A classroom observational study of Qatar's independent schools: Instruction and school reform

Palmer, Douglas J.; Sadiq, Hissa; Lynch, Patricia S.; Parker, Dawn; Viruru, Radhika; Knight, Shirley; Waxman, Hersholt C.; Alford, Beverly; Brown, Danielle Bairrington; Rollins, Kayla Braziel; Stillisano, Jacqueline R.; Abu-Tineh, Abdullah; Nasser, Ramzi; Allen, Nicholas; Al-Binali, Hessa; Ellili, Maha; Al-Kateeb, Haithem; Al-Kubaisi, Huda

doi:10.1080/00220671.2014.979908

Cited by 9 publications

(9 citation statements)

References 16 publications

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“…The study findings of the present research are in accordance to the study findings of several studies (Beaman et al, 2006;Chudgar & Sankar, 2008;Goh & Fraser, 1998;Lee et al, 2019;Wong et al, 2006). Moreover, several researchers reveal several factors of the classroom environment and girl students learning skills (Sortkaer & Reimer, 2018), teachers attitude (Kim et al, 2000), instruction style (Palmer et al, 2016), motivation and achievement (Sungur & Senler, 2010), and learning environment (Aslam et al, 2019;Baker, 2014;Dart et al, 2000;Glover & Law, 2004;Hargreaves et al, 2018).…”

Section: Results In Tablesupporting

confidence: 91%

“…A similar trend of girl students' learning skills and classroom environment has been noticed in the Muslim countries (Baker, 2014;Palmer et al, 2016). The study finding of Ahmed and Arends-Kuenning (2006) reveals that the size of the classroom is very important for teachers to manage and ensure student participation in their learning capability in Bangladesh.…”

Section: Literature Reviewsupporting

confidence: 62%

“…Education sociologists have also given due consideration to girls learning experiences and skills cclassroom (Brown, 2009;Burke & Burke-Samide, 2004;Cervoni & Ivinson, 2011;Cook-Gumperz & Szymanski, 2001;Kim et al, 2000;Marunda-Piki, 2018;Sandberg, 2017;Skelton, 2010;Sortkaer & Reimer, 2018;Younger & Cobbett, 2014). These studies have persistently stressed on improving classroom environment for students' learning in general and girl students in particular (Gherasim et al, 2013;Hennessy, 2018;Palmer et al, 2016;Sortkaer & Reimer, 2018). Many of these studies highlighted the favorable impacts of teachers and classroom on learning skills of girl students in schools, colleges, and universities (Kim et al, 2000;Sandberg, 2017;Shackleton et al, 2017;Sortkaer & Reimer, 2018;Sungur & Senler, 2010).…”

Section: Introductionmentioning

confidence: 99%

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Classroom Environment, Teacher, and Girl Students’ Learning Skills

Shoaib

Ullah

2021

Education and Urban Society

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The current research examined the effects of teachers and classrooms environment on girls’ learning skills in girls’ high schools. The main objective of the study was to analyze the classroom as a key academic and learning site in which the nature of interaction between teachers and students and among peers have a strong impact on students’ learning skills. The study covers 271 girl students from four high schools (two government and two private schools) from district Gujrat, Pakistan. A proportionate random sampling technique was employed to draw a sample from the population. A quantitative cross-sectional survey method was conducted. The measurement tool consisted of eight different measurements of teacher, classroom, and learning skills respectively. The study findings reveal that the classroom environment has been positively associated with the learning skills of the girl students. We experiment with different formulations of the dependent and independent variables, taking full advantage of our data and additional analyses using Structural Equation Modeling (SEM), allowed us to better ascertain and quantify the causal pathways in the relationship between classroom and girls’ learning skills in high schools.

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Section: Results In Tablesupporting

confidence: 91%

Section: Literature Reviewsupporting

confidence: 62%

Section: Introductionmentioning

confidence: 99%

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Classroom Environment, Teacher, and Girl Students’ Learning Skills

Shoaib

Ullah

2021

Education and Urban Society

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“…Throughout the data collection process, researchers asked questions related to the professional development needs of school leaders; however, the report focused on the needs of teachers. The following summary and implications are presented as two domains: (a) professional development topics and (b) the professional development context and design (see Palmer et al, 2016). Researchers summarized the important findings collected from the teachers regarding the context and design of professional development.…”

Section: Teacher Professional Developmentmentioning

confidence: 99%

Qatar’s educational reform past and future: challenges in teacher development

Nasser

2017

Open Review of Educational Research

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Until the late 1990s, Qatar's educational system used the intrinsicnationalistic and cultural traditions of Arabic schools. The Qatari leadership and stakeholder was outdated; hence, they approached the RAND Corporation to examine and analyze the existing educational system and recommend options for building a new educational system. The RAND assessment study concluded that the country's education system was rigid and lacked standards and international benchmarks. Consequently, this led to the reform in which a system of Independent Schools was established, new curriculum standards were set, and teacher and leadership professional development were enhanced to find the most effective systems for Qatari students to succeed along international and particularly Western benchmarks. The reform imputed by key principles of autonomy, accountability, variety and choice. Post-reform evaluation suggests that the system is still far from being what it should be. New teacher development initiatives have stressed on improving professional development for teachers through licensing and increased professional development programs. The present schooling is markedly different from what was presented in the reform. This article gives a brief historical preface of the educational system in Qatar and discusses the reform in terms of its future implications on teacher development in the K-12 educational system.

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“…Whilst a few schools in Qatar have introduced inquiry-based learning, this practice still does not dominate. The persistence of more traditional practices may be due to ineffective models of professional development (PD) in Qatar (Palmer et al, 2016), and point towards the need for PD to include practical manageable classroom strategies.…”

Section: Introductionmentioning

confidence: 99%

Introducing WebQuests in Mathematics: A Study of Qatari Students’ Reactions and Emotions

Murphy¹,

Calder²,

Mansour³

et al. 2020

INT ELECT J MATH ED

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There is a need to investigate didactic strategies that can enhance engagement in science and mathematics education. This paper reports on the introduction of WebQuests, as part of collaborative inquiry, to enhance students' engagement in their mathematics lessons in Qatar. We present interview data gathered from eight student focus groups (grades 5 to 9) before and after the introduction of WebQuest lessons. Constant comparative analysis was used to examine students' reactions to using WebQuests in developing student-directed learning and collaboration in relation to support for learning. The analysis identified prospective reactions that were often confirmed retrospectively following the WebQuest lessons. These reactions were further analysed as external expressions of affect encoded by trait-like emotions that were similar to Goldin et al.'s (2011) notion of engagement structures. We suggest that the confirmation of reactions and emotions was influenced by students' levels of tolerance for ambiguity as a common element across engagement structures.

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A classroom observational study of Qatar's independent schools: Instruction and school reform

Cited by 9 publications

References 16 publications

Classroom Environment, Teacher, and Girl Students’ Learning Skills

Classroom Environment, Teacher, and Girl Students’ Learning Skills

Qatar’s educational reform past and future: challenges in teacher development

Introducing WebQuests in Mathematics: A Study of Qatari Students’ Reactions and Emotions

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