Characteristics and models of effective professional development: the case of school teachers in Qatar

Abu-Tineh, Abdullah; Sadiq, Hissa

doi:10.1080/19415257.2017.1306788

Cited by 28 publications

(11 citation statements)

References 14 publications

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“…To address our first research question, What are the relationships between formally assigned mentors and different instructional practices in the USA?, each instructional practice question response was individually used as a dependent measure compared to the mentoring question through one-way analyses of variance (ANOVAs). The ANOVA technique was chosen because it has been utilized in similar mentoring research studies, particularly those with large sample sizes (Abu-Tineh and Sadiq, 2018;Hudson et al, 2009;Marthur et al, 2012;Williams and Gillham, 2016). To address our second research question, How do these potential relationships appear for teachers with different years of teaching experience?, the same questions were compared again, but with the sample divided into different groups based on years of teaching experience, based on responses to question 11b: 0-5 years, 6-10 years, 11-15 years, 16-20 years and over 21 years (OECD, 2018b, p. 7).…”

Section: Discussionmentioning

confidence: 99%

Formal mentorship and instructional practices: a Teaching and Learning International Survey (TALIS) study of US teachers

Hightower

Wiens

Guzman

2021

IJMCE

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PurposeWithin schools across the USA, mentees supported by mentors experience a number of potential benefits, including high job satisfaction, less attrition and more opportunities for professional/emotional guidance. However, these benefits are less understood in the context of formal mentorship specifically, as well as to what extent these supports apply to instructional practices. This study aims to address the minimally researched area of how being mentored might impact the instructional practices of teachers at all stages of their career.Design/methodology/approachBased on data recently published for the Teaching and Learning International Survey (TALIS) in 2018, this study examines the relationship of teachers with formally assigned mentors, the number of total years of teaching experience and instructional practices. US teachers who responded to the target survey questions (n = 1,934) were submitted to several one-way analyses of variance to determine (1) the potential relationships between the presence of a formal mentor and instructional practices and (2) how different groups of teachers with varying numbers of total years of teaching experience impacted these relationships.FindingsThe results found that the presence of a formal mentor predicted higher classroom management practices, clarity of instruction practices and cognitive activation activities for the combined sample (p < 0.05), and for teachers with 15 years or more of teaching experience, the presence of a formal mentor predicted higher classroom management and clarity of instruction practices (p < 0.05).Originality/valueThe results provide evidence for the use of formally assigned mentors beyond new teacher induction, but the nature of the formal mentorships in this study is unclear. Future research should further investigate descriptive cases of more inclusive formal mentorship programs.

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Section: Discussionmentioning

confidence: 99%

Formal mentorship and instructional practices: a Teaching and Learning International Survey (TALIS) study of US teachers

Hightower

Wiens

Guzman

2021

IJMCE

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“… Abu-Tineh and Sadiq (2018) studied the characteristics of effective professional development and effective professional development model perceived by school teachers in the state of Qatar. The results show that school teachers in Qatar believe that the proposed characteristics of effective professional development are very effective.…”

Section: Characteristics Of College Teachers and Studentsmentioning

confidence: 99%

Entrepreneurship Education and Health-Stress Analysis of College Teachers and Students Using Backpropagation Neural Network Model

Cheng

2022

Front. Psychol.

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The purpose is to solve the problem of college students’ employment difficulties. It is the development trend of the times to master the basic psychological pressure state of students and analyze students’ problems by using modern technology and science. First, based on Marxist theory, the theory of entrepreneurship education and the characteristics of teachers and students in colleges are expounded, and the principle and algorithms of Backpropagation Neural Network (BPNN) are introduced. Second, from the perspective of entrepreneurship education and mental health factors of college students, the sample set of the BPNN model is collected using a Questionnaire Survey (QS). Then, the sample set is normalized to analyze the current college entrepreneurship education and the health and stress of college students. The results show that the comprehensive BPNN output of entrepreneurship education is 0.726, indicating that entrepreneurship education in colleges is at a moderate level. The proposed BPNN model can perform better than the traditional prediction methods in predicting college students’ mental health, and the data fitting results are satisfactory. Overall, college students’ entrepreneurship education should be improved, and schools should take more incentives to help adjust college students’ mentality.

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“…When it comes to the PD of teachers, the first thing that comes to mind is traditional approaches such as in-service training, seminars, and courses. However, although traditional PD models are quite common, they are criticized for being ineffective in providing sufficient time, activity, and content to increase teachers' knowledge and to encourage meaningful changes in classroom practices (Abu-Tineh & Sadiq, 2018). In this context, instead of traditional in-service trainings, models based on interaction and informal learning such as mentoring, coaching and peer observation come to the fore.…”

Section: Professional Developmentmentioning

confidence: 99%

Untitled

2022

AJE

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All ATINER's publications including its e-journals are open access without any costs (submission, processing, publishing, open access paid by authors, open access paid by readers etc.) and is independent of presentations at any of the many small events (conferences, symposiums, forums, colloquiums, courses, roundtable discussions) organized by ATINER throughout the year and entail significant costs of participating. The intellectual property rights of the submitting papers remain with the author. Before you submit, please make sure your paper meets the basic academic standards, which includes proper English. Some articles will be selected from the numerous papers that have been presented at the various annual international academic conferences organized by the different divisions and units of the Athens Institute for Education and Research. The plethora of papers presented every year will enable the editorial board of each journal to select the best, and in so doing produce a top-quality academic journal. In addition to papers presented, ATINER will encourage the independent submission of papers to be evaluated for publication.The current issue is the third of the ninth volume of the Athens Journal of Education (AJE), published by the Education Unit of ATINER.

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Characteristics and models of effective professional development: the case of school teachers in Qatar

Cited by 28 publications

References 14 publications

Formal mentorship and instructional practices: a Teaching and Learning International Survey (TALIS) study of US teachers

Formal mentorship and instructional practices: a Teaching and Learning International Survey (TALIS) study of US teachers

Entrepreneurship Education and Health-Stress Analysis of College Teachers and Students Using Backpropagation Neural Network Model

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