Alignment of Teacher-Developed Curricula and National Standards in Qatar's National Education Reform

Autor/inn/en	Nasser, Ramzi; Zaki, Eman; Allen, Nancy; Al Mula, Badria; Al Mutawaha, Fatma; Al Bin Ali, Hessa; Kerr, Tricia
Titel	Alignment of Teacher-Developed Curricula and National Standards in Qatar's National Education Reform
Quelle	In: International Education Studies, 7 (2014) 10, S.14-24 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Foreign Countries; Curriculum Development; Teacher Role; Alignment (Education); National Standards; Teacher Developed Materials; Questionnaires; Teacher Attitudes; Surveys; Educational Objectives; Semitic Languages; English (Second Language); Mathematics Instruction; Science Instruction; Second Language Instruction; Evaluation Methods; Teacher Responsibility; Faculty Workload; Elementary School Teachers; Semi Structured Interviews; Grade 4; Lesson Plans; Planning; Qatar + Suchen Sie Ihr Suchwort? Ausland; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lehrerrolle; Fragebogen; Lehrerverhalten; Survey; Umfrage; Befragung; Educational objective; Bildungsziel; Erziehungsziel; Arabisch; Hebräisch; English as second language; English; Second Language; Englisch als Zweitsprache; Mathematics lessons; Mathematikunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Fremdsprachenunterricht; Lehrverpflichtung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 04; 4. Schuljahr; Schuljahr 04; Lesson planning; Unterrichtsplanung; Ablaufplanung; Planungsprozess; Katar
Abstract	This study investigated the degree to which teacher developed curriculum was aligned with the national standards in Qatar. Three sources of data included teacher response to a questionnaire, teacher interviews and expert rating of the alignment of teacher-developed materials with curriculum standards. A survey and interview questions measured teacher roles and methods in developing the curriculum. Expert ratings measured the degree of alignment of objectives, activities, lesson elements and assessment with the standards. Results indicated that the objectives of units and lessons in each of the four subject areas Arabic, English, mathematics and science, closely aligned with tasks and artifacts. These elements of instruction also showed satisfactory alignment in terms of content, scope, developmental level, and cognitive level with the standards. Assessments, however, showed a serious lack of alignment with the standards in terms of scope and developmental level, especially in the cognitive level alignments in each of the four subject areas. Teachers also reported that developing curriculum, in addition to other school related activities, has generally overloaded teachers. This study has significance in terms of professional development needs and policy decisions in Qatar and similar contexts, especially those engaged in education reform. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, ON M3J 3H7, Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/es
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01