Fidelity to and satisfaction with prescribed curriculum in an Arab educational context: ESL teachers' perspective

Ellili-Cherif, Maha; Hadba, Hala Mohamed

doi:10.1080/09585176.2016.1240885

Cited by 9 publications

(9 citation statements)

References 33 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Furthermore, Gaytan [3]indicated that PLEs involve consuming externally hosted Web 2.0 facilities and tools intended to improve the sharing of learning resources and materials among learners. Moreover, Ellili-Cherif and Hadba [4] considered that these platforms help learners to managing their pedagogical practices and participating in the generation of cooperative knowledge. This is while, it should place the accountability for establishing learning on the learners, which makes it an integrally self-directed practice.…”

Section: Introductionmentioning

confidence: 99%

Teachers' Perspective on Personal Learning Environments via Learning Management Systems Platform

Alserhan¹,

Yahaya

2021

Int. J. Emerg. Technol. Learn.

View full text Add to dashboard Cite

In recent years, the landscapes of teaching and learning has changed because of the utilization of information and communications technologies. In this context, the most illustrative innovations are Learning Management Systems (LMS) and Personal Learning Environments (PLEs). Despite of the LMS and PLEs popularity in ed-ucational contexts as well as the expand set of tools and services that they offer to learners and teachers; they are still in fancy stages. In order to present the challenges Personal Learning Environments were presented; however, it is obvious that PLEs will not replace LMS. Therefore, both types of environments should coexist and interact. In this manner, the current study took teachers’ perspective on integrating the third generation LMS into PLEs. In addition, this study conducted to find out the teachers’ perspective on how the LMS could enhance PLEs in terms of planning before applying the PLE's; designing a framework in the PLE’s; imple-menting the PLEs; interacting in PLEs; managing the learning process through the PLEs and utilizing technolo-gy in PLEs. The participants of the study were 575 teachers who were selected randomly from Saudi Arabia schools. The findings of this study found that teachers must apply a positive teaching approach, holding that knowledge is composed upon student-to-student interaction as well as student-to-teacher interaction. Further-more, this study revealed that teachers must enterprise, deliver, and support K-12 online learning.

show abstract

Section: Introductionmentioning

confidence: 99%

Teachers' Perspective on Personal Learning Environments via Learning Management Systems Platform

Alserhan¹,

Yahaya

2021

Int. J. Emerg. Technol. Learn.

View full text Add to dashboard Cite

show abstract

“…Semi‐structured interviews were conducted with teachers involved directly or indirectly in the reform process with a focus on their experience in schools at different stages of trialling new approaches. The constant factor for the Pioneer Lead teachers was their involvement in AoLE meetings; semi‐structured interviews allowed them to share their reflections on the experience (Ellili‐Cherif & Hadba, ; Peterson & Bentley, ).…”

Section: Methodsmentioning

confidence: 99%

The significance of context: autonomy and curriculum reform in rural schools

Chapman

2020

The Curriculum Journal

View full text Add to dashboard Cite

In the large volume of research on curriculum reform, very little attention is paid to the implications of geographical location, yet, this can be significant. The current curriculum reform process in Wales has presented an opportunity for schools to radically change their practice. While rural schools have welcomed this opportunity, they face challenges unrecognised by the wider educational establishment. This article presents a view of the reform process from school level, using data from semi-structured interviews with teachers working on curriculum reform. Thematic analysis reveals enthusiastic responses to reform and the greater autonomy it promises. There are, however, challenges, including concerns about staffing, access to professional learning and learners' access to extra-curricular learning. The research demonstrates that while rural schools face challenges unique to their location, their response to reform demonstrates a capacity for independent action in line with the aspirations of the new curriculum.

show abstract

“…Cynhaliwyd cyfweliadau lled‐strwythuredig ag athrawon a oedd yn ymwneud yn uniongyrchol neu’n anuniongyrchol â’r broses diwygio i drafod eu profiadau mewn ysgolion ar wahanol gamau wrth dreialu dulliau newydd. Un ffactor a oedd yn gyffredin i’r Athrawon Arloesi Arweiniol oedd eu bod yn cymryd rhan mewn cyfarfodydd ar Feysydd Dysgu a Phrofiad; roedd y cyfweliadau lled‐strwythuredig yn gyfle iddynt rannu eu meddyliau am y profiad (Ellili‐Cherif a Hadba, 2017; Peterson a Bentley, 2017).…”

Section: Dulliau Ymchwilunclassified

Pwysigrwydd y cyd‐destun: ymreolaeth a diwygio’r cwricwlwm mewn ysgolion gwledig

Chapman

2020

The Curriculum Journal

View full text Add to dashboard Cite

Yn y swm mawr o ymchwil ar ddiwygio cwricwla, prin iawn yw’r sylw a roddwyd i oblygiadau lleoliad daearyddol, er y gall hyn fod yn ffactor pwysig. Mae’r broses bresennol ar gyfer diwygio’r cwricwlwm yng Nghymru yn cynnig cyfle i ysgolion newid eu hymarfer mewn ffordd sylfaenol. Er bod ysgolion gwledig wedi croesawu’r cyfle hwn, maent yn wynebu heriau sydd heb eu cydnabod gan y sefydliad addysgol ehangach. Mae’r erthygl hon yn cynnig golwg ar y broses diwygio o lefel yr ysgol, gan ddefnyddio data o gyfweliadau lled‐strwythuredig ag athrawon sy’n gweithio ar ddiwygio’r cwricwlwm. Mae’r dadansoddiad thematig yn dangos ymatebion brwdfrydig i’r diwygio ac i’r ymreolaeth gynyddol y mae’n ei haddo. Er hynny, mae heriau i’w hwynebu, yn cynnwys pryderon am staffio, mynediad at ddysgu proffesiynol a mynediad gan ddysgwyr at ddysgu allgwricwlar. Er bod ysgolion gwledig yn wynebu heriau unigryw sy’n ymwneud â’u lleoliad, mae’r ymchwil yn dangos bod eu hymateb i’r broses diwygio yn amlygu’r gallu i weithredu’n annibynnol yn unol â dyheadau’r cwricwlwm newydd.

show abstract

Fidelity to and satisfaction with prescribed curriculum in an Arab educational context: ESL teachers' perspective

Cited by 9 publications

References 33 publications

Teachers' Perspective on Personal Learning Environments via Learning Management Systems Platform

Teachers' Perspective on Personal Learning Environments via Learning Management Systems Platform

The significance of context: autonomy and curriculum reform in rural schools

Pwysigrwydd y cyd‐destun: ymreolaeth a diwygio’r cwricwlwm mewn ysgolion gwledig

Contact Info

Product

Resources

About