Maternal knowledge is important to parenting behaviors, children’s development and well-being. Mothers’ knowledge of child development has been shown to have a significant influence on the way mothers interact with their children and the learning opportunities they provide. This study was carried out to determine the level of maternal knowledge of child development and whether the level of knowledge varies by content area for mothers living in Qatar. The study also examined the relationship between maternal demographic characteristics and general and specific knowledge levels. The sample of mothers (N = 263) completed the Knowledge of Infant Development Inventory (KIDI) together with the Catalog of Previous Experience with Infants (COPE). Findings indicated that mothers’ knowledge about typical child deployment, developmental norms and milestones is poor. Implications in terms of parent education and clinical practice are discussed.

This study attempts to address the challenges of students in higher education in Qatar. The study draws on student perceptions, beliefs, outlook, and context; we approach the study through grounded means by posing leading interview questions with the aim of exploring and probing. The approach is grounded in that no specific theory drives the questions; rather, the responses from the interview often require interpretation through theory to justify the findings. The sample comprised 35 students who were interviewed through probing and questioning techniques. The questions led to converging responses, which were segregated into themes. A large majority of students felt advising was absent or mismanaged, while some also were of the view that schools did not prepare them to enjoy the benefits of extracurricular activities; many students further viewed English or the Foundation Program (preparatory year's program) a barrier to their continuation in higher education. The most striking result was the apparent relationship between advising and student preparation in secondary school. Schools in Qatar and particularly independent schools (public schools) assign only a small role to advising and inducing strategies that reflect independence and any future anticipatory approaches to link expectations of higher education with support and guidance systems in secondary school.

Given the rapid growth of Qatar's economy over recent decades, workforce demand for highly-skilled Qatari nationals has increased (Berrebi, Martorell, & Tanner, 2009; Qatar General Secretariat for Development Planning, 2008). There is therefore a great deal of interest in supporting Qatari student success at high-quality post-secondary educational institutions, both in Qatar and abroad. An increasing number of Qatari post-secondary students, particularly males, are specifically choosing to attend college in the United States, with 1,191 Qatari college students studying abroad in the US (Institute of International Education, 2014). Because these Qatari students are earning degrees abroad for the purpose of fulfilling critical jobs when they return, it is important to understand factors contributing to the academic persistence and performance of Qatari students in the US. This qualitative study is part of a collaborative research effort undertaken by investigators based in the United States and Qatar to better understand Qatari student perspectives on their post-secondary adjustment and success. Here, we report findings from structured interviews with Qatari nationals studying abroad in the US, all of whom were males who were, or had recently been, undergraduates at state universities and/or community colleges in Oregon (n = 21). Approximately two-thirds were in business or economics programs and about a third in STEM programs (science, technology, engineering, or mathematics). Most of the interviews were conducted in Arabic and translated into English for transcription, coding, and thematic analysis (Braun & Clarke, 2006). The goal of the study described here was to augment the existing literature about international college student persistence and academic performance with a qualitative, open-ended exploration of Qatari students' perceptions of the barriers to, and facilitators or potential facilitators of, their adjustment to college in the United States. In general, study findings resonate with much of what is known about the adjustment experiences of international students in unfamiliar settings—specifically regarding second language proficiency, other academic factors, social support, and daily living experiences—with additional lessons learned for specifically supporting Qatari students in English-speaking post-secondary institutions. For example, second language proficiency consistently appears in the literature as the most important factor influencing international student adjustment, particularly since a lack of proficiency in the host language can interact with other potential stressors in both academic and sociocultural domains. In the present study, Qatari students almost universally reported challenges related to mastering English to an extent that would make it possible for them to undertake college-level coursework successfully. In particular, students noted that they lacked the specialized vocabulary needed for college-level work, and many lacked confidence in their ability to communicate with other students and professors. These experiences contributed to a sense of isolation and caused problems in daily situations in the community, such as shopping or social settings with English-speaking students. Students also described how their college adjustment was hampered by problems with English despite having participated in classes and programs—both in Qatar and abroad—that were intended to improve their English language proficiency. Students also reported factors that facilitated adjustment by helping them overcome perceived English deficiencies, and many said their English improved as a result of being in English-only environments, for example, through a home stay program, by seeking out English-speaking friends, or through taking classes with non-Arabic speaking students or professors. Beyond language difficulties, many other academic factors can pose challenges to international students' adjustment. Studies have documented several types of stressors resulting from a mismatch between students' previous academic experiences and what is required for success in the host institution, and many of these are reflected in the Qatari student experiences in Oregon. For example, students may be under prepared in terms of mastery of prerequisite material, may be accustomed to teaching and learning styles that differ from those typical of Western higher education, and may experience additional academic stress if they feel that they are failing to live up to family expectations and/or the expectations of a sponsoring organization in their home country (Smith & Khawaja, 2011). In this study, it was common for students to describe themselves as academically unprepared for college in the US, noting differences in expectations between secondary school in Qatar and college in the US, both in terms of the level of effort required, and the expectation for the student to be responsible for his own education. Students also reported academic stress and confusion related to unfamiliar requirements and policies, insufficient or ill-informed advising, or professors that did not understand how to teach international and/or Arab students. Overall, the main facilitators of successful academic adjustment cited by the Qatari students were interactions with helpful students, faculty and staff. Many emphasized that other Arab students were their first line of academic support, some received helpful support from American tutors and advisors, and smaller classes were seen as beneficial. Social support is another key theme that appears frequently in the literature on international students' adjustment (Araujo, 2011; Smith & Khawaja, 2011; Zhang & Goodson, 2011). A lack of social support can contribute to feelings of loneliness, homesickness and/or isolation, and it can also mean that students have fewer resources to draw on in their coping efforts. The literature consistently reflects that international students tend to rely on support from “co-nationals” or “co-culturals,”— i.e., other students from similar backgrounds—though relationships with students from the host country are also important contributors to international students' adjustment and well-being (Al-sharideh, Goe, & Al-sharideh, 2014; Du & Wei, 2015; Hirai, Frazier, & Syed, 2015; Zhang & Goodson, 2011). In this study, the Qatari students consistently described how they relied on social support to combat loneliness and isolation, but also for practical information and advice. Almost universally, other Qatari students, as well as students from other Gulf or Arab countries, were seen as the key source of social support. However, these students typically reported having no American friends, though this tended not to be viewed as a problem. Indeed, students described spending most of their discretionary time with co-culturals, and while this was primarily viewed very positively, it could also be a distraction from academic responsibilities. Lastly, research on international student adjustment frequently includes a focus on daily living challenges that arise in an environment that is structured by unfamiliar rules, laws, mores and expectations. However, these difficulties were only somewhat reflected in this study. While the students reported some challenges related to housing and generally feeling “shy” when interacting in the community, the most stressful situations appeared to stem from interactions with formal authority Figs. (immigration officials and the police). More frequently, however, students commented that they felt comfortable and welcomed by Americans and by the Oregon towns and communities in which they were studying. Students in the university towns found them “safe,” “calm,” “quiet,” and “comfortable,” while students in Portland noted that they had chosen to attend school there because the city had a reputation for having little crime, and because the residents were seen as helpful and welcoming. Although this study is limited by the small sample size and the fact that all of the students were attending college in Oregon, findings suggest avenues for further exploration. A key area for future investigation would be the development and testing of programs, policies and interventions consistent with study findings and existing research, and also, in most cases, consistent with what the participants themselves suggested as ways of improving Qatari students' adjustment experiences. For example, students offered several recommendations to reduce adjustment stress through efforts undertaken in Qatar to improve students' preparation prior to their departure for the US. Many comments focused on the need for improved instruction in English, with suggestions regarding how college preparatory programs could be improved to focus on academic writing and reasoning in English. Further, students and researchers alike recommend secondary school information sessions and intensive pre-departure orientation programs focused on what to expect academically, socially, legally, and culturally when studying and living in the US, with experienced study abroad students playing an important role in these efforts. Additionally, some students reported very positive experiences from homestay programs in the US, specifically for accelerated language practice and practical support adjusting to the new country, and such experiences could be better developed and marketed to pre-departure Qatari students.ReferencesAl-sharideh, A. K. a, Goe, W. R., & Al-sharideh, K. a. (2014). Ethnic Communities within the University: An Examination of Factors Influencing the Personal Adjustment of International Students ETHNIC COMMUNITIES WITHIN THE UNIVERSITY: An Examination of Factors Influencing the Personal Adjustment of International St, 39(6), 699–725.Araujo, A. A. De. (2011). Adjustment Issues of International Students Enrolled in American Colleges and Universities: A Review of the Literature. Higher Education Studies, 1(1), 2–8. doi:10.5539/hes.v1n1p2Berrebi, C., Martorell, F., & Tanner, J. C. (2009). Qatar's Labor Markets at a Crucial Crossroad. The Middle East Journal, 63(3), 421–442. doi:10.3751/63.3.14Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology Using thematic analysis in psychology. Qualitative Research in Psychology, 2, 77–101.Du, Y., & Wei, M. (2015). Acculturation, Enculturation, Social Connectedness, and Subjective Well-Being Among Chinese International Students. The Counseling Psychologist, 43(2), 299–325. doi:10.1177/0011000014565712Hirai, R., Frazier, P., & Syed, M. (2015). Psychological and Sociocultural Adjustment of First-Year International Students: Trajectories and Predictors, 62(3), 438–452.Institute of International Education. (2014). Open Doors Data: International Students: All Places of Origin. Institute of International Education, 1–7. Retrieved from http://www.iie.org/en/Research-and-Publications/Open-Doors/Data/International-Students/All-Places-of-Origin/ Qatar General Secretariat for Development Planning. (2008). Qatar National Development Strategy 2011–2016. Doha. Retrieved from http://www.iie.org/en/Research-and-Publications/Open-Doors/Data/International-Students/All-Places-of-Origin/2008-10 Smith, R. a., & Khawaja, N. G. (2011). A review of the acculturation experiences of international students. International Journal of Intercultural Relations, 35(6), 699–713. doi:10.1016/j.ijintrel.2011.08.004Zhang, J., & Goodson, P. (2011). Predictors of international students' psychosocial adjustment to life in the United States: A systematic review. International Journal of Intercultural Relations, 35(2), 139–162. doi:10.1016/j.ijintrel.2010.11.011

Qatar K-12 school reform emphasizes student-centered classrooms where students actively engage in enquiry and use their critical thinking and problem solving skills. Classrooms characterized by these elements should emerge as more successful on Qatari standards-based assessments, but little research has been done to examine the relationship between these characteristics and standards attainment. This study investigated the conditions for student-centered teaching and learning through examination of teacher and student perceptions, and student achievement in math and science classrooms in higher and lower achieving elementary schools. Data were collected in 17 schools randomly selected from 46 schools that had implemented the standards for at least 3 years. Findings indicate that the percentage of standards met by schools is very low and the incidence of classroom behaviors associated with student-centered classrooms is also very low across schools. However, schools making more progress meeting standards tended to exhibit higher levels of student-centered behaviors. The implications of these findings for professional development and the implementation of reform in Qatar were discussed. Cite this article as: Ikhlef A, Knight SL. Conditions for student-centered teaching and learning in Qatari elementary math and science classrooms: Relationship between classroom processes and achievement of curriculum standards,

In 2002, Qatar established key elements of educational reform, known as "Education for a New Era", including curriculum standards, emphasis on student -centered classrooms where students actively engage in inquiry, problem solving, critical thinking, and extensive professional development for teachers. The present study is a part of a three year QNRF funded research project which involved two major phases. The first phase of the research project was primarily descriptive and involved a sample of 67 teachers and approximately 1150 students randomly selected from 17 independent schools. The research in this baseline phase depicted the classroom instructional strategies implemented in response to Qatari educational reform goals, and described the extent to which students in Qatari Independent elementary schools engaged in self-regulated learning. The second phase of the research which is the focus of this study used a quasi-experimental design to investigate the influence of specifically designed professional development modules, which were developed based on the initial baseline data, targeting improvement of student-centered teaching and learning in classrooms. The study sample consisted of 47 teachers and 1000 students. Overall, the results in this study suggest that the reforms related to student-centered instruction in Qatar are not fully implemented and unlikely at this point to foster student self-regulation. The implications of the study findings for the implementation of reform and professional development in Qatar were discussed.