The need for Saudi faculty and the media for instruction in Saudi Arabian universities     

Ibrahim A. Al-Shami 《Higher Education》1983,12(3):285-296

The past three decades have witnessed rapid growth and expansion in higher education. This study attempts to throw some light on the extent to which Saudi universities have attracted national faculty to match the level of increase in students' enrollment. Another important issue which is discussed in this article is the extent to which Arabic, the national language, is used as a medium of instruction in Saudi universities.Saudi government publications, as well as some international statistical documents, have been utilized in evaluating the possibility of achieving a national faculty and the possibility of using Arabic as the medium of instruction. Practical suggestions are offered to help the higher educational system in Saudi Arabia overcome some of the current problems.  相似文献   

Preparation of counsellors in Pakistan: A proposed model     

Iffat Almas  Farah A Ibrahim 《International journal for the advancement of counseling》1985,8(4):323-327

Summary This paper proposes a comprehensive counselor preparation model within the philosophical and religious beliefs of Pakistan. A series of courses are presented to provide a cohesive and comprehensive body of knowledge to counselors to work in educational, business, health and community settings. The proposed curriculum reflects the philosophy, beliefs, and values of the country in terms of human development, life/career and educational planning. Furthermore, this model proposes a pre-service preparation to replace the current in-service preparation model for counselors.Paper presented at the Tenth International Round Table for the Advancement of Counselling (Working Group: The Training of Counsellors), University of City-Dorigny. University of Lausanne, Lausanne, Switzerland, September 5–9, 1982.  相似文献   

Learning sorting algorithms through visualization construction     

Ibrahim Cetin  Christine Andrews-Larson 《Computer Science Education》2016,26(1):27-43

Recent increased interest in computational thinking poses an important question to researchers: What are the best ways to teach fundamental computing concepts to students? Visualization is suggested as one way of supporting student learning. This mixed-method study aimed to (i) examine the effect of instruction in which students constructed visualizations on students’ programming achievement and students’ attitudes toward computer programming, and (ii) explore how this kind of instruction supports students’ learning according to their self-reported experiences in the course. The study was conducted with 58 pre-service teachers who were enrolled in their second programming class. They expect to teach information technology and computing-related courses at the primary and secondary levels. An embedded experimental model was utilized as a research design. Students in the experimental group were given instruction that required students to construct visualizations related to sorting, whereas students in the control group viewed pre-made visualizations. After the instructional intervention, eight students from each group were selected for semi-structured interviews. The results showed that the intervention based on visualization construction resulted in significantly better acquisition of sorting concepts. However, there was no significant difference between the groups with respect to students’ attitudes toward computer programming. Qualitative data analysis indicated that students in the experimental group constructed necessary abstractions through their engagement in visualization construction activities. The authors of this study argue that the students’ active engagement in the visualization construction activities explains only one side of students’ success. The other side can be explained through the instructional approach, constructionism in this case, used to design instruction. The conclusions and implications of this study can be used by researchers and instructors dealing with computational thinking.  相似文献   

Role Conflict and the Dilemma of Palestinian Teachers in Israel   总被引：1，自引：1，他引：1  

Ibrahim Makkawi 《比较教育学》2002,38(1):39-52

This paper explores the dynamics of conflicting role expectations among Palestinian teachers in Israel while focusing on the ways by which these expectations are generated and shaped by the broader sociopolitical context of the Israeli-Palestinian conflict and its impact on the educational system. Following a brief review of the historical background and the changing role patterns among Palestinian teachers in general, the paper focuses on Palestinian education in Israel and the role of Palestinian teachers within it. The central argument is that the Israeli authorities have been systematically using formal education and the teachers' role in order to repress national identity and awareness among Palestinian students. Data from interviews with Palestinian student activists about the contribution of the formal education to their national identity is used to illustrate the dilemmas and challenges experienced by their teachers.  相似文献   

Global citizenship education: mainstreaming the curriculum?   总被引：1，自引：0，他引：1  

Tasneem Ibrahim Corresponding author 《Cambridge Journal of Education》2005,35(2):177-194

There has been a resurgence of interest in global education in the UK as global issues are included within the requirements of citizenship education in national curricula. This paper examines the significance attached to global citizenship through Citizenship as a statutory subject at Key Stages 3 and 4 within the National Curriculum for England. Drawing on a web‐based project funded by the UK Department for International Development, the paper analyses a number of secondary school texts designed to support teachers and students in incorporating global perspectives into citizenship education. It seeks to answer the question: in what ways is global citizenship being mainstreamed? It suggests that NGOs and commercial publishers have different but complementary approaches to resources for global citizenship and that there is a strong case for greater collaboration between the two sectors.  相似文献   

Towards a traditional model for school counselling and care in Nigeria     

Ibrahim Bulus 《International journal for the advancement of counseling》1989,12(2):105-112

This paper attempts to present a traditional model that can be used for school counselling in the Nigerian school system.To do this, it discusses beliefs and values in a traditional setting, healing and characteristics of traditional counselling environment and the traditional healing processes. Finally, it gives a discourse on a model for therapy in Nigerian schools.The emphasis of the paper is that it is necessary for school counselling to be marshed with the traditional model as the students schools seek to nurture, ultimately, still go back to tradition for self-realization and self-actualization.  相似文献   

The socioeconomic impact of HIV/AIDS on education outcomes in Uganda: School enrolment and the schooling gap in 2002/2003     

Ibrahim Kasirye  Eria Hisali   《International Journal of Educational Development》2010,30(1):12-22

Due to high prime-age mortality—a result of the HIV/AIDS scourge, the number of orphans in Uganda continues to rise. Using the 2002/2003 Uganda National Household Survey, this paper investigates how HIV/AIDS orphan status affects schooling enrolment and grade progression. Our results show that HIV/AIDS orphans are not significantly less likely to continue schooling but are by far more likely to fall below their appropriate grade. Furthermore, we find that the schooling gaps decreases at higher levels of household welfare status—poor HIV/AIDS orphans, especially aged 13–17 years, are significantly less likely to continue schooling.  相似文献   

Evaluating the effect of transformational leadership on knowledge sharing using structural equation modelling: the case of Iraqi higher education     

Sawasn Al-husseini  Ibrahim Elbeltagi 《International Journal of Leadership in Education》2018,21(4):506-517

Leadership style has been suggested as an important factor affecting knowledge management in organizations. Transformational leadership has been acknowledged as having a positive general influence on knowledge management. However, there is a lack of empirical studies examining the relationship between transformational leadership and knowledge sharing in higher education within developing countries such as Iraq. This research seeks to evaluate the impact of the four components of transformational leadership, namely idealized influence, inspirational motivation, intellectual stimulation and individualized consideration, on knowledge sharing (both donating and collecting). Two hundred and fifty usable questionnaires were collected from public higher education institutions in Iraq. Structural equation modelling with AMOS 22 confirms the importance of transformational leadership in encouraging knowledge-sharing culture in higher education. The results reveal that, of the four components of transformational leadership, intellectual stimulation has the strongest effect on both the donating and collecting of knowledge. Guidelines are developed for academics as well as leaders, and evidence is provided in support of the use of transformational leadership to promote knowledge sharing within higher education in developing countries, particularly Iraq. The implications of the findings, along with some potential applications and suggestions for future research, are discussed.  相似文献   

The use of electronic resources by academic staff at The University of Ilorin,Nigeria     

Adeyinka Tella  Faith Orim  Dauda Morenikeji Ibrahim  Suleiman Ajala Memudu 《Education and Information Technologies》2018,23(1):9-27

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Morpho-Phonemic Similarity within and between Languages: A Factor to be Considered in Processing Arabic and Hebrew     

Raphiq Ibrahim 《Reading and writing》2006,19(6):563-586

The goal of the present study was to explore the pattern of lexical connections between translation equivalents represented in the cognitive system of an Arabic-Hebrew bilingual. To achieve this goal, repetition priming effects (reaction times (RTs) and accuracy measures) were compared between translation equivalents in the two forms of Arabic, Spoken Arabic (SA) and Literary Arabic (LA), with those between translation equivalents in Hebrew and LA, in native Arabic students living in Israel. While these students master Hebrew as well as they master LA, they consider it as a second language. LA targets were preceded by cognate and non-cognate translation equivalents in SA or Hebrew either immediately (Lag 0) or separated by four unrelated words (Lag 4), in a lexical decision task. The participants were requested to make a word/non-word decision regardless of language. Across languages, morpho-phonemic similarities augmented the repetition priming effects. At Lag 0 this effect was larger when the primes were in Hebrew than when they were in SA. At Lag 4, however, the priming effect between Hebrew and LA was significantly reduced (and even absent for non-cognates). In contrast, the priming effect between Spoken and Literary Arabic was only slightly attenuated. The conclusion was that, despite the intensive daily use and psychological proximity, Spoken and Literary Arabic are represented as first and second languages in the cognitive system of the native Arabic reader, entertaining distinct lexica. However, the strength of the lexical associations between translation equivalents is influenced by the frequency of concomitant use.  相似文献