Literaturnachweis - Detailanzeige
| Autor/in | Van Dyke, Blair |
|---|---|
| Titel | Consensual Educational Perspectives in Post-Accord Palestine. |
| Quelle | (1996), (29 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Arabs; Educational Administration; Educational Policy; Elementary Secondary Education; Foreign Countries; Higher Education; International Relations; Middle Eastern History; Middle Eastern Studies; Politics of Education; World Affairs; Palestine |
| Abstract | This study proposed to gather, in a systematic fashion, ideas from Palestinian educational leaders about the nature of a culturally Palestinian educational system. The semi-structured interviews focused on the questions: (1) What changes have occurred in Palestinian education since the 1993 peace accord?; (2) What are the central Palestinian cultural values that should guide education in Palestine?; (3) What are the barriers that hinder the inclusion of these Palestinian values into a future school system?; (4) What are possible solutions, consistent with Palestinian society and culture, to overcoming these barriers?; and (5) What implications do the core Palestinian values have for determining governance, curriculum, teaching, and learning in post-accord Palestinian schools? Twenty-nine Palestinian educational leaders were selected by intensity sampling from university faculties, Palestinian National Authority (PNA) officials, and practicing K-12 educators. A demographic questionnaire and the semi-structured interviews were used to gather data. Data were analyzed through the use of concept mapping. Respondents in all groups generally desire the same things for administrators, teachers, curriculum development and students. They are hoping for administrators and teachers who are well trained, democratic, and very cooperative. Also, respondents are hoping to develop curriculum measures that are relevant to Palestinian ideals and promote interaction among students and teachers. Finally, respondents want students to have freedom to express themselves in the classroom. (EH) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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