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

More documents

Recommendations

Info

3..73..7/6/21-6/35/6/33-6/18The Training Courses in 2007-2008Course TutorZeyad ThabetFathi Abu OudaFathi NasserJamil HamadEmad Al- RubiNajah Al-HassanatKarima MuniefiIbrahim WeshahCourse TitleEducationalSupervisionSchoolManagmentVocationalTrainingEducationalRefreshmentScienceElementaryLibraryHuman Rights2 ndWeekCourse TutorZeyad ThabetFathi Abu OudaFathi NasserJamil HamadMueen Al- FarrSanaa AfannaSaleh MohssenAbed Al- RazeqAl- HaddaCourse TitleEducationalSupervisionSchool ManagmentVocational TrainingEducationalRefreshmentArabicEnglishGuidanceHealth Education1 stWeekThe Training Courses in 2008-2009Day ofTrainingMondaySundayWednesdaySundayMondayWedensdayTuesdayTuesdayThursdayThursdaySaturdayField TutorFadel –Al SaloulFathi NasserSaleh MohssenZeyad Al- KhaldiAnwar Al- FaumiAwni Abu- SwearehKhamis Al- AfeafiNabil Al- SalhiMohammed Abu ShaweashFayez Abu- AtheraaIssam HelisCourse TitleSchool Management HT (LL)Vocational Training PHC(m)2 nd yearGuidance & Consulttion GCTArabic RPA (f)Math RPM(f)English RPE (j)Social Studies RPSoc.(d)Lower Education LE/CT (p)Science SU(w)Islamic Education IE (h)Art P/AE(g)239
Appendix) 19) Training Topics in 2007-2008 and 2008-2009INSET Training ProgrammeSummer Course Topics - 2007-20081 Practical Teaching: Teaching speaking. 42. Teaching Writing. 43. Teaching Listening. 44. Teaching reading. 45. Speaking practice through Role Play. 56. Self-instruction in language learning. 47. Reviewing Trainees' Developmental 4Projects.8. Evaluation of the course. 1Total 30241
Page 1 and 2:
The Islamic University- GazaDeanery
Page 4 and 5:
ACKNOWLEDGMENTIn the Name of Allah,
Page 6 and 7:
Evaluating the Inservice Training P
Page 8 and 9:
2.2.3 Systematic and Intentional Pr
Page 10 and 11:
5.8 Final Conclusions 1765.9 Recomm
Page 12 and 13:
List of Figures Used in the StudyNo
Page 14 and 15:
Chapter IStudy Statement and Backgr
Page 16 and 17:
The Quranic celebration of knowledg
Page 18 and 19:
that, “Continuous high quality pr
Page 20 and 21:
study attempts to explore the reali
Page 22 and 23:
2. It presents a set of comprehensi
Page 24 and 25:
EvaluationEvaluation can be defined
Page 26 and 27:
Chapter IIReview of Related Literat
Page 28 and 29:
Chapter IILiterature ReviewIntroduc
Page 30 and 31:
the umbrella of this trend (Abed Ha
Page 32 and 33:
2009; Fraser et al., 2007, Remeirs
Page 34 and 35:
3. The rapid technological, economi
Page 36 and 37:
1. Informing teachers about changes
Page 38 and 39:
2. Changes in students‟ learning
Page 40 and 41:
(good) condition of a people as lon
Page 42 and 43:
In brief, the success of INSET prog
Page 44 and 45:
1. Training with the traditional no
Page 46 and 47:
2.6.2 Innovative modelsThe innovati
Page 48 and 49:
2. Some participants in the group m
Page 50 and 51:
According to Lakshami (2009, p.14)
Page 52 and 53:
These six major components of the I
Page 54 and 55:
To conclude, overcoming all previou
Page 56 and 57:
2. Participant learning, which meas
Page 58 and 59:
Table (2.1)Guskey’s Evaluative Mo
Page 60:
2.8 Contemporary Principles of High
Page 63 and 64:
• Planning INSET content in the l
Page 65:
1. Survey questionnaires.2. Open-en
Page 68 and 69:
Section IIAn Overview of Related Pr
Page 70 and 71:
In addition, the studies purposes,
Page 72 and 73:
constraints, and lack of practical
Page 74 and 75:
importantly conducting more detaile
Page 76 and 77:
showed positive participants satisf
Page 78 and 79:
A further relevant study was perfor
Page 80 and 81:
school principals and teachers is n
Page 82 and 83:
teachers' attitudes, beliefs and pr
Page 84 and 85:
lack of openness to change, lack of
Page 86 and 87:
Following the same track of evaluat
Page 88 and 89:
levels of achievements. Thus, a rec
Page 90 and 91:
Under the same umbrella, Podhajski
Page 92 and 93:
101 students in the control group.
Page 94 and 95:
utilizing collaboration, taking adv
Page 96 and 97:
IntroductionChapter IIIMethodology3
Page 98 and 99:
Table: (3.1)Distribution According
Page 100 and 101:
eferred to either as trends, standa
Page 102 and 103:
3. Researchers ListsThis category i
Page 104 and 105:
2. Most of the surveyed countries h
Page 106 and 107:
5. The third draft was distributed
Page 108 and 109:
Table (3.5)The Final Construction o
Page 110 and 111:
14 0.63915 0.80715 0.52717 0.51518
Page 112 and 113:
of this domain are significant at
Page 114 and 115:
Table (3.13)Cronbach's Alpha Correl
Page 116 and 117:
3. Information can be obtained more
Page 118 and 119:
5. Getting the permission from UNRW
Page 120 and 121:
Chapter IVThe Study FindingsIntrodu
Page 122 and 123:
established in December 1964 as a j
Page 124 and 125:
2. Training TechniquesThe main trai
Page 126 and 127:
2. To provide English teachers with
Page 128 and 129:
4.2 The Answer of the Second Questi
Page 130 and 131:
4. Training Programme Content (62.1
Page 132 and 133:
(applicable - can be applied in cla
Page 134 and 135:
The previous Table (4.5) clarifies
Page 136 and 137:
Table (4. 7) also shows that:• Th
Page 138 and 139:
10 (are applied systematically (at
Page 140 and 141:
In addition, Table (4.11) shows tha
Page 142 and 143:
In addition, Table (4.13) shows tha
Page 144 and 145:
Table (4.20) below shows the freque
Page 146 and 147:
NoKruskal -Wallis teststatisticP-va
Page 148 and 149:
DomainKruskal -Wallis teststatistic
Page 150 and 151:
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
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 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 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
show all

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

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?