الإنتاج البحثي لأعضاء هيئة التدريس بالكلية V.8 - Flipbook - Page 88
(21) Romanowski, M., Alkhateeb, H., & Chaaban, Y. (2023). Problematizing constructive
alignment in Higher Education in Gulf Cooperation Council (GCC) countries. Teaching in Higher
Education, https://doi.org/10.1080/13562517.2023.2180729
Constructive alignment (CA) has developed into one of the most significant concepts in higher
education since its establishment in the late 1990s. CA is a powerful instrument for curriculum
design that aligns learning outcomes with teaching and learning activities and assessments to
enhance the quality of students’ learning. In this conceptual study, Foucault’s concept of
problematization is used as the theoretical framework to explain how and why CA has become a
powerful approach for curriculum design dominantly used in higher education worldwide. The
discussion focuses on three main blind spots of the CA: pedagogical hegemony, implementation
fidelity, and policy enactment. The study closes by offering concluding thoughts and identifying
new agendas for research.
(22) Chaaban, Y. & Sawalhi, R. & Lundberg, A. (2023). Middle leaders’ sensemaking of their
leadership practices in response to educational disruption: A Q-methodology study. Educational
Management and Leadership. https://doi.org/10.1177/17411432231152357
Middle leaders were required to navigate the complexities of educational disruption and respond to
internal and external demands throughout the pandemic. This shifting educational context
necessitated a sensemaking process to better understand and act on the issues which gave rise to
ambiguities in their school environment. This study investigated the sensemaking processes
employed by 27 middle leaders from 20 government schools in Qatar, at a time when COVIDrelated restrictions had been lifted and face-to-face learning had resumed. To collect and analyze
data, Q-methodology was applied. A 34-statement Q-sample was developed based on a proposed
conceptual framework of sensemaking during times of disruption which included three dimensions:
intrapersonal, relational, and institutional. Q-factor analysis revealed two significantly different
viewpoints regarding how participants enacted certain practices in response to educational
disruption. These were (1) sensemaking as a relational endeavor and (2) sensemaking as an agentic
endeavor. The two viewpoints differed in sources of sensemaking and its mechanisms.
Sensemaking offered a useful theoretical construct as it revealed middle leaders’ perceptions and
enactments, and their struggles in maintaining a balance between structure and agency. The study
has implications for middle leadership policy and practices in times of educational disruption and
beyond, with its distinctive methodological and contextual contributions.
(23) Chaaban, Y., Du, X., Lundberg, A., & Abu-Tineh, A. (2023) Education stakeholders’
viewpoints about an ESD competency framework: Q methodology research. Sustainability, 15(3),
1787. https://doi.org/10.3390/su15031787
Teachers are considered key drivers of the education for sustainable development (ESD) agenda.
They play a critical role in ensuring the attainment of sustainability goals, yet require early
opportunities to acquire the necessary knowledge, skills, and attitudes, which will enable them to
foster ESD. Therefore, this study documented the development and evaluation of a framework
consisting of the core competencies that pre-service teachers need to achieve ESD in Qatar. Framed
by complexity theory, the competency framework was developed into a Q-sample, which was then
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