Implementation of the K-12 Education Reform in Qatar's Schools: Summary

Zellman, Gail L.; Ryan, Gery W.; Karam, Rita; Constant, Louay; Salem, Hanine; Orr, Nate; Goldman, Charies A.; Al‐Thani, Hessa; Al-Obaidli, Kholode

doi:10.1037/e530352010-001

Cited by 31 publications

(36 citation statements)

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“…As previously reported, childcare in the Middle East and North African (MENA) region is considered a private matter with limited parental and community investment in children's intellectual development (Zellman et al 2009;Zellman, Martini, and Perlman 2011). Parents and educators believe that teachers and school principals are education experts with the role of the parents limited to sending their children to school, well-fed and with completed homework (Zellman et al 2009).…”

Section: Introductionmentioning

confidence: 92%

“…Parents and educators believe that teachers and school principals are education experts with the role of the parents limited to sending their children to school, well-fed and with completed homework (Zellman et al 2009). This approach places responsibility for learning with the schools and leaves many young children without the stimulation necessary to develop their social, emotional, physical and cognitive skills until they start school at the age of six.…”

Section: Introductionmentioning

confidence: 98%

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How Moroccan mothers and fathers view child development and their role in their children's education

Zellman

Perlman

Karam

2014

International Journal of Early Years Education

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Despite the documented importance of parental engagement in early learning, little is known about how parents in the Middle East and North Africa understand child development. To inform the literature, a small-scale study involving four focus groups was conducted with parents of children aged six years and under living in Casablanca. The purpose of this study was to explore parents' understanding of and support for their children's early development. Results reveal that parents see a vital role for themselves in their children's upbringing as supporters and nurturers, but little role as teachers. Across different education and income levels, parents in this small-scale qualitative study believe that children's experiences in their first years of life do not affect their longer-term intellectual development or school success and see little value in early intellectual stimulation or formal preschool education. Our results suggest that parents need to understand their role as their child's first educators. Also, it is essential that parents are taught how to promote their children's early cognitive development without undermining their nurturing roles.

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Section: Introductionmentioning

confidence: 92%

Section: Introductionmentioning

confidence: 98%

How Moroccan mothers and fathers view child development and their role in their children's education

Zellman

Perlman

Karam

2014

International Journal of Early Years Education

Self Cite

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“…The only study the researcher is aware of is the RAND implementation evaluation project that looks at the implementation of EFNE in general, but does not focus on the attitude of teachers to integration (Zellman et al 2009). It is within this research space that the present study is located.…”

Section: Teachers' Perspective and Education Changementioning

confidence: 99%

Integrated language and content instruction in Qatar Independent schools: teachers’ perspectives

Ellili-Cherif

2014

Teacher Development

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The aim of this study is to explore teachers' attitudes towards the shift to English as a medium of instruction in Qatari Independent schools. It focuses on the advantages and disadvantages of this approach for teachers and students, and the challenges they face in the process of its implementation. Data for the study were collected by means of a questionnaire and follow-up interviews. Findings point to teachers' beliefs that while the approach has benefited them and their students, it is a challenging process. The challenges teachers face are organizational in nature relating to ineffective planning for the introduction of the change, lack of teacher preparedness for its implementation, and parents' resistance to this change. These results have implications for teacher training in the Qatari context and for planning of the introduction of change in English as a Second Language or English as a Foreign Language contexts.

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“…At that time, Qatar's education system was widely seen as rigid, outdated and resistant to reform (Romanowski et al, 2013;Zellman et al, 2009). RAND's analysis revealed a number of substantial weaknesses, one of the major ones being the lack of training and professional development.…”

Section: Professional Development In Qatarmentioning

confidence: 99%

“…The Evaluation Institute is responsible for overseeing the design and development of the assessment system and reporting data from the system, including issuing school report cards. Finally, the Higher Education Institute is responsible for providing scholarship support for Qataris pursuing higher education (Zellman et al, 2009).…”

Section: Professional Development In Qatarmentioning

confidence: 99%

The perceived effectiveness of the school based support program

Abu-Tineh

2015

European Journal of Training and Development

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Purpose – This study aims to investigate the effectiveness of the school-based support program (SBSP) as perceived by teachers who participated in this program. SBSP was designed to collectively build the capacity and promote the overall quality of teaching and learning in identified independent schools in the State of Qatar. Design/methodology/approach – This study is quantitative in nature and was conducted using a survey methodology as its research design. A variety of statistical techniques were utilized in this research. Means, standard deviations, t-test, and one-way analysis of variance (ANOVA) were utilized to analyze gained data. Findings – The findings indicated that teachers perceived the effectiveness of SBSP to be moderate-to- high. Further, there was a significant difference between male and female teachers in their perceptions of the effectiveness of SBSP overall. Male participant teachers perceived SBSP overall to be more effective than female participant teachers did. However, there were no significant differences among participant teachers in perceiving the effectiveness of SBSP that is attributed to their teaching experience or academic qualifications. Originality/value – This study suggests a common level of satisfaction of the SBSP program that was launched just two years ago. At the same time, however, many recommendations and implications were discussed and suggested to enhance the effectiveness of the program.

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Implementation of the K-12 Education Reform in Qatar's Schools: Summary

Cited by 31 publications

References 0 publications

How Moroccan mothers and fathers view child development and their role in their children's education

How Moroccan mothers and fathers view child development and their role in their children's education

Integrated language and content instruction in Qatar Independent schools: teachers’ perspectives

The perceived effectiveness of the school based support program

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