This document summarizes the findings of focus groups on attitudes towards Palestinian environmental higher education programs. It found that:
1) Students, alumni, teachers, and stakeholders all agreed reforms are needed and programs have poor relevance, with weak skills development and few extracurricular activities.
2) Six key barriers to reform were identified: lack of expert involvement, poor program quality, weak teaching tools and capacities, insufficient support, poor communication between groups, and students' multidisciplinary nature.
3) Comprehensive and holistic reforms are needed to address the interrelated barriers to improving environmental higher education in Palestine.
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
Presentation at the Townhall featuring the University of Kentucky Strategic Planning Working Group #1: "Create a Vibrant Undergraduate Learning Community" co-chaired by Kim Anderson and Jane Jenson. Town Halls represent opportunities for the community to learn about the Strategic Plan and to share ideas about our university’s future. Other Working Groups include:
Working Group #2: Advance a High-Quality Graduate and Professional Portfolio
Working Group #3: Cultivate a Robust Research and Creative Environment
Working Group #4: Transform the Campus, Brand and Infrastructure at UK
Working Group #5: Foster a Positive Work Environment for Faculty and Staff
Working Group #6: Have a Meaningful Impact on the Commonwealth and the Community
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This quantitative study examines the training of student teachers for ICT-based teaching in two teacher education institution, in Israel and Finland. The data was collected in 2015-2017 using a questionnaire administered to 41 Finnish and 44 Israeli student teachers. The results show that most student teachers had practice in ICT-based teaching. However, about a third of student teachers in both institutions practiced only two times or less using ICT. Those who practiced mostly used a teacher-centred approach as did their college and school mentor teachers who integrated ICT in their lessons. The variable describing competency in ICT-based teaching correlated with student teachers' attitudes, the number of ICT-based lessons they taught, modelling by the school mentor teacher, and the various schools’ infrastructures and support. The results show that students in Israeli institutions are better prepared to teach with ICT which can be explained by the impact of the latest national reforms. We conclude that students' perception of their TPACK is the function of a variety of factors: on a personal level (attitudes towards the contribution of ICT to teaching and learning); on an institutional level (curriculum, modelling by faculty, institutional strategies); on a field practice school level (modelling by school mentors, infrastructure, pedagogical, technological, and administrative support); and on a national level (reforms and their implementation models). All these factors must be considered to promote the pedagogically innovative integration of ICT in teacher training and the overall education system. The best strategy to achieve this goal is to support collaboration between TEIs and schools on the national level. Wide-scale implementation of ICT in teaching demands significant investments in infrastructure and training. Hence much of its success depends on the national vision and priorities given to this purpose.
This study was a survey conducted to determine the influence of stake holders on student career choice particularly amongst undergraduate students in school of science education Federal College of Education, (Technical) Bichi Kano.
Adopting the experimental research approach and test results of students’ optics unit learning outcomes as
the research tool, this study carried out experimental remedial teaching on 92 research samples who are
grade eight students at a junior high school in Miaoli County to investigate the effects of electric textbooks
on the optics unit learning outcomes of students with low academic achievement. The results suggest that
remedial teaching incorporating electronic textbooks is better than traditional remedial teaching according
to the learning outcomes of the grade eight students of low academic achievement in this study.
Influence of Policy and Curriculum Formulation Procedures on The Implementati...inventionjournals
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Continuous use of traditional instruction has proven to give results of unsatisfactory performance, misconceptions and poor attitudes towards chemistry for most students. This study was designed to examine the differential effects of multimodal instructional and traditional instructional approaches on selected Colleges of Education students’ understanding of chemistry topics to remove the drawbacks of the traditional instructional methods used to teach Chemistry. The sample of the study involved 120 students who were randomly selected into groups from two colleges of Education. The primary data was collected from interview, questionnaire and pre and post-tests for the study. The results indicated that most of students who participated in the study had difficulties learning Chemistry concepts, hold a lot of misconceptions and negative attitudes and interest in learning the topics of the subject. The difficulties were attributed to the sort of instructional approach used to teach Chemistry. Multimodal instructional approaches were proven to show positive significant effect on students’ learning chemistry in the Colleges. There was high improvement in the performance and interest of students to learn Chemistry concepts. The students who were taught by multimodal instructional approaches could interpret and comprehend more chemistry concepts in the study than those who were taught by traditional instructional approach.
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In this study, the attitudes of the academic staff working in NamıkKemal University (NKU) towards distance education were examined according to different variables. Within this scope, the distance education attitude scale developed by Ağır et al. was used. 283 out of 955 academic staff working in NKU participated in this research in 2015. The data obtained from the research were analyzed by using SPSS (Statistical Package for Social Sciences) for Windows 22.0 program. In the evaluation of the data; numbers, percentages, mean and standard deviation were used as the descriptive statistical methods. T-test was used in the comparison of the quantitative continuous data between two independent groups, while One-Way ANOVA was used in the comparison of the quantitative continuous data between more than two independent groups. In order to determine the differences after the ANOVA, Scheffe’s test was used as the complementary post-hoc analysis. The obtained findings were evaluated at the confidence interval of 95% and at the significance level of 5%. It was determined in the study that the attitude level of the participants as to “the positive aspects of distance education” proved to be moderate (2,851 ± 0,716); whereas the attitude level as to “the negative aspects of distance education” proved to be weak (2,430 ± 0,757); and the attitude level as to “the advantages of distance education” proved to be high (3,618 ± 0,713).While age and gender were seen to have not affected the attitudes towards distance education, the academic title was seen to have affected these attitudes. The obtained statistical data and findings contributed to the studies regarding the foundation and constitution of Distance Education Center (DEC) as well as raising awareness for DEC
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
Presentation at the Townhall featuring the University of Kentucky Strategic Planning Working Group #1: "Create a Vibrant Undergraduate Learning Community" co-chaired by Kim Anderson and Jane Jenson. Town Halls represent opportunities for the community to learn about the Strategic Plan and to share ideas about our university’s future. Other Working Groups include:
Working Group #2: Advance a High-Quality Graduate and Professional Portfolio
Working Group #3: Cultivate a Robust Research and Creative Environment
Working Group #4: Transform the Campus, Brand and Infrastructure at UK
Working Group #5: Foster a Positive Work Environment for Faculty and Staff
Working Group #6: Have a Meaningful Impact on the Commonwealth and the Community
PREPARING STUDENT TEACHERS TO TEACH WITH TECHNOLOGY: CASE STUDIES IN FINLAND ...IJITE
This quantitative study examines the training of student teachers for ICT-based teaching in two teacher education institution, in Israel and Finland. The data was collected in 2015-2017 using a questionnaire administered to 41 Finnish and 44 Israeli student teachers. The results show that most student teachers had practice in ICT-based teaching. However, about a third of student teachers in both institutions practiced only two times or less using ICT. Those who practiced mostly used a teacher-centred approach as did their college and school mentor teachers who integrated ICT in their lessons. The variable describing competency in ICT-based teaching correlated with student teachers' attitudes, the number of ICT-based lessons they taught, modelling by the school mentor teacher, and the various schools’ infrastructures and support. The results show that students in Israeli institutions are better prepared to teach with ICT which can be explained by the impact of the latest national reforms. We conclude that students' perception of their TPACK is the function of a variety of factors: on a personal level (attitudes towards the contribution of ICT to teaching and learning); on an institutional level (curriculum, modelling by faculty, institutional strategies); on a field practice school level (modelling by school mentors, infrastructure, pedagogical, technological, and administrative support); and on a national level (reforms and their implementation models). All these factors must be considered to promote the pedagogically innovative integration of ICT in teacher training and the overall education system. The best strategy to achieve this goal is to support collaboration between TEIs and schools on the national level. Wide-scale implementation of ICT in teaching demands significant investments in infrastructure and training. Hence much of its success depends on the national vision and priorities given to this purpose.
This study was a survey conducted to determine the influence of stake holders on student career choice particularly amongst undergraduate students in school of science education Federal College of Education, (Technical) Bichi Kano.
Adopting the experimental research approach and test results of students’ optics unit learning outcomes as
the research tool, this study carried out experimental remedial teaching on 92 research samples who are
grade eight students at a junior high school in Miaoli County to investigate the effects of electric textbooks
on the optics unit learning outcomes of students with low academic achievement. The results suggest that
remedial teaching incorporating electronic textbooks is better than traditional remedial teaching according
to the learning outcomes of the grade eight students of low academic achievement in this study.
Influence of Policy and Curriculum Formulation Procedures on The Implementati...inventionjournals
ABSTRACT: Several factors have been highlighted as impediments to effective implementation of Alternative ‘B’ Mathematics curriculum in secondary schools that include; level of involvement of stakeholders and policy issues. This study however specifically dealt with the Influence of policy and curriculum formulation procedures on the implementation of Alternative ‘B’ Mathematics curriculum in secondary schools with reference to Kericho County. Leithwood's model of evaluation of curriculum implementation was adopted in this study. Descriptive survey design was chosen as the study design. A population of 157 principals, 401 teachers of Mathematics and 20 heads of secondary Mathematics curriculum at KIDC, MoE and KNEC were targeted. Simple random sampling was employed to select respondents.. Data were collected by use questionnaires and interview guides. The findings indicate that there is a strong correlation between Policy and Curriculum Formulation Procedures and acceptability of new curriculum as indicated in the Chi Square test.
Effect of Multimodal Instructional Approaches on Students Learning of Chemist...Premier Publishers
Continuous use of traditional instruction has proven to give results of unsatisfactory performance, misconceptions and poor attitudes towards chemistry for most students. This study was designed to examine the differential effects of multimodal instructional and traditional instructional approaches on selected Colleges of Education students’ understanding of chemistry topics to remove the drawbacks of the traditional instructional methods used to teach Chemistry. The sample of the study involved 120 students who were randomly selected into groups from two colleges of Education. The primary data was collected from interview, questionnaire and pre and post-tests for the study. The results indicated that most of students who participated in the study had difficulties learning Chemistry concepts, hold a lot of misconceptions and negative attitudes and interest in learning the topics of the subject. The difficulties were attributed to the sort of instructional approach used to teach Chemistry. Multimodal instructional approaches were proven to show positive significant effect on students’ learning chemistry in the Colleges. There was high improvement in the performance and interest of students to learn Chemistry concepts. The students who were taught by multimodal instructional approaches could interpret and comprehend more chemistry concepts in the study than those who were taught by traditional instructional approach.
An Analysis on the Attitudes of Academic Staff towards Distance Educationinventionjournals
In this study, the attitudes of the academic staff working in NamıkKemal University (NKU) towards distance education were examined according to different variables. Within this scope, the distance education attitude scale developed by Ağır et al. was used. 283 out of 955 academic staff working in NKU participated in this research in 2015. The data obtained from the research were analyzed by using SPSS (Statistical Package for Social Sciences) for Windows 22.0 program. In the evaluation of the data; numbers, percentages, mean and standard deviation were used as the descriptive statistical methods. T-test was used in the comparison of the quantitative continuous data between two independent groups, while One-Way ANOVA was used in the comparison of the quantitative continuous data between more than two independent groups. In order to determine the differences after the ANOVA, Scheffe’s test was used as the complementary post-hoc analysis. The obtained findings were evaluated at the confidence interval of 95% and at the significance level of 5%. It was determined in the study that the attitude level of the participants as to “the positive aspects of distance education” proved to be moderate (2,851 ± 0,716); whereas the attitude level as to “the negative aspects of distance education” proved to be weak (2,430 ± 0,757); and the attitude level as to “the advantages of distance education” proved to be high (3,618 ± 0,713).While age and gender were seen to have not affected the attitudes towards distance education, the academic title was seen to have affected these attitudes. The obtained statistical data and findings contributed to the studies regarding the foundation and constitution of Distance Education Center (DEC) as well as raising awareness for DEC
Presentation by Helene Gadriot-Renard, French Court of Accounts, on Performance audit - the French experience, at the workshop organised by SIGMA for the Lebanese Court of Accounts on Introducing performance auditing in Supreme Audit Institutions, held in Beirut 28-29 June 2016.
Présentation sur la réforme des marchés publics au Maroc à la conférence régionale SIGMA sur les marchés publics qui s'est tenue à Beyrouth les 2-3 juin 2015. Egalement disponible en français.
Presentation of the main findings by SIGMA experts on the corruption risk assessment of the public procurement system in Jordan, which took place in Amman on 30 January 2017.
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Presentation by SIGMA expert Jolanda Trebicka from Albania, on the Analysis of the Albanian monitoring and reporting requirements and practices, made at a seminar organised by SIGMA for representatives of the Albanian Office of the Prime Minister and selected line ministries, Tirana 9 February 2017.
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Cheryl Hodgkinson-Williams
International approach in comparative education
introduction
- Definition
- Purposes and Scope of international approach
Process of approach
- Steps and tools
- Uses of international approach
Implementation and comparison
- Comparison within a country
- Comparison of developed and underdeveloped countries
- Developing one method of education for all
This study aimed to explore the motivational factors influencing the development of environmental leadership qualities among students in higher educational institutions (HEIs). The study used surveys based on the methods of Zhang and Nunez Alonso, the Karpenko criteria, and the methods of Chen and Semedo. The study revealed that the proposed program, designed to enhance motivation and foster environmental leadership qualities, positively impacted students' motivation. Approximately one-third of students exhibited only an elementary level of environmental culture, indicating a lack of focus on environmental protection. However, applying the proposed approach increased motivation, environmental culture, and environmental leadership among students. Furthermore, a correlation was identified between motivation factors, environmental culture, and environmental leadership qualities. Future research should explore strategies for promoting ecological behavior among students, schoolchildren, and adults.
This is a presentation about a research project on Emerging Technologies in South African Higher Education Institutions and their impact on transforming teaching and learning. It is a description of the project
2. Evaluation of Focus Groups Attitudes and
Perspectives Towards Palestinian Environmental
Higher Education Programs
By:
Prof. Dr. Marwan Haddad
and Dr Salah Yasin
Water and Environmental Studies Institute (WESI)
An Najah National University
3. This Outcome is Part of EU – TEMPUS IV Project
Project Partners are:
Project Coordinator
4. Introduction
Data showed that the population of the Palestinian
Territory is young;
the percentage of individuals in the age group (0-14)
was 41.9% of the total population in the Palestinian
Territory mid year 2009,
The elderly population aged (65 years and over ) was
3.0% of the total population in Palestinian Territory in
mid year 2009 (PCBS 2010-a).
5. )1Higher Education System in Palestine (
The education system in the Palestinian Territory at one point was
and is affected by the prolonged Israeli military occupation of
the Palestinian land and resources
and on the other hand it is affected by general factors facing third
world countries such as
poor socio-economic conditions,
lack and/or poor institutional arrangements, and
poor technical and human capacities.
6. )2Higher Education System in Palestine (
The university education in Palestine consists of:
2 years of education for a diploma
4 years of a college education to obtain a bachelor’s
degree and additional
2 years for a master’s degree
3 years for PhD’s degrees.
7. Type of Institution Location
West Bank Gaza Total
Open Education (16)* (7)* 1
Traditional Universities 8 5 13
University Colleges 10 5 15
Community Colleges 14 6 20
Total 32 16 49
Distribution of Palestinian Higher Education
Institutions by Location and Type
8. )3Higher Education System in Palestine (
The number of students enrolled for bachelor degree in the
Palestinian traditional universities in 2009/2010, was
107925 students of which 61139 or 56.6% are females
The number of students enrolled in graduate studies was
6234 of which 2668 or 42.8% are females.
Gross male enrollment ratio for higher education was
44.5% (MOEHE 2010).
9. )1Environmental Higher Education System in Palestine (
in the West Bank, there are three higher education
institutions that offers master programs in water and
environmental engineering and sciences:
Birzeit University through Institute of
Environmental and Water Studies,
Al-Quds University through the department of
Applied Earth and Environmental Sciences and
An-Najah National University through Water and
Environmental Studies Institute.
10. )2Environmental Higher Education System in Palestine (
All of the three organizations and in addition to their
environmental MSc programs are offering:
training courses,
carrying out researches and
serving the local society in Palestine.
11. )3Environmental Higher Education System in Palestine (
All of the three organizations work and plan activities
without coordination and/or integration between each
other.
Few cooperative activities exist such as this project
12. In comparing the master programs offered by the three institutes, the
following points were observed:
The three institutes use the American credit hour education system
with total of thirty six hours of which 30 credit hours course work
and six credit hours were reserved for the thesis.
The system at the three institutes allows students to follow either the
thesis or none-thesis track.
The three institutes require that the applicants to the five program to
have a B.Sc degree (in the major under consideration) with a
minimum of good GPA.
The requirements in compulsory and elective courses for the various
programs differ in number and content
The core courses for some programs do not reflect the title of the
program.
It is difficult to link the compulsory and elective courses of each
program of the five programs in one ILO grid.
13. The Need for Reform
Demand for higher education has increased significantly
in the past decades with students enrolled in higher
education institutions more than tripling between 1995
and 2006 and increased about 50% from 2006 until
present
14. The Need for Reform
Environmental higher education system in Palestine was
not upgraded or reformed since its inception during early
nineties.
It is necessary to review the system at all levels and to
develop a reform strategic plan to support the
environmental higher education system to satisfy all
societal levels and to meet the requirements and needs of
future development including industries, students,
teachers, public sectors ...etc.
15. Research Methodology
A combination of quantitative and qualitative data analysis
method to investigate activities of interest and to provide
additional layers of triangulation to validate findings was
adopted in this study.
A stratified sample for both the quantitative (questionnaire
survey) and qualitative methods (open discussion workshops) is
comprised of four focus groupings:
1. Students enrolled in the Master’s program on
Environmental Studies.
2. Teaching Staff,
3. Stakeholders,
4. Alumni of the Master’s Program of Environmental Studies
16. Target
Group
Domain 1 Domain 2 Domain 3 Domain 4 Domain 5 Domain 6 Domain7
Teaching
Staff
Incentives
to teach in
an
environmen
tal
postgraduat
e program
Relevance
of the
environmen
tal higher
education
program
Lecturer
Feedback
Sufficiency
of tools
used, skills
and
capabilities
developed
Adoption
and practice
of
extracurricu
lar activities
Adoption
and practice
of the
principle of
collective
participatio
n and team
Students
Enrolled in
the Master
Program on
Environment
al Studies
Students’
views on
environmen
tal issues
and
problems
Quality and
Relevance
of the
environmen
tal higher
education
program
Quality and
Relevance
of teaching
staff and
administrati
ve support
Teaching
tools used,
skills
developed
and team
working
practiced.
Extra
curriculum
activities
Stakeholders Views on
environmen
tal issues
and
problems
The
environmen
tal higher
education
program
Organizatio
n’s
Expectation
s
Sufficiency
of tools
used, skills
and
capabilities
developed
Lecturer’s
quality and
commitment
Adoption
and practice
of
extracurricu
lar activities
Adoption
and practice
of
participatio
n and team
working
Alumni of the
Master
Program of
Environment
al Studies
Students’
views on
environmen
tal issues
and
problems
Quality and
Relevance
of the
environmen
tal higher
education
Quality and
Relevance
of teaching
staff and
administrati
ve support
Teaching
tools used,
skills
developed
and team
working
Extra
curriculum
activities
Field Survey Domains
18. )1Results and Discussion (
University Alumni Enrolled
Students
Stakeholder
s
Teachers Total
No. %
Berzeit University 17 53 1 6 77 47.0
Al-Quds University 9 18 3 8 38 23.2
An-Najah National
University
12 27 4 6 49 29.9
Grand Total, No.
%
38 98 8 20 164 100.1
23.2 59.8 4.9 12.2 100.1
Sample Distribution by University and Target Group
19. )1Results and Discussion (
Students enrolled in the Master’s program on
Environmental Studies
Student’s Responses Show that:
Students would like to learn and know more about
environmental issues and accordingly contribute their
abilities.
They are non-decisive on the quality and relevance of the
environmental higher education program
There are high lack of extracurricular activities offered in
the program
There are weak acceptance and/or approval of the quality
of teaching tools used, skills developed and teamwork
practiced.
20. )2Results and Discussion (
Alumni of the Master’s Program of Environmental Studies
Alumni’s Responses Show that:
It was observed that alumni differ from enrolled students in their
views by having higher sharpness or decisiveness in their
responses.
a neutral view was observed on all questions related to the
quality and relevance of the environmental higher education
program, a result which indicates very little trust in the quality
and relevance of the program.
Teaching staff was helpful and friendly.
High lack of extracurricular activities.
Weak teaching tools used, skills developed and team working
practiced
21. )3Results and Discussion (
Teaching Staff
Teaching Staff’s Responses Show that:
They disagree on the relevance of the environmental higher
education program
the program, the process, the research, and interaction
with students were mostly in the neutral range with a
tendency to agree – Weak Trust
There are high sufficiency of tools used, skills and
capabilities developed
Weak adoption and practice of extracurricular activities
High adoption and practice of the principle of collective
participation and teamwork
22. )4Results and Discussion (
Stakeholders
Stakeholder’s Responses Show that:
strong stakeholders support to and positive attitude towards
environmental issues and problems faced.
Diverse views on the relevance of the environmental higher education
program
Agree on the clarity of program learning objectives and compliance
with international standards
Agree on the sufficiency of tools used, skills and capabilities developed
Agree on lecturer quality and commitment
Diverse views on the adoption and practice of extracurricular activities
Diverse views on the adoption and practice of participation.
23. Key Barriers to ReformsSix key barriers to environmental higher education
system reform were identified by this research:
1. Environmental experts are not involved in the reform
and development process
2. Program Quality and Relevance is Poor
3. Teaching Tools, Skills, and Capacities are Poor
4. Public and Private Sector Support is Poor
5. Communication and Teamwork Between the Various
Groupings are Weak
6. Multidisciplinary Nature of Students
24. Concluding Remarks
All groupings agree on the poor relevance/little trust in
existing programs and the high need for its reform
There was six key – comprehensive and holistic in nature -
barriers found to reforming environmental higher
education programs in Palestine
The description of these barriers indicates the job is not
simple and encourages the need for a more holistic
approach to reforming the environmental higher education
system in Palestine.