriculum Development in Language Teaching. NewYork: CambridgeUniversity Press .Richards, J. C. (2008). Second Language Teacher Education Today. RELC Journal , 39 (2),158-177. Retrieved February 10, 2009, from http://rel.sagepub.com/content/39/2/158.Richards, J.& Farrell .T. (2005). Professional Development for English Language Teachers :Strategies for Learning. New York: Cambridge university Press.Rose,J. & Renynolds, D.(2006) Teachers; Continiouing Professional Development: AnewApproach . Report by International Congress for Effectiveness and Improvement .RetreivedApril 11,2009 from, www2.fm-kp.si/zalozba/ISBN/978-961-6573-65-8/219-240.pdfSabri, K. S. (1997). In-service Teacher Training Programmes: The Case of Palestine.Professional Development in education , 23 (1), 113-118.Retreived September 3, 2009, fromhttp://www.informaworld.com/smpp/title~content.doi.org/10.1080/13674589700200006Samoor , R. (2006). The Role of School as a Training Unit in Teachers ProfessionalDevelopment. Islamic University Journal, 14(2), 503- 463. Retrieved April, 12, 2009, fromhttp://www.iugaza.edu.ps/ara/research/articles.pdfSandholtz, J. H. (2002). Inservice Training or Professional Development: ContrastingOpportunities in a School/University Partnership. Teaching and Teacher Education , 18 (2),815–830.Retreiverd January,22,2009,from http://www.sciencedirect.com/science- 195 -
Sarsar, N. M. (2008). Adopting a Reflective Approach to Professional Development. ResearchPaper. 32(9)1-16. Retrieved October12, 2008, from www. eric.ed. gov/ ERICWebPortal/recordDetail? accno=ED502899Saxe, G. B., Gearhart, M., & Nasir, N. S. (2001). Enhancing Students‟ Understanding ofMathematics: A Study of Three Contrasting Approaches to Professional Support. Journal ofMathematics Teacher Education, 4(1), 55–79. Retreived March 23,2010, fromwww.springerlink.com/index/w32h000556752317.pdfSchool Improvement Branch, Basic Learning, Alberta Education.(2006). Effective ProfessionalDevelopment: What the Research Says. In Praxis Group Inc. Retrieved November 26, 2009,from www.eric.ed.gov/ERICWebPortal/recordDetail?accno=ED494706Shouq, M.A. & Mahmoud, M.S.(2001). The Twentieth Century Teacher: Choice, Preparation,Development in the light of Islamic Guidinglines. Cairo: Dar-Al-Fker Al-Arabi.Snow-Renner, R. & Lauer, P. (2005). Professional Development Analysis. Denver, CO: McRel.Retrieved November, 10, 2009, from www.mcrel.org/.../Professional Development/5051IRProf_dvlpmt_analysis. pdfSmith, C. & Gillespie, M.(2007). Research on Professional Development and Teacher Change:Implications for Adult Basic Education. Retrieved December 28, 2009, fromhttp://www.ed.gov/teachers/how/tools/initiative/factsheet.pdf.Smitt,M.(2000,April).Teacher Education Policies in Sweden. Paper presented at PortugalConference 1-5.Portugal. Retrieved May, 12, 2010, from entep.unibuc.eu/ portugal/reports/NATReport_Sweden.DocSparks, D. (2002). Designing Powerful Professional Development for Teachers and Principals.Oxford: National Staff Development Council NSDC .Retreived November 4,2009 from,www.nsdc.org/news/sparksbook/sparksbook.pdfSparks, D. (2002).Designing Powerful Professional Development for Teachers and Principals.National Oxford, OH: Staff Development Council.Sparks, D. & Loucks-Horsley, S. (1989). Five Models of Staff Development for Teachers.Journal of staff Development , 10 (4), 40-57. Retreieved January 6, 2009, fromhttp://www.learningforward.org/news/jsd/sparks104.cfmSparks, D., & Hirsh, S. (1997). A New Vision for Professional Development. Association forSupervision and Curriculum Development. VA: Alexandria, Retrieved March 14, 2009, fromwww.sedl.org/cgi-bin/mysql/picbib-output.cgi..Speck, M. & Knipe, C. (2001). Why Can’t We Get it Right?Professional Development in theSchools. Thousand Oaks, CA: Corwin Press.Stockton, C. (2007). Sucessful Professional Development Model Components in Two HighAcheiving Missouri School District.(Unpublished dictoral dissertation, Wichita StateUniversity). Retreived December 5,2009,from http:// gateway. proquest com/openurl%3furl_ver=Z39.88-- 196 -
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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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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
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 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
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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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