Qatar’s educational reform past and future: challenges in teacher development
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The Qatari educational system used the intrinsic-nationalistic and cultural traditions of Arabic schools until the late 1990s as mentioned in this paper, and the Qatari leadership and stakeholder was outdated; hence, they approach...Abstract:
Until the late 1990s, Qatar’s educational system used the intrinsic-nationalistic and cultural traditions of Arabic schools. The Qatari leadership and stakeholder was outdated; hence, they approach...read more
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Education as a Critical Factor of Sustainability: Case Study in Qatar from the Teachers’ Development Perspective
TL;DR: In this article, the authors investigated teachers' development needs, including their professional preparation, empowerment, and assessment, by employing semi-structured interviews in selected schools and found that the current professional development (PD) approaches have no direction, purpose, or progress.
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Investigation on Human Development Needs, Challenges, and Drivers for Transition to Sustainable Development: The Case of Qatar
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Student teachers’ perspectives towards teacher leadership
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References
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Journal Article
Doing what matters most : investing in quality teaching
TL;DR: A neutral forum for state-level education policy makers and educators to gain in-depth knowledge about emerging policy issues is provided by the University of Southern California Policy Center (USCPC).
Journal ArticleDOI
Does Teacher Preparation Matter? Evidence about Teacher Certification, Teach for America, and Teacher Effectiveness
Linda Darling-Hammond,Deborah J. Holtzman,Deborah J. Holtzman,Su Jin Gatlin,Julian Vasquez Heilig +4 more
TL;DR: This paper examined whether certified teachers are, in general, more effective than those who have not met the testing and training requirements for certification, and whether some candidates with strong liberal arts backgrounds might be at least as effective as teacher education graduates.
Making transfer happen: an action perspective on learning transfer systems
TL;DR: This introductory chapter suggests that researchers studying the transfer of learning have not focused closely enough on improvements in transfer and that it is time for action-oriented strategies.