Download or read book The Islamic Saudi Academy Teachers Perceptions Toward Competencies Important for the Utilization of Educational Media and Equipment in Teaching written by Ibrahim Ahmad M. Alam and published by . This book was released on 1997 with total page 71 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book THE ISLMIC SAUDI ACADEMY TEACHERS PERCEPTIONS TOWARD COMPETENCIES IMPORTANT FOR THE UTILIZATION OF EDUCATIONAL MEDIA AND EQUIPMENT IN TECHING written by IBRAHIM A. M. ALAM and published by . This book was released on with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Islamic Teachers Perceptions of Improving Critical Thinking Skills in Saudi Arabian Elementary Schools written by Mesfer Alwadai (‡e author) and published by . This book was released on 2014 with total page 197 pages. Available in PDF, EPUB and Kindle. Book excerpt: The intent of this explanatory sequential mixed-method study is to examine Islamic teachers thoughts on improving critical thinking skills in elementary schools in the Southwestern province of Saudi Arabia. This study involves the collection of quantitative data and an explanation of the quantitative results with qualitative data. In the first phase, a survey is administered to Islamic teachers in Saudi elementary schools to assess their opinions on improving students' critical thinking skills and to investigate the factors that influence or hinder their implementation of critical thinking instruction. In the second phase, qualitative data is collected using semi-structured interviews with a number of Islamic teachers in order to explore more fully their perceptions toward improving students' critical thinking skills in Saudi elementary schools. The reason for collecting both quantitative and qualitative data is to obtain a better understanding of the gathered information than would be possible using only one of these methods. In regard to the barriers for improving the critical thinking ability in elementary education students, the study participants reported seven major obstacles, which are student ability, teaching methods, classroom structure, Saudi society and the school community, pre-service teachers preparation programs and in-service teacher professional developmental programs, and the Islamic studies curriculum. The highest ranked obstacle was student ability, with an overall mean of 4.31. Teaching methods, with a total mean of 4.29, was the second most cited barrier. The third was classroom structure, with a total mean of 3.72. The study participants ranked society and school community as the fourth obstacle, with a total mean of 3.70, and pre-service teachers preparation programs and in-service teacher professional developmental programs with a total mean of 2.69. The Islamic studies curriculum was ranked sixth in obstacles to improving critical thinking for elementary education students, with a total mean of 2.57. These findings suggests there is a need to examine female Islamic teachers' perceptions toward critical thinking in the Southwestern region of Saudi Arabia in order to identify the similarities and differences between the perceptions of male and female teachers. It is vital to investigate perceptions of teacher of other disciplines, such as language art, social science, English, and math, in an effort to provide policy makers in the Ministry of Education with a holistic picture of the Saudi educational system. Qualitative studies, interviews with students, and classroom observation can be carried out to investigate students' perceptions as to how critical thinking is taught in the classroom and whether teaching style is a primary obstacle to it being taught. There is an urgent need to examine in depth the influence society and the school community has on teaching students' thinking in general and critical thinking in particular. Finally, more research is needed on the pre-service education programs and in-service professional training programs in terms of building teaching programs on critical thinking skills.
Download or read book Islamic Teachers Perceptions of Improving Critical Thinking Skills in Saudi Arabian Elementary Schools written by Mesfer Alwadai and published by . This book was released on 2014 with total page 394 pages. Available in PDF, EPUB and Kindle. Book excerpt: The intent of this explanatory sequential mixed-method study is to examine Islamic teachers thoughts on improving critical thinking skills in elementary schools in the Southwestern province of Saudi Arabia. This study involves the collection of quantitative data and an explanation of the quantitative results with qualitative data. In the first phase, a survey is administered to Islamic teachers in Saudi elementary schools to assess their opinions on improving students' critical thinking skills and to investigate the factors that influence or hinder their implementation of critical thinking instruction. In the second phase, qualitative data is collected using semi-structured interviews with a number of Islamic teachers in order to explore more fully their perceptions toward improving students' critical thinking skills in Saudi elementary schools. The reason for collecting both quantitative and qualitative data is to obtain a better understanding of the gathered information than would be possible using only one of these methods. In regard to the barriers for improving the critical thinking ability in elementary education students, the study participants reported seven major obstacles, which are student ability, teaching methods, classroom structure, Saudi society and the school community, pre-service teachers preparation programs and in-service teacher professional developmental programs, and the Islamic studies curriculum. The highest ranked obstacle was student ability, with an overall mean of 4.31. Teaching methods, with a total mean of 4.29, was the second most cited barrier. The third was classroom structure, with a total mean of 3.72. The study participants ranked society and school community as the fourth obstacle, with a total mean of 3.70, and pre-service teachers preparation programs and in-service teacher professional developmental programs with a total mean of 2.69. The Islamic studies curriculum was ranked sixth in obstacles to improving critical thinking for elementary education students, with a total mean of 2.57. These findings suggests there is a need to examine female Islamic teachers' perceptions toward critical thinking in the Southwestern region of Saudi Arabia in order to identify the similarities and differences between the perceptions of male and female teachers. It is vital to investigate perceptions of teacher of other disciplines, such as language art, social science, English, and math, in an effort to provide policy makers in the Ministry of Education with a holistic picture of the Saudi educational system. Qualitative studies, interviews with students, and classroom observation can be carried out to investigate students' perceptions as to how critical thinking is taught in the classroom and whether teaching style is a primary obstacle to it being taught. There is an urgent need to examine in depth the influence society and the school community has on teaching students' thinking in general and critical thinking in particular. Finally, more research is needed on the pre-service education programs and in-service professional training programs in terms of building teaching programs on critical thinking skills.
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 Sacred Books of the World written by Ambrose J. Becchio and published by Nova Biomedical Books. This book was released on 2002 with total page 258 pages. Available in PDF, EPUB and Kindle. Book excerpt: Preface; Hinduism: The Vedas; The Upanishads; The Bhagavad; Buddhism: The Pali Cannon; Confucianism: Lun-yu (The Analects); Taoism: Tao te Ching; Judaism: The Torah, Nev'im, Ketuvim, Talmud; Christianity: The New Testament (Gospels, Acts of the Apostles and the Epistles); Islam: Qur'an, Hadith; Zoroastrianism: Gathas, Yashts, Vendidad; Jainism: Tattvartha Sutra (Moksha Sutra); Sikhism: Guru Granth Sahib (Adi Granth); Shinto: Kojiki, Rokkokushi, Shoku Nikhaigi, Jinno Shotoki; Latter Day Saints: The Book of Mormon; Index.
Download or read book Investigating Saudi Arabian High School Science Teachers Perceived Challenges and Concerns Related to the Integration of Science Content Technology Engineering and Mathematics STEM Into Science Teaching written by Yousef Farraj M. Aljuwayr and published by . This book was released on 2018 with total page 480 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since the establishment of Saudi Arabia, the educational system has gone through numerous reform efforts to improve teachers’ practice and students’ learning. One of the key challenges facing the educational system in Saudi Arabia is the question of how to prepare teachers to use innovative approaches in science education. Several studies have examined science teachers’ concerns related to teaching and learning in general; however, few studies have directed specific attention to science teachers’ concerns about curriculum integration. Therefore, this study investigated Saudi Arabian high school science teachers’ perceived challenges concerning the integration of separate domains within STEM, including science content and pedagogy, technology, engineering, mathematics, and STEM as a whole. This study also explored potential differences in teachers’ perceived challenges based on their gender and geographical region. The researcher collected data from six geographic regions of the Kingdom of Saudi Arabia: Makkah, Tabuk, Aseer, Hail, Kahrj, and Zulfi. These regions were purposefully selected to reflect the geographic and diverse views of teachers across the Kingdom of Saudi Arabia. An explanatory sequential mixed methods design – including quantitative and qualitative methods— was conducted to investigate Saudi Arabian high school science teachers’ perceived challenges regarding integrated STEM instruction. The quantitative data were collected from 1,207 participants using four scales: science content and pedagogy integration, technology integration, engineering integration, and mathematics integration. The qualitative data were collected from twenty participants through face-to-face interviews. Descriptive statistics and grounded theory methodology were conducted to analyze data obtained from the participants. Results revealed that science teachers rated themselves as 1) fairly competent in the areas of science content and pedagogy integration and mathematics integration; 2) having fairly low competence in the area of technology integration; 3) “undecided” in the area of engineering integration; 4) slightly incompetent with regard to the integration of other science disciplines (physics, chemistry, biology, and geology) into science teaching practices; and 5) generally unfamiliar with the integration of STEM in science teaching. The findings of the study revealed no significant difference among participants that can be attributed to gender or geographic region. Other challenges from the qualitative study are presented, such as teachers’ negative misconceptions and attitudes toward integrative approaches, students’ lack of skills and knowledge that are required for successful STEM integration, curricula incompatibility with STEM approaches, and the lack of resources required for integrative activities. The results of the study suggest an implementation of a systemic reform that focuses on STEM education in Saudi Arabia. The findings of this study may have significant implications for policymakers and educators who are considering implementing integrative approaches in science education
Download or read book The Impact of Teachers Educational Beliefs on the Classroom Use of Computers in Saudi Arabian Primary Schools written by Manal Abdullah Alabbas (III) and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Selected Factors Influencing the Use of Instructional Media by Male Faculty Members at the Colleges of Education in Saudi Arabian Universities written by Bader Abdullah Al-Saleh and published by . This book was released on 1985 with total page 446 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Study to Identify Competencies Needed for Adult Basic Education Teachers in Saudi Arabia written by Awad A. Al-Thoupety and published by . This book was released on 1989 with total page 502 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 Selected Factors Influencing Saudi Arabian Student Teachers Attitude Toward Classroom Educational Media and Technology Utilization written by Ali Mohammed Jameel Dewaidi and published by . This book was released on 1993 with total page 584 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Dissertation Abstracts International written by and published by . This book was released on 1989 with total page 606 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Calling on CALL written by Nike Arnold and published by . This book was released on 2006 with total page 351 pages. Available in PDF, EPUB and Kindle. Book excerpt: CALICO Book Series, Volume 5 containing an overview of the field of computer-assisted language learning and teaching.
Download or read book Teacher s Perceptions of the Use of Collaborative Strategies to Teach Writing in Saudi Middle Schools written by Eman Almutairi and published by . This book was released on 2012 with total page 174 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Index to Theses with Abstracts Accepted for Higher Degrees by the Universities of Great Britain and Ireland and the Council for National Academic Awards written by and published by . This book was released on 2008 with total page 348 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teacher Education Concepts Methodologies Tools and Applications written by Management Association, Information Resources and published by IGI Global. This book was released on 2016-05-19 with total page 1699 pages. Available in PDF, EPUB and Kindle. Book excerpt: Educators play a significant role in the intellectual and social development of children and young adults. Next-generation teachers can only be as strong as their own educational foundation which serves to cultivate their knowledge of the learning process, uncover best practices in the field of education, and employ leadership abilities that will inspire students of all ages. Teacher Education: Concepts, Methodologies, Tools, and Applications explores the current state of pre-service teacher programs as well as continuing education initiatives for in-service educators. Emphasizing the growing role of technology in teacher skill development and training as well as key teaching methods and pedagogical developments, this multi-volume work compiles research essential to higher education professionals and administrators, educational software developers, and researchers studying pre-service and in-service teacher training.
