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 Islamic Teachers Perceptions of Improving Critical Thinking Skills In written by Alwadai Mesfer and published by LAP Lambert Academic Publishing. This book was released on 2015-03-12 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt: Do people understand Critical Thinking across the world differently? or not? Critical Thinking could harm people life? or not? Critical Thinking could affect the society security? or not? What are the differences between Eastern Culture and Western culture in terms of understanding critical thinking? Does Teachers' perceptions affect the improvement of students critical thinking skills? All these questions are answered through this book.
Download or read book Islamic Teachers Perceptions of the Importance of Promoting Critical Thinking Skills to Achieve Effective Classroom Discussion written by Ibrahim Mushabab Alasmari and published by . This book was released on 2005 with total page 70 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Western Higher Education in Global Contexts written by Mohanalakshmi Rajakumar and published by Rowman & Littlefield. This book was released on 2018-10-31 with total page 169 pages. Available in PDF, EPUB and Kindle. Book excerpt: The globalization of American style higher education is a field of study that is undergoing a significant phase with the current expansion of American branch campuses and curricula around the world. This volume contributes to the scholarship on the project of implementing and expanding U.S. influenced curricula in the Middle East and Asia. Many of the branch campus projects are only a few decades old making this a liminal moment in the translation and development of higher education worldwide that needs to be captured. What are the challenges, opportunities, and considerations faculty encounter in classrooms in the Middle East, Eastern Europe and Asia? How do faculty translate western higher educational principles in new contexts? Projects like the multiversity international branch campuses of Education City, in Doha, Qatar, demonstrate the interest of foreign governments in western education and training. Other collaborations, like the Yale National University of Singapore College, demonstrate a nationalistic approach, where the nation’s premiere university maintains as high a profile as the invited collaborator. Such a wide range in mission and matriculation of students deserves further study. We open the conversation about the complex teaching and learning environment of American style education in a global context. Contributions include case studies, pedagogical interventions, and reflections. This volume features chapters by faculty teaching at international branch campuses (IBCs) or institutions using western curricula, such as the worldwide, privatized American University system
Download or read book Saudi Arabian Students Perceptions of the Importance of Critical Thinking in Their Learning Experiences in Institutions of Higher Education in the Philadelphia Region in Comparison to Their Saudi Arabian Educational Experience written by Ebtihal Abudawood and published by . This book was released on 2015 with total page 294 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 Teaching and Learning Thinking Skills in the Kingdom of Saudi Arabia written by Abdulrahman Alnesyan and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teaching Students Thinking Skills and Strategies written by Dorothy Howie and published by Jessica Kingsley Publishers. This book was released on 2011 with total page 242 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book sets out the theory and outlines a model for implementing the teaching of thinking at whole-school, group and individual levels in inclusive settings. The model uses a three-tier approach to ensure that all learners are included: teaching thinking for all, working with small groups, and addressing individualised learning needs.
Download or read book Critical Thinking Skills in Omani Post basic Education written by Naima Salim Al-Kindiyah and published by . This book was released on 2016 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Research Methods for Education written by Peter Newby and published by Routledge. This book was released on 2013-11-04 with total page 707 pages. Available in PDF, EPUB and Kindle. Book excerpt: Written with the novice educational researcher in mind, Research Methods in Education is designed to help students produce good quality, valid and valuable research. The text is written in an engaging style and adopts a mixed-methods approach; guidance on analytical procedures that require more advanced tools such as SPSS and Minitab are also provided. The book is packed with exercises, examples and comparative international material from other educational contexts, all of which help to introduce this complex subject in an easy to use format for people that are new to research and are not confident with numerical information. Peter Newby's student-friendly text allows the researcher to confidently address the practical aspects of deciding on a research project, designing a questionnaire or presenting conclusions in the most convincing way. "Of the many research books available this one stands out as it is clear, logically structured, explains sophisticated concepts in an accessible manner without oversimplifying them and has a format which students (at undergraduate and postgraduate) like. In addition the powerpoint slides that accompany the book provide an excellent basis for lectures and can be edited / adopted to personalise them. I anticipate using this book for quite some time on several courses." Dr Pete Allison, Coordinator of Masters Research courses at The Moray House School of Education, The University of Edinburgh
Download or read book An Evolving Typology of Constructs of Critical Thinking Curriculum Planning and Decision Making in Teacher Education Programs Based on the Islamic Ideology written by Ahmad Issam Al-Safadi and published by . This book was released on 1975 with total page 676 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Creative Thinking written by Jamāl ibn Aḥmad Ibn Bashīr Bādī and published by . This book was released on 2005 with total page 264 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Comprehensive Dissertation Index written by and published by . This book was released on 1984 with total page 994 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Preparing Teachers for the 21st Century written by Xudong Zhu and published by Springer Science & Business Media. This book was released on 2013-12-16 with total page 403 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book addresses two main questions, namely how to prepare high-quality teachers in the 21st century and how the East and the West can learn from each other. It addresses the different challenges and dilemmas that eastern countries, especially China, and western countries are facing with regard to teacher education. We explore the question by examining teacher education research, practice and policy in different countries, identifying both common problems and country-specific challenges. We then try to find valuable experiences, theories and practice which can solve specific problems in the process of teacher education, also addressing how local and global factors impact it. In this regard, our approach does not strictly separate pre-service teacher education from teachers’ in-service professional development, adopting an integrative perspective. Further, we believe the respective social and cultural contexts must also be taken into account. Lastly, we call for teachers’ knowledge and individual character traits to be accounted for in the education of high-quality teachers.
Download or read book Critical Thinking written by Richard Paul and published by . This book was released on 1993 with total page 572 pages. Available in PDF, EPUB and Kindle. Book excerpt: In a world of shallow values, instant gratification and quick fixes, these books are for those readers who see the benefit of intellectual traits, standards and abilities that will enable them to cut through the propaganda, the information blitz and make sense of the world. Richard Paul, an international leader in the Critical Thinking movement, explains how to become intellectually fit, how to build the intellectual muscle to overcome inherent self-deceptive tendencies and rise to the challenges of a rapidly changing world. Contains: What critical thinking is and why it is essential, Intellectual standards and assessment: The foundation for critical thought, contrasting approaches to thinking, The affective and ethical dimension, How to Teach for Critical Thinking.
Download or read book An Evaluation of the Fourth Grade Students English Curriculum in Saudi Arabia written by Sultan Fahd Aljuhaish and published by . This book was released on 2015 with total page 168 pages. Available in PDF, EPUB and Kindle. Book excerpt: The teaching of English language in the Kingdom of Saudi Arabia (KSA) has witnessed substantial development through the past decades. This present work evaluates perceptions among teachers who taught English with the curriculum of the fourth grade primary students in the KSA. The curriculum was prepared by the Ministry of Education with the aim to promote and improve the basic language skills among students of 10 to 11 years old. Four study objectives were set to undergo evaluation: (i) The perceptions of teachers on the content of the fourth grade English curriculum, against the objectives set by the Ministry of Education in the KSA(ii) teachers' perceptions on the content of the fourth grade English curriculum (iii) teachers' perceptions of the effectiveness of curriculum materials and methods of teaching the fourth grade English curriculum in the KSA (iv) the extent to which the newly implemented fourth grade English curriculum in the KSA met the needs and expectations of the teachers. The study utilized the Context, Input, Process and Product (CIPP) Evaluation Model and the evaluative questionnaires were distributed to all 145 teachers from the various participating schools. It was found practicable to analyse the perceptions of 140 teachers directly using quantitative approach; while the qualitative method was applied taking only the purposeful sampling technique and involving five respondents. Results from both approaches revealed that the fourth grade English curriculum seemed not to fulfill the objectives set by the Ministry of Education. A large discrepancy between the targeted age and the curriculum appears to have emerged. Respondents viewed that although the curriculum is well designed, yet it is not suitable for fourth grade pupils. Some respondents (84.1%) highlighted that the curriculum is useable in the daily life of learners while some disagreed with this assertion. The study concludes that there is a need to consider the theoretical age difference between targeted learners and the curriculum-level, and moreover to add topics that can promote students' critical and creative thinking.
