الإنتاج البحثي لأعضاء هيئة التدريس بالكلية V.8 - Flipbook - Page 46
the use of K-12 best practices in the Gulf Cooperation Council Region (GCC) since nowhere is the
importing of best practices more evident than in the GCC region. Using Foucault’s notion of
problematization as the theoretical framework, this essay provides an understanding of how best
practices have emerged as a solution to educational change, how these practices are legitimized,
and how the use of best practices has evolved into challenges for those relying on best practices to
bring about educational change. The discussion centres on five central challenges: (1) educational
transfer and profit-making, (2) a false universalism, (3) leapfrogging, (4) language and discourse,
and (5) the fidelity of implementation. The essay concludes by addressing the issue of using
problematizing as a tool for transformative or reconstructive possibilities.
(19) Sellami, A., Romanowski, M., Abu-Shawish, R., Bader, L., & Alqassass, H., (2022).
Predictors of parental involvement in their child’s education in Qatar. International Journal of
Early Childhood Learning. 29(2), 25-40. https://doi.org/10.18848/2327-7939/CGP/v29i02/25-40
Research indicates that parental involvement provides numerous benefits that increase students’
academic performance. Therefore, it is important to understand why some parents are involved in
their children's education and the possible barriers that prevent other parents from engaging with
schools. This study examines parents’ perspectives regarding their involvement in public schools
in the State of Qatar. Four hundred and seventy-four Qatari parents completed a self-reported
survey questionnaire, reporting their views and opinions regarding their participation in their
child’s education at school and home and the aspects of schooling in which they are involved.
Results from factor analysis identified two main predictors of parental involvement in this current
study: time spent on homework and communication with the school. Results also indicated that the
perceived quality of education was also associated with parental involvement. The article concludes
with recommendations for future study and research for policy and decision-making.
(20) Kayan Fadlelmula, F., Sellami, A., & Le Trung, K. (2022). STEM learning during the
COVID-19 pandemic in Qatar: Secondary school s tudents’ and teachers’ perspectives. EURASIA
Journal of Mathematics, Science and Technology Education, 18(6), em2123.
https://doi.org/10.29333/ejmste/12102
This study examines how students and teachers perceive science, mathematics, engineering and
technology (STEM) learning during the COVID-19 pandemic. Data was collected through student
and teacher surveys, conducted in 22 public and 17 private secondary schools at Qatar. Participants
included 1,505 students and 545 teachers in grades 11 and 12. Results showed students’ and
teachers’ demographic factors, including gender, school type, grade level, and majors, emerged as
salient predictors of perceptions of the pandemic as disruptive to students’ STEM learning.
Specifically, both students and teachers perceived keeping up with coursework, being physically
isolated from classmates, and keeping a regular schedule at home to be key barriers. Results further
revealed that neither students nor teachers viewed communicating with staff and teachers, losing
contact with teachers, or accessing and using technology as barriers. Moreover, school type and
gender were important predictors of how students and teachers perceived STEM learning during
the pandemic.
(21) Alkhatib, H., Romanowski, M., Sellami, A. L., Abu-Tineh, A., & Chaaban, Y. (2022).
Challenges facing teacher education in Qatar: Q Methodology research. Heliyon, 8(7), e09845.
https://doi.org/10.1016/j.heliyon.2022.e09845
ﻟﻼطﻼع ﻋﻠﻰ ﻣﻠﺨﺺ اﻟﺒﺤﺚ ﯾﺮﺟﻰ اﻟﺮﺟﻮع اﻟﻰ ﻣﻠﺨﺺ اﻟﺒﺎﺣﺚ اﻟﺮﺋﯿﺲ د ھﺪﯾﻞ اﻟﺨﻄﯿﺐ
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ﻣﻛﺗب اﻟﻌﻣﯾد اﻟﻣﺳﺎﻋد ﻟﺷؤون اﻟﺑﺣث واﻟدراﺳﺎت اﻟﻌﻠﯾﺎ ﺑﻛﻠﯾﺔ اﻟﺗرﺑﯾﺔ
