Adequacy, accountability, autonomy and equity in a Middle Eastern school reform: The case of Qatar

Guarino, Cassandra M.; Tanner, Jeffery

doi:10.1007/s11159-012-9286-4

Cited by 15 publications

(13 citation statements)

References 4 publications

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“…Another telling case is that of Qatar. Its "Education for a New Era" reform of 2001 was based on OECD policy recommendations (Guarino & Tanner, 2012), with a major intervention concerning the creation of publicly-funded independent schools (Zellman et al, 2009). The first evaluation by Zellman et al (2009) was positive.…”

Section: Further Evidence On the Impact Of Curricular Reformsmentioning

confidence: 99%

PISA trends, social changes, and education reforms

Aloisi¹,

Tymms

2017

Educational Research and Evaluation

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Section: Further Evidence On the Impact Of Curricular Reformsmentioning

confidence: 99%

PISA trends, social changes, and education reforms

Aloisi¹,

Tymms

2017

Educational Research and Evaluation

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“…It was faced with the question of 'how do we improve this and maintain our identity?' (Guarino & Tanner, 2012). And although, it had vast wealth, which was increasingly invested in education and training, it could be another generation before the results of these investments were to be seen.…”

Section: List Ofmentioning

confidence: 99%

“…As a mixed method study, the goal was to identify whether correlations existed between the variables and to gain a deeper understanding of these, the barriers to engagement and the solutions for reducing them in the context of the college. Existing research indicated, that student co-curricular engagement was linked with student academic success and resulted in transferrable skill development (Guarino & Tanner, 2012;Servellen & Baas, 2013;Williams, Bhanugopan & Fish, 2011). This project intended to build upon the existing knowledge base and to explore female experience in the context of a mixed-gender Canadian college in Qatar.…”

Section: Significance Of the Studymentioning

confidence: 99%

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Understanding College Community: Fostering Female Student Success at a Canadian Technical College in Qatar

Kenward

2016

Qatar Foundation Annual Research Conference Proceedings Volume 2016 Issue 1

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Female students at a Canadian technical college in Qatar are minimally accessing cocurricular activities. As a result, they were limited in their ability to develop transferrable skills. This quantitative and qualitative study investigated whether correlations existed between grade point average, participation in co-curricular activities and overall perceptions of the college experience. The study took place at this mixed-gender technical college. By applying critical feminist theory, it also investigated barriers to, and developed recommendations for, increasing engagement. It consisted of two phases: an online survey and one-on-one interviews. With a survey sample size of n=30, positive correlations were identified between GPA and both rate of engagement and perception of college experience. The study found that positive perceptions of experience and engagement were not correlated. It was noted that time constraints and feeling selfconscious were barriers and participants recommended that co-curricular engagement be more accessible and linked to the curriculum.

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“…Although much has been written about decentralisation elsewhere (see, for example, [7][8][9][10][11][12][13]) the educational reform movement in the Kingdom of Saudi Arabia is a relatively recent phenomenon with little systematic evidence of how it is, or is not, working. In fact, the limited previous research in this area has tended to focus on quantitative measures such as attitudinal surveys (see, for example, [14]).…”

Section: Introductionmentioning

confidence: 99%

Female School Leaders’ Perceptions and Experiences of Decentralisation and Distributed Leadership in the Tatweer System in Saudi Arabia

Alyami

Floyd

2019

Education Sciences

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While school reform has been the subject of much research globally, few studies have examined “on the ground” educational reform in the Kingdom of Saudi Arabia (KSA), especially in relation to the “Tatweer” System, an initiative which purports to transform education and lead educational change within the country. This paper aims to address this knowledge gap and reports on a study which examined female leaders’ perceptions and experiences of the system. A qualitative case study of three Tatweer schools was conducted, with data being drawn from one-on-one interviews (n = 16), focus group interviews (n = 4) and documentary analysis. Our findings suggest that the Tatweer system is what can be termed “semi-decentralised”, which appears to be linked to issues of accountability, trust, and perceived staff competence. However, at the local level, major breakthroughs seem to have taken place in relation to distributing leadership responsibilities and decision-making processes within these female-led schools.

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Adequacy, accountability, autonomy and equity in a Middle Eastern school reform: The case of Qatar

Cited by 15 publications

References 4 publications

PISA trends, social changes, and education reforms

PISA trends, social changes, and education reforms

Understanding College Community: Fostering Female Student Success at a Canadian Technical College in Qatar

Female School Leaders’ Perceptions and Experiences of Decentralisation and Distributed Leadership in the Tatweer System in Saudi Arabia

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