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

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Appendix (5) The Final List of the 15 Contemporary PrinciplesNo Criteria selected Policy1. Enhancement of teacher specificpedagogic and content knowledgeResearcherslistsEmpiricalstudiesFreq.Lists\\\ \\\ \\ ////// \\\ \\\ \\\ \\ 252. Collaboration \\\ \\\ \ \\\ \\\ \\ \\\\\ 203. Provision of sufficient: Time - Resources \\\ \\\ \\ \\ \\\\\ \\\ \\ 204. Coherence \\\ \\\ \\\ \\\ \\\ \\\\ 195. School-based and classroom –focused \\\ \\\ \\ \\\ \\\ \\ \\\ 176. Reflective and active learning\\\ \\\\\\ \\\ \\\ 16opportunities7. Driven by best available research and \\\ \\\ \\\ \\\\ \ 14students data8. Systematic feedback and evaluation \\\\\\ \\ \\\ 119. Needs Assessment \\\ \\ \\\ 810. Teacher involvement \\\ \\ \\ \ 811. Driven by Systematic and ongoing follow \\\ \\\ \\ 8up and support12. Variety of forms \ \\\\\ 513. Clearly articulated goals \\ \ \\ 514. Practicality \\\\ 415. Technology integration \ 1215
NO1.2.3.4.5.6.7.8.9.10.11.12.13.14.15.Principles for high Quality PDEnhancement of specific content andpedagogical knowledgeCollaborationProvision of sufficient :Time - ResourcesCoherenceSchool based and classroom focusedReflection and active learningopportunitiesDriven by best available Researches andStudents dataSystematic feedback and evaluationNeeds AssessmentTeacher InvolvementDriven by Systematic ongoing follow upand supportVariety of formsClearly of stated goalsPracticalityTechnology IntegrationSupport from LiteratureALT- VDE- AFT-NAPEAT-NSCD-USDE-ELESCO-OECD-Hawely &Valli (1990)Speck &Knipe (2001)- Sparks (2002)-Guskey (2003)- Corcoran (2007) Smith&Gillispie -Suptivz &Turner (2000)- Garet et al.(2001)- Desimone et al. (2002) –Ingvarsen (2005)- Kennedy- Yoon et. al- Cohen &Hill- Duran & DiCrebo -Snow –Renner &Lauer.Darling – Hammond – Merek& MethenEPSD-ALT-VGS-NSCD-USDE-ELESCO-OECD-Garet et al. – Desimone et al. –Snow- Renner & Lauer et al. – El- Khateeb & El- Eila – Sparks- Bohi &Baumi –Guskey – Smith &Gillespie – Corcoran - Karagiorgi & Symeou – Abed-Haqq Darling– Hammond – Merek& MethenEPSD- ALT-VDE-AFT-NSCD-USED -ELESCO- OECD- Corcoran – Guskey –Sparks - El- Khateeb & El- Eila- Garet et al..- Boyle et al. – Ingvarson et al.. Yoon etal.- Smith & Gillespie – Supotive & Turner-Bohi&Baumi-Abed-HaqqEPSD- VGS- VDE –AFT-NSCD-USDE- Garet et al. – Desimone et al. –Yoon et al. -Duran & DiCrebo – Snow- Renner & Lauer – Hawell& Valli – Speck& Knipe- El-Khateeb & El- Eila –- Bohi &Baumi – Guskey –Corcoran, Darling – Hammond et al..ALT-VGS-VDE-AFT-NAPEAT-USDE-ELESCO-OECD- Ingvarson et al..- Abed-Haqq- Hawelly& Valli-Speck & Knipe- Sparks- Gusky- Smith & Gillespie – Corcoran-Karagiorgi & Symeou.ALT-VGS-OECD - Abed- Haqq – Speck& Knipe – sparks –Guskey – Smith &Gillespie – Corcoran Karagiorgi & Symeou – Garet et al. – Desimone et al. –Ingvarson et al. –Duran & DiCrebo - Snow – Renner & Lauer –Merek & MethenEPSD-ALT-VDE- VGS-AFT-NSCD- USDE-ELESCO-OECD-Abed-Haqq- Elkhateeb& El-Eila - Hawely &Valli Guskey- Yoon et al. Speck & knipeEPSD-VGS-AFT-NAPEAT-USEDE-ELESCO - Duran & DiCrebo – El- Khateeb &El-Eila – Guskey – Darling – Hammond et. alEPSD-ALT-ELESCO- EL-khateeb & El- Eila - Hawelly & Valli – Speck & Knipe –Guskey - Karagiorgi & SymeouALT-AFT- NAPEAT-ELESCO-OECD - Ingvarson et al. – El- Khateeb & El- Eila-Speck& Knipe-GuskeyNAPEAT-Ingvarson et. al – Hawely &Valli – Corcoran Guskey- Karagiorgi &SymeauAFT – Bohi & Baumi – Guskey – Smith & Gillespie – El –khateeb &El- EilaALT-OECD- Yoon et al.. -Bohi-& Baumi- Duran & DiCreboBohi & Baumi – Smith &Gillespie- Karagiorgi & Symeou Darling – HammondVDE216
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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
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Acknowledging such limitations, EDC
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proved in the questionnaire results
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(68.26%) and item number 9 (develop
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• 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 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 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
Page 260 and 261: Appendix (21) Suggested Useful Webs
Page 262: بسن اهلل الرحوي الر
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