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Strucchelli, A. (2009). Inquiry in the Classroom : Peer Observation as a Form of Job-Embedded Professional Learning.(Unpublished master‟s thesis, Queens university. Canada).Retreived December 14,2009, from http://hdl.handle.net/1974/5091Sultana, N. (2004). Needs Assessment and Designing a Model for Professional Development ofCollege Teachers in Pakistan. (Unpublished dictoral dissertation, University of AridAgriculture). Retreived February 11,2009, from dlibrary.acu edu.au/digitaltheses./public/adt.../index.htmlSupovitz,J.& Turner,H.(2000).The Effects of Professional Development on Science TeachingPractices and Classroom Culture. Journal of research in Science Teaching. 37(9) 963-980.Consortium for Policy Research in Education, University of Pennsylvania. Retrieved 27July,2010, from citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.1.4669...Supovtiz, .J. Mayer, D., &Kahle,J. (2000). Promoting Inquiry-Based Instructional Practice:TheLongtidunal Impact of Professional Development in the Context of Systematic Reforms of.Educational Policy , 14 (3), 331-356. Retreived July 16,2010, from http:// epx sagepub.com/.content/14/3/331.Turner, C. (1999). Evaluation of In- Service Teacher Training Project Across Costa Rica. CostaRica: US Department of Education. Retreived June 28,2009,from http://eric.ed. gov/ERICWebPortal/sUlker, A. & Tas, A. (2009). Class Teachers' Conceptions about In-Service Training (The caseof Turkey ). American Eurasian Journal of Scientific Research Journal, 4(4), 270-280.Retrieved October 15,2009, from http://eric.ed.gov/ERICWebPortal/sU.S. Department of Education (1997). Achieving the goals: Goal 4. Teacher Education andProfessional Development. Washington, DC: Author. Retrieved February 5, 2009, fromwww.eric.ed.gov/ERICWebPortal/recordDetail?accno=ED412207US Department of Education, National Center for Education Statistics (1999) Teacher Quality.A Report on the Preparation and Qualifications of Public School Teachers (NCES 1999-080).Washington DC. Retrieved August 22, 2009, from nces.ed.gov/pubs99/1999080.pdfU.S. Department of Education (2001). Teacher Preparation and Professional Development:2000 (National Center for Education Statistics Report No. 2001-088). Washington, DC: Author.U.S. Department of Education(2001). Building Bridges: The Mission and Principles ofProfessional Development. Goals 200,0 Retrieved. October 29, 2009, fromwww.ed.gov/G2K/bridge.htmlU.S. Department of Education (2002). Scientifically based research and the ComprehensiveSchool Reform (CSR) Program. Washington, DC: Author. Retrieved February 5, 2009 from,www.ed.gov/G2K/bridge.htmlWang,J. & Gu, L.,(2006). School-Based Research and Professional Learning: An InnovativeModel to Promote Teacher Professional Development in China. Teaching Education. 17(1), 59–73. Retrieved July, 19, 2010, from http://www. informaworld.com/://dx.doi.org/104762105005Weir, C. & Roberts, J. (1994). Evaluation in ELT. Oxford: Blackwell.- 197 -
Whitney,A.,Sheridan D. B.,& Rosemary H. C.(2005) Evaluating IIMPaC: Teacher and StudentOutcomes Through a Professional Development Program in the Teaching of Writing. SouthCoast Writing Project University of California, Santa Barbara. Retrieved January, 4, 2010,from, www.nwp.org/cs/public/download/.../LSRI_SCWriP_Cohort_II.pdf?x-Wong, Jocelyn L. N. & Tsui, Amy B. M.(2007). How do Teachers View the Effects of School-Based Inservice Learning Activities? A Case Study in China, Journal of Education forTeaching,33(4)457-470.:// dx.doi.org/10.1080/02607470701603290Ye-He, P. & Teneka, S. (2009). Moving Beyond 'just good teaching': ESL ProfessionalDevelopment for All Teachers', Professional Development in Education, First published on: 21December 2009 (iFirst)1-12). ://dx.doi.org/10.1080/19415250903467199Yigit, N. (2008). A Study on the Effectiveness of an In-Service( INSET) Course about the Useof Instructional Technologies and Material Development. World Applied Sciences, 4 (1), 69-75.Retrieved August 17, 2009 from, www.idosi.org/wasj/wasj4(s1)/12.pdfYoon, K. S., Duncan, T., Lee, S. & Shapley, K. (2007). Reviewing the Evidence on HowTeacher Professional Development Affects Student Achievement (Issues & Answers Report,REL 2007–No. 033). Washington, DC: U.S. Department of Education, Institute of EducationSciences, National Center for Education Evaluation and Regional Assistance, RegionalEducational Laboratory Southwest. Retrieved November 13, 2009, from http://ies.ed.gov/ncee/edlabsYun, L., Rong-feng, H., Yu, D., (2010). Teachers‟ Training and Development in SichuanProvince, PRC: The Status Quo and Existing Problems. Canadian Social Science. 6(1), 17-24.Retrieved May, 2, 2010, from www.cscanada.neYussef,A.(1973).Training and Preparation of the Arab Teachers Conference. Arab LeagueEducational Scientific Cultural Organization.Doc.B4.Cario-324Yussef,A.(1975).New Concepts in INSET. INSET sessions in El- Manama, Bahrain.Zhu, H. (2010). Curriculum Reform and Professional Development: a Case Study on ChineseTeacher Educators. Professional Development in Education, 36(1), 373 -391.://dx.doi.org/10.1080/19415250903457604Zhu, H. (2010). Curriculum Reform and Professional Development: a Case Study on ChineseTeacher Educators. Professional Development in Education, 36(1), 373 -391.://dx.doi.org/10.1080/19415250903457604- 198 -
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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
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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 208 and 209: Porter, A., Garet,M., Desimore L, B
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
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Appendix (21) Suggested Useful Webs
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بسن اهلل الرحوي الر
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