Download or read book Exploring Resistance to Change and Teacher Attitude Towards Educational Change in Female Schools in the Kingdom of Saudi Arabia written by Ahlam Alatiq and published by . This book was released on 2020 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Attitudes of Saudi Teachers Toward Teaching Physical Education for Girls at Public Schools in Jeddah written by Turki Hussain Samargandi and published by . This book was released on 2018 with total page 168 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to investigate the attitudes of Saudi teachers towards teaching PE for girls at public schools in Jeddah city and to explore the factors that may affect these attitudes. The researcher explored the reasons behind the PE ban for girls in these schools. The number of participants was Four hundred and sixty-two teachers who completed the survey (N = 462). T-Test and One-Way ANNOVA were the two methods to analyze the data collected. The results indicated that about 95.1% of them agreed that regular practice of physical education can affect positively the appearance and the psychological condition of girls. Almost 89% of participants agreed that Islamic instructions imply that both males and females have the right to participate in physical activities and 66% of participants believed that the ban of women to practice sport is a part of discrimination against women. In addition, about 90% of participants agreed that PE classes should be performed for girls in public schools and throughout all educational levels (elementary, middle, and high). Participants believed that the reasons behind the PE ban for girls are the lack of knowledge about the importance of PE 75.1%, the government policy 70.4%, and the social traditions 75.1%. Statistically, male educators scored a significant larger mean on the measure of attitudes towards teaching PE for girls than female educators. Teachers from middle schools and high schools had a statistically significant larger means for the attitude towards teaching PE for girls than teachers from elementary schools, while there was no statistically significant difference between teachers from middle and high school levels.

Download or read book Gender and Subject Choice in Higher Education in Saudi Arabia written by Jawaher Alwedinani and published by Lulu.com. This book was released on 2016-11-08 with total page 236 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book explores women's views and attitudes towards the traditionally masculine subjects in higher education in a Saudi Arabian context. It investigates the factors that influence women's subject choices. It also addresses the implications of limited subject choices in women's experiences in higher education.

Download or read book Exploring the Reflective Practice Among Saudi Female In service Teachers written by Ghada Almazrawi and published by . This book was released on 2014 with total page 127 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This study explored the reflective practice among Saudi female in-service teachers. The purpose of this research was to examine the reflective practice skills and attitudes that are used by Saudi teachers. It observed the voice of Saudi teachers during their reflection on their daily practice. Then, this study used the teachers' narratives to understand how they actually use reflective teaching skills in their classrooms. This study followed convergent parallel mixed methods research design where quantitative and qualitative data were collected separately but concurrently. The study participants were chosen by following the process of stratified random sampling to provide proportional representation of three levels of schools around the Jeddah, Saudi Arabia school district. The research instruments included a survey and individual interviews. The total number of survey respondents was 356 teachers. From this sample, ten teachers volunteered to join the qualitative part of the study, which was comprised of one-to-one structured interviews, following a single class observation. The quantitative data was analyzed by computing descriptive statistics and one-way ANOVA inferential tests by using SPSS software. The quantitative data analysis revealed that Saudi female in-service teachers believe that they held the skills and attitudes of reflective teachers. The qualitative data was analyzed first by locating the practice indicators according to Larrivee's (2008) Tool to Assess Reflective Teaching. Six indicators are located in the teachers' narratives: 1) no support for beliefs with evidence from experience, theory or research, 2) ownership of problems to others, 3) seeing oneself as a victim of circumstances, 4) describing problems simplistically or unidimensionally, 5) being preoccupied with management, control, and student compliance, and 6) no connection between teaching actions and student learning or behavior. Then, two major themes were developed to touch on the collective views of the teachers, which were: 1) fixed assumptions about students, and 2) external resources for learning. Next, both data strands were merged to be discussed together and four themes were generated from the views of the teachers that were related to some reflective teaching skills and attitudes covered in the survey scale. Those themes are: 1) teachers' use of their teaching experiences, 2) students' individual difference and fixed assumption about students, 3) getting to know students' feedback, and 4) evaluating one's teaching. This study provides several suggestions for those who work in Saudi teacher education and teacher training programs. Those suggestions include providing a space for Saudi female teachers to modify the provided curriculum and to develop their own teaching style. In addition, the professional development staff should provide in-service teachers with professional training about reflective practice and work with the school leaders to produce a culture of inquiry in their schools. A guidance of future research is presented along with defining the study limitations."--Abstract.

Download or read book English as a Foreign Language in Saudi Arabia written by Christo Moskovsky and published by Routledge. This book was released on 2018-06-27 with total page 315 pages. Available in PDF, EPUB and Kindle. Book excerpt: English as a Foreign Language in Saudi Arabia: New Insights into Teaching and Learning English offers a detailed discussion of key aspects of teaching and learning English in the Saudi context and offers a comprehensive overview of related research authored or co-authored by Saudi researchers. It provides readers with an understanding of the unique cultural, linguistic, and historical context of English in Saudi Arabia—with a focus on the principal factors that may influence successful teaching and learning of English in this country. Uniquely, the book looks separately at issues pertaining to in-country English learning and learners, and those pertaining to in-country English teaching and teachers. The volume also explores issues concerning Saudi learners and teachers in overseas contexts. Lastly, the book touches on the future of English as a Foreign Language and TESOL in Saudi Arabia and its implications for the field.

Download or read book Inclusive Education in Saudi Arabia written by Arwa Alrawkan and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Though the Kingdom of Saudi Arabia (KSA) does offer Inclusive Education (IE) in the public system, necessary in-school supports and services remain limited. This dissertation is aligned with the goals set out by the Saudi Ministry of Education and one of the governmental initiatives that targets IE, Saudi Vision 2030. The Vision is a strategic framework that focuses on improving many aspects of the education system and designing educational programs for students with disabilities, including those on the autism spectrum. The Ministry of Education in the KSA is paying particular attention to students on the autism spectrum with the goal of promoting learning in an inclusive classroom with an IE program. To help support these students, the Ministry is keen on increasing preparatory opportunities for its teachers with the aim of implementing effective IE. In addition to the impact of teachers on educational development, the Ministry of Education recognizes the essential role that parents can play in the IE community. The goal is for parents to make positive contributions and work closely together with their child's teachers. Therefore, the purpose of this dissertation is threefold, a) to conduct an exploration of the current implementation of IE in Saudi Arabian public schools; b) to respond to the increased number of students on the autism spectrum by exploring teachers' self-reported competence in using IE practices for these students; c) to explore parent perspectives and satisfaction with their children's performance in IE settings. In the first study, a comprehensive systematic critical review was conducted to examine the current state of IE in the KSA by focusing on the extent to which IE is implemented in each region, the effectiveness of IE implementation, and on the barriers that impact a comprehensive IE roll-out in public schools. The results were that IE would not be considered satisfactory and does not achieve the needed level of implementation. Further, teachers were considered to be core actors in the implementation of successful IE based on the ability to meet students' needs and that adhering to established "best practices" requires a level of competence. Considering the high number of students on the autism spectrum in the KSA, there is a need to prepare teachers to meet the demands of an increasingly diverse classroom. Study 2 was designed to address these concerns by exploring 166 teachers' self-reported competence to teach students on the autism spectrum in inclusive settings. In this study, teachers' competence was the dependent variable, and three independent variables were tested: teachers' knowledge about IE practices, as well their attitude and beliefs about including students on the autism spectrum in mainstream classrooms. Teachers' self-reported competence levels were low toward including students on the autism spectrum in inclusive classrooms. The results highlighted the significance of teachers' knowledge, attitudes, and beliefs as predictors of their self-reported competence. Given that the competence of teachers can be reflected in students' academic performance, and that inclusive practice hinges on collaboration among influential stakeholders in students' lives, parents have a significant role in their children's education programs and should have the chance to reflect on their child's IE program. Thus, Study 3 aimed to explore parents' perspectives on their satisfaction with their child's IE program by interviewing eight parents from the KSA. The results highlight that most parents were not satisfied with their child's IE program and were seeking better options. The three studies in this dissertation highlighted the need for the development of more effective IE practices that could improve teacher competence and parent satisfaction levels.. This research has implications for the development and improvement of IE practices, policies, and standards, in the KSA and internationally"--

Download or read book Resistance to Educational Change from the Perspective of Teachers in Al Ain Educational Zone in UAE written by Wafaa Mohammed Ali Zaatari and published by . This book was released on 2011 with total page 188 pages. Available in PDF, EPUB and Kindle. Book excerpt: The study aimed to investigate the factors for teacher resistance toward the educational change in government schools in the U.A.E. The factors this study investigated are the: psychological, personal, school culture, and organizational factors. The study was guided by one research question and used the descriptive research method. Data for this study were collected through a survey using Likert Scale. It was sent to 414 teachers in public schools in different grade levels. Teachers selected were males and females, from different age group, years of experience and qualifications; and they were UAE national and foreign teachers. Only 255 teachers responded. Statistical tests including means, percentages, and standard deviations, and Chi-Square Test were applied to analyze the quantitative part of the questionnaire. The answers to the open-ended questions in the last part of the questionnaire were interpreted by tallying the answers. The results of this study showed that teachers felt the need for change and they trusted the change agents and principals. However, they need to be prepared psychologically because they feared the unknown consequences of change and they were exhausted from frequent changes that were imposed on them. Further, teachers faced difficulty in teaching students who were not grasping the new curriculum because of the language problem. What they needed was a well-planned change, supportive principals, effective staff development that relate to change, and good training programs and rewards. Above all, they ask for a change that fits the UA.

Download or read book Saudi Arabian Teachers Perspective about Inclusion written by Fawwz Uthman Alhasiany and published by . This book was released on 2018 with total page 195 pages. Available in PDF, EPUB and Kindle. Book excerpt: Attitudes can affect how a person thinks and acts (Omolara & Adebukola, 2015; Salema, 2015). Therefore, it is important to be aware of teachers' attitudes and beliefs and how these important factors impact their thought processes and classroom instructional practices. If these beliefs appear to be having a negative impact on teachers' attitudes, it is necessary to help them learn how to teach more effectively (Clark & Peterson, 1986; Richardson, 1996). The main purpose of this study was to examine attitudes of Saudi Arabian K-12 education teachers toward inclusion and to determine whether the professional development programs currently offered in Saudi Arabia change or impact teacher attitudes toward inclusion. The researcher conducted a qualitative study utilizing semi-structured interviews with K-12 education teachers in Saudi Arabia to examine their attitudes and perspectives on inclusion and related assessment/instruction as well as how participation in professional development opportunities may impact or change their attitudes toward inclusion. Six themes emerged from the interviews: (a) different interpretations of inclusion, (b) professional development program, (c) perception of the need for accommodations and modifications, (d) assessment and instruction, (e) parents' impact on teachers' attitudes, and (g) recommendation to improve inclusive practices. Subsequently, 13 sub-themes emerged from the interviews, including: (a) the type of professional development program, (b) the outcomes of the professional development program, (c) the need for instruction and assessment, and (d) the need for professional development on instruction and assessment. Implications for improving inclusion, professional development programs, as well as instruction and assessment are included. Based on the results, several recommendations for practice and future research are suggested.

Download or read book Saudi Female Middle School Teachers Attitudes Toward Using Technology written by Layla Abdulaziz Alhurishi and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Saudi Pre service Elementary Teachers Attitudes Toward Teaching Science written by Ataallh Alatoai and published by . This book was released on 2016 with total page 382 pages. Available in PDF, EPUB and Kindle. Book excerpt: Science education studies show that many preservice science teachers have negative attitudes toward teaching science, yet they are expected to teach it in an effective manner. Previous studies on preservice science teachers’ attitudes have focused on studying their attitudes toward teaching science as a single concept, yet the literature shows that attitudes should be studied as a psychological construct consisting of cognitive beliefs, affective states, and perceived control beliefs. There is a dearth of research on preservice science teachers’ attitudes toward teaching science. Specifically, no such study has been conducted before in Saudi Arabia using this manner of exploring attitudes. As such, this convergent parallel mixed-methods study had threefold aims: to explore Saudi preservice elementary teachers’ attitude dimensions toward teaching science, including their cognitive beliefs, affective states, and perceived control beliefs; to establish the relationship between preservice elementary teachers’ cognitive beliefs, affective feelings, and perceived control dimensions; and to determine the underlying reasons for preservice elementary science teachers’ attitude dimensions toward teaching science. The data was collected by using a questionnaire made up of two sections: the quantitative section was a DAS survey developed by van Aalderen-Smeets and Walma van der Molen (2013), and the qualitative section comprised open-ended questions. The reason for using a mixed-methods design was to gain a comprehensive understanding of the collected information. The study was conducted among 92 Saudi preservice science teachers at a large university in western Saudi Arabia. Data was analyzed by using T-tests, ANOVA, and the Pearson correlation for the quantitative data, and a thematic analysis approach for the qualitative data. The results of the survey showed that most preservice science teachers have positive attitudes’ dimensions toward teaching science. The results of the qualitative data also supported these results and yielded 19 themes regarding the factors that impact preservice science teachers’ attitudes’ dimensions. The implications of these results for future research and practicum training are discussed herein.

Download or read book Online Education Experiences and Attitudes of Female Saudi Students in the U S written by Tahani M. Alshahrani and published by . This book was released on 2014 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: Current technological revolutions have led to the increased availability of information resulting in many teaching institutions that have adopted change and teaching methods. Consequently, many educational institutions have integrated teaching and learning systems with technology, and learners nationwide are embracing the flexibility of online education. Online education is a new educational delivery mode in Saudi Arabia, which has been influenced by economic and social changes. As a result, the impact has created an increased demand for graduate degrees as online education has created the opportunity for Saudi women to access higher education. Thus, for Saudi female students, who want to study and work simultaneously, online education is possibly feasible option. Through online education, female Saudi students are able to obtain an education at home with flexibility, and the number of Saudi students taking online education has significantly increased. This thesis analyzes what female Saudi students in the United States have experienced about online education, and their attitudes toward online education.

Download or read book Development of Education in the Kingdom of Saudi Arabia written by and published by . This book was released on 1990 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Essential Competencies for English medium University Teaching written by Ruth Breeze and published by Springer. This book was released on 2016-10-06 with total page 314 pages. Available in PDF, EPUB and Kindle. Book excerpt: As English gains prominence as the language of higher education across the world, many institutions and lecturers are becoming increasingly concerned with the implications of this trend for the quality of university teaching and learning. With an innovative approach in both theme and scope, this book addresses four major competencies that are essential to ensure the effectiveness of English-medium higher education: creativity, critical thinking, autonomy and motivation. It offers an integrated perspective, both theoretical and practical, which defines these competences from different angles within ELT and Applied Linguistics, while also exploring their points of contact and applications to classroom routines. This approach is intended to provide practical guidance and inspiration, in the form of pedagogical proposals, examples of teaching practice and cutting-edge research by scholars and university teachers from all over the world. To that end, a leading specialist in the field introduces each of the four competencies, explaining concepts accessibly and synthetically, exposing false myths, presenting an updated state of the art, and opening windows for future studies. These introductions are followed by practitioner chapters written by teachers and scholars from different cultures and university contexts, who reflect on their experience and/or research and share effective procedures and suggestions for the university class with English as a vehicle for instruction.

Download or read book A Case Study Exploring Saudi Special Education Teachers Perceptions Toward the Use of Mobile Technology for Teaching Purposes written by Adel Ibrahim Qahmash and published by . This book was released on 2016 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt: Within the last few decades special education has benefited from the vast revolution of technologies. These technologies have contributed in facilitating cognitive development as well as learning processes for students with disabilities. One of these emerging technologies is the tablet device and its applications. Due to increasing demands to integrate the latest technology into educational settings, previous studies have looked at the potential of adopting tablet devices and their applications as instruction technology tools in special education classrooms. This case study sought to explore male special education teachers' perceptions toward using tablet devices for teaching purposes in Saudi Arabia. The objectives of this case study were 1) explore male special education teachers' perceptions about using tablet devices for teaching purposes. Their perceptions were measured based on eight variables (voluntariness, relative advantage, compatibility, image, ease of use, trialability, result demonstrability, and visibility) derived from Rogers' and Moore and Benbasat's theories; 2) Examine the impact of teachers' characteristics of age, years of teaching experiences, educational background, and school level being taught on their perceptions; 3) Identify obstacles hindering the adoption of tablet devices for teaching purposes; and 4) Explore the roles of school leadership concerning the use of tablet devices inside the school from the perspectives of special education teachers. This case study employed explanatory sequential mixed methods design, which involves two data collection phases (quantitative → qualitative). The quantitative phase is the primary phase followed by qualitative data collection. The purpose of qualitative phase is to provide further explanation regarding phase one results. A total of 175 participants participated in the survey phase. The results showed the overall perceptions had an overall mean of 3.4 and a standard deviation of (SD = 0.47). In addition, the results revealed that the participants had high perceptions concerning perceived relative advantages (M = 4.2), result demonstrability (M = 3.8), and compatibility (M = 3.9) of using tablet devices for teaching purposes. Whereas the participants had neutral perceptions (mean score range between 2.9 to 3.2) concerning the voluntariness, image, ease of use, trialability, and visibility in the use of tablet devices. Regarding the impact of teacher characteristics on their perceptions of using tablet devices, the multiple regression results showed that only two characteristics of male special education teachers significantly impacted their perceptions. The first characteristic was school level at which the teachers taught, which was significantly related to the participants' perceived voluntariness (p = .03) and trialability ( p = .01). The second characteristic, teachers' years of experience, was significantly related to perceived image (p = .04) and compatibility (p = .04). Once phase one was analyzed, a qualitative case study was carried out to provide further explanations of characteristics found to significantly impact the participants' perceptions about the use of tablet devices and their applications for teaching purposes. Furthermore, this phase aimed to explore difficulties hindering the adoption of tablet devices for teaching purposes as well as the roles of school administration in adopting tablet devices. In this phase six participants were selected purposefully based on their age, years of teaching experience, specialty in teaching students with disabilities, and school level at which they taught. A semi-structured interview method was used to collect data. The collected data were analyzed using a coding approach. The results from the data analysis showed that participants' years of teaching experience and school level were critical, if not vital, when it came to the use of tablet devices as an assistive technology tool in special education classrooms. These results also supported the findings that emerged in phase one. The results from the follow-up interviews showed that four major obstacles hindered the adoption of tablet devices in the Saudi special education system. These obstacles are lack of training, class management, shortage of tablet applications in Arabic, and the process being time consuming. Also the results indicated that school leadership did not support the use of tablet devices for teaching purposes due to lack of awareness and funding. Discussions, implications, limitations of this study as well as recommendations for future research are discussed in depth in Chapter 5.

Download or read book Teaching and Learning in Saudi Arabia written by Amani K. Hamdan and published by Brill. This book was released on 2015 with total page 225 pages. Available in PDF, EPUB and Kindle. Book excerpt: Saudi Arabia is witnessing unprecedented progress in the field of higher education. Even though the country opened its first university in 1957, so far there seems to be little English scholarly writing about Saudi education in general and higher education in particular. The current expansion of Saudi Arabia's higher-education system has put a spotlight on this serious gap in the international literature. This book helps to fill this lacuna through the work of 16 scholars who have contributed to the development of the Saudi education system. In so doing, the book reveals areas where more research is required and thus provides a useful starting point for education scholars. This anthology is unique in that it is the first to offer a comprehensive perspective on the current knowledge base pertaining to Saudi higher education as well as to the ongoing efforts to introduce reforms.

Download or read book A Study of Influences on Student Attrition in Girls Secondary Schools in Saudi Arabia written by Fouziah Ibraheem Dumiati and published by . This book was released on 1986 with total page 624 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Saudi Teachers Experiences With A Professional Development Program In The United States written by Alya Mohammed Alrobaian and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Kingdom of Saudi Arabia began to enhance and develop the system of Saudi education. Therefore, the Saudi Ministry of Education offered Saudi Arabian teachers the opportunity to travel to the United States to participate in an American university-sponsored professional development program provided by the Midwestern University College of Education, Health and Human Services in Ohio, titled Building Leadership for Change through School Immersion program (Khbrat-BLCSI Program). The purpose of this study was to investigate Saudi teachers' experiences while participating in the Khbrat-BLCSI program. A case study was conducted to better understand the complexity of teacher's experiences during their participation in the Khbrat-BLCSI program. One primary research question and two sub-questions guided data collection and analysis. The primary research question was: What are Saudi teachers' perceptions of their experiences of the Khbrat- BLCSI professional development program in the United States? The two sub-questions were (1) What are Saudi teachers' perceptions of the Khbrat- BLCSI professional development program's applicability to their work in Saudi Arabia? and (2) While engaged in the Khbrat- BLCSI professional development program, what problems and pleasures did Saudi teachers experience? This study explored seven female teachers. Three sources of data-surveys, an interview, and journals-were collected. The findings indicated that participating teachers were impacted professionally and personally. These teachers were able to transfer and apply what they learned from the Khbrat- BLCSI program. The findings also indicated that Saudi teachers had a positive and critical experience in the Khbrat-BLCSI program. Participants faced a few challenges related to the structure of the program