Zobrazeno 1 - 10
of 22
pro vyhledávání: '"Osama Al Mahdi"'
Publikováno v:
ECNU Review of Education, Vol 6 (2023)
Highlights This study explores features of professional learning community (PLC) models in the educational contexts in Bahrain and Oman. Findings based on the case studies of PLCs in two private schools in Bahrain and Oman, and theoretical input from
Externí odkaz:
https://doaj.org/article/b064bdcb38c443f68874d14f51d4fe8a
Autor:
Osama Al-Mahdi, Lucy Bailey
Publikováno v:
Gulf Education and Social Policy Review, Vol 2, Iss 2, Pp 171-192 (2022)
Abstract This article reports on an exploratory study of parental involvement in primary education conducted in the Kingdom of Bahrain. Drawing on a survey of 154 parents across 16 schools, parent views on parental involvement are explored – specif
Externí odkaz:
https://doaj.org/article/ff7409416d2e4df2bccfbdaa48a373d0
Publikováno v:
Higher Education, Skills and Work-Based Learning.
PurposeThis paper investigates the social online learning experiences of teacher trainees during the COVID-19 pandemic. The study's model gauges the relationships between social presence, sense of community, and collaborative learning in online work-
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::6a5be55fe3c12b9e0f303f7125e25233
https://doi.org/10.1108/heswbl-03-2022-0066
https://doi.org/10.1108/heswbl-03-2022-0066
Publikováno v:
ECNU Review of Education. :209653112211315
Highlights This study explores features of professional learning community (PLC) models in the educational contexts in Bahrain and Oman. Findings based on the case studies of PLCs in two private schools in Bahrain and Oman, and theoretical input from
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::6d31b7c737ff261a2b4f1497d552c309
https://doi.org/10.1177/20965311221131583
https://doi.org/10.1177/20965311221131583
Research on giftedness and gifted education has a rich history. Researchers have consistently pointed to the educational leadership perspectives on giftedness, and inequitable identification of policies and practices in gifted education. Research sug
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::e0da38078ea7eda839a2c75203cd08c0
https://zenodo.org/record/6321834
https://zenodo.org/record/6321834
Publikováno v:
Educational Management Administration & Leadership. 49:93-111
Although school turnaround has been studied extensively in Western contexts such as the United States, the applicability of remedies to the Gulf Cooperation Council (GCC) countries has not been extensively studied. The literature that exists predomin
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::4227834091617a01aac2b2d15282395f
https://doi.org/10.1177/1741143219884682
https://doi.org/10.1177/1741143219884682
Publikováno v:
SSRN Electronic Journal.
University teaching around the world has been heavily disrupted by the spread of the COVID-19 pandemic. Indeed, the last year has seen a major shift in teaching and learning from the traditional face-to-face mode to one heavily dependent on the inter
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::d263a53e320d28f77dd1d7720ec390f3
https://doi.org/10.2139/ssrn.3874431
https://doi.org/10.2139/ssrn.3874431
Publikováno v:
Scopus-Elsevier
Massive Open Online Courses (MOOCs) have been a major trend, in online pedagogy and educational technology. They facilitate students' learning through the involvement of technologies which is considered an essential aspect for independent learners. T
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::8156bd427466462e73075aa266f0d4bb
https://doi.org/10.1109/econf51404.2020.9385448
https://doi.org/10.1109/econf51404.2020.9385448
Autor:
Osama Al Mahdi
Publikováno v:
Innovations in Educational Leadership and Continuous Teachers' Professional Development
Over the last decades researching and developing teachers‖ professional development frameworks and practices had underwent a paradigm shift. This shift was driven by the complexities of teaching and learning requirements, an increased necessity for
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::4ff608fef94bd1142b2a254fabd136f3
https://doi.org/10.46679/isbn978819484832509
https://doi.org/10.46679/isbn978819484832509
Autor:
Osama Al-Mahdi, Ted Purinton
In-service teacher professional development is central to most empirical conceptions of educational quality. As the techniques and strategies for educational reform have spread rapidly throughout the world, teacher professional development practices