QATAR UNIVERSITY COLLEGE OF EDUCATION COURSE NAME: Foundation of Education in Qatar & School Reform COURSE NUMBER: EDUC 310 \ 3 credit hours
INSTRUCTOR: EMAIL:
OFFICE NUMBER: OFFICE HOURS: PHONE: CLASS MEETING TIME:
LOCATION: SEMESTER:
COLLEGE OF EDUCATION UNIT LEARNING OUTCOMES Teaching √ 1. Content: Demonstrate understanding of the key theories and concepts of the subject matter.
√ 2. Pedagogy: Plan effective instruction to maximize student learning
3. Technology: Foster successful learning experiences for all students by addressing individual differences.
√ 4. Diversity: Arrive at data-informed decisions by systematically examining a variety of factors and resources
Scholarship
√ 5. Scholarly Inquiry: Actively engage in scholarship by learning from and contributing to the knowledge base in education.
6. Problem Solving:. Arrive at data-informed decisions by systematically examining a variety of factors and resources
Leadership
.. √ 7. Ethical Values:. Apply professional ethics in all educational contexts.
√ 8. Initiative:. Lead positive change in education
COURSE DESCRIPTION This course has been designed to acquaint the learners with the progress of education in Qatar, including schools and the various elements that impact education and learning, such as the family and society. Learners will also become acquainted with the roles expected they may be expected to ply within the initiative of educational progress in Qatar through examining some of the issues related to the initiative and the responsibilities of teachers.
Prerequisites ; Admission into the B.Ed. in Education Program COURSE OBJECTIVES The Course aims at providing the students wit: 1. Understand cultural and community diversity and how to incorporate students’ experiences, cultures, and community resources into instruction. 2. Be a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community). 3. Understand the nature of schools in Qatar and of school reform and his/her professional responsibilities to this reform. 4. Recognize the importance of fostering relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being. 5 . Identifies professional and ethical standards for teachers and requirements to Achieve them .
COURSE LEARNING OUTCOMES After completing this course, student will be able to: 1) Explain the historical and current context of education in Qatari schools including different contexts, organization, and leadership. 2) Describe current Qatari educational reform elements.. 3) Identify the role of families and communities in the education of students. 4) Identify characteristics of effective teachers and learning environments based on international and national standards. 5) Specify major educational philosophies. 6) Present solutions to a subject ( the case ) relate to teacher and student rights. 7) Distinguish the characteristics of effective professional learning communities 8) Assesses teacher preparation programs in accordance with scientific base 9 ) . identify the principles and rules of ethical & moral for the teaching profession
TEXTBOOKS & READINGS Required text: .. Hand out distributed to the students
Supportive Texts:
Al-Misnad, S. (2007). The development of Modern Education in the Gulf. England: Biddles Ltd Guidford & King’s Lynn Brewer, D., Augustine, C., Zellman, G., Ryan, G., Goldman, C., Stasz, C. & Constant, L. (2007). Education for a new era: design and implementation K-12 Education reform in Qatar, Pittsburgh, PA: Rand Corporation Ornstein, A, & Levine, D. (2011). Foundations of education (11th Edition). Boston: Houghton Mifflin Company. Wiseman, D., Knight, S., & Cooner, D. (2004). Becoming a teacher in a field-based setting (3rd ed.) Belmont, CA: Thomson Wadsworth. Jaber Abdel-Hamid. ( 2005).Teacher of the twenty-first century effective. Cairo: Arab Thought House. Supportive Websites - www.education.gov.qa - www.ncate.org www.rand. organization \education
COURSE REQUIREMENTS Students are expected to:
1. Each candidate is expected to attend class and contribute to the community of learners by being a positive participant in discussions, presentations, and hands-on projects. 2. All assignments should be submitted on the specified due date. Assignments turned in later are subject to point deductions. 3. read all specified readings by the date indicated on the syllabus 4. All written assignments should have the assignment title, student name, course title, and date. 5. All written assignments should be word processed using professional guidelines for writing. 6. All written assignments shall use appropriate citations and references in APA style. 7. All written assignments should use correct English grammar and spelling. 8. Three exams will be given in this class—. Each candidate is expected to be present for these exams except in cases of certified emergency.
Use of Blackboard – VERY IMPORTANT!
Course materials, announcements, and grades are posted to Blackboard.
.. All assignments and communications are to be submitted using Blackboard, unless specifically directed
otherwise.
Students are expected to access Blackboard at least once per week. If you do not, there is a chance you will miss important information in support of classwork , .
COURSE MATRIX Unit Learning QNPS Course Course Learning Assessment Outcomes Objectives Outcomes (Tasks) Content Diversity 5. 1,3, 1, 2 Exams Philosophy Content 3 , 4 , 5 ,7 ,8 Diversity 1.2.3 1, 4 Statement/ Pedagogy Exams Case Study Inquiry 4,2,12 2 6 Analysis Philosophy statement Ethical 12. 5 9 Case Study Values Analysis Exams
COURSE OUTLINE Tentative Course Schedule
Session Tentative Class Topic Readings/Resources/Activities Week 1 Course syllabus Syllabus
Introduction: Qatar’s society, Group Discussion Week 2 history and culture History of Qatari Education
Hand-outs provided Qatari School Reform Debate Week 3 Reading on website \ discussion www. Education .gov .qa
.. History of Education and Philosophical roots of Readings article education: definition of concepts : Idealism, realism, Class Exercise Week 4, naturalism, pragmatism , 5 ,6 behavioral , Islamic Writing your Philosophy of Education
6.5 Mid exam Class Exercise ; Do partner planning Role of Families/Communities in Education Written Assignment: Talk to as many people from different roles (parents, students, workers, etc.) as you can and ask them what they see as the major Week 7,8 issues and challenges for teachers, administrators, and students today. Summarize their responses and determine if there are differences by role.
Readings hand out Characteristics of effective Week 9 teacher
Teacher preparation programs Group Discussion Week Case study 10 ,11
Education as a profession Group Discussion Week Activity: Discuss QNPSTL. 12,13
Activity ; Examples, and reflective Ethical of education Week 14 Reading on website ; http://www.sec.gov.qa/Ar/Search/Pages/Result A
Week 15 Final Exam
Philosophy Statement 15 % Your own philosophy of life and way of thinking about education will contribute to development of a unique teaching style, educational decision- making, and interactions with learners, parents, and colleagues. Your beginning reflections and experiences should help you understand your teaching philosophy and how your beliefs and experiences affect your teaching. The activities and information in this course will assist in this process. Your assignment is to write a 2-3 page narrative of your current philosophy and There is a logical conclusion to end the philosophy .
.. You will upload it as your first exhibit in your electronic portfolio. While philosophy statements may take different forms, some of the questions you might want to consider include the following: 1 . What are the professional beliefs you hold and how does that reflect on your responsibilities towards students and stakeholders ? 2 . From your experiences or your own thoughts how do you to deal with diverse and specific student needs in the classroom? . 3 . What is the importance of knowing and using best practices?
Case Study 15 % : as study of the subject and search for information that analyze , evaluate and reach to the successful decision-making.. The case study of reality educational Qatar aspects of the roles of the teacher , director , parents, students , educational environment classroom , school activities Accordingly, pass the case study this important procedural steps: (consists of the introduction, objectives presentation , and recommendation; Use of scientific references (five references and a variety of scientific books and the Internet). Assignments 10% : student do different assignment such as Activity readable or visible he \she reads the articles relate to educational material or see visible through the black board and asked to identify his \ her opinion and reflective about the article written or visual in one page.
ASSESSMENTS Assignments Percentage
Test (med term ) 20%
Philosophy Statement 15% (see Rubric on the Blackboard) Case Study Reflection 15% \ assignment \ 10 %
Final Exam 40%
.. Total 100%
GRADING SYSTEM A = 100 - 90 B+ = 89.99 - 85 B = 84.99 - 80 C+ = 79.99 - 75 C = 74.99 - 70 D+ = 69.99 - 65 D = 64.99 - 60 F = 59.99 - 0
SPECIAL NEEDS In accordance with Law No 2 of the year 2004, and Article 49 in the Constitution of Qatar: "Education is the right of all.", and "the State shall extend efforts to achieve fair and appropriate access in education for all". Qatar University seeks to ensure fair and appropriate access to programs, services, facilities, and activities for students with special needs. Any student who feels s/he may need an accommodation based on the impact of a disability should contact the instructor privately to discuss your specific needs. Please contact the Office for Disability Services to coordinate reasonable accommodations for students with documented disabilities.
Special Needs Section Student Activities building Men’s Campus: 44033854, Fax: 44838925; Women’s Campus: 44033843, Fax: 44839802; Email: [email protected]; Office hours: 7:30 AM – 2:30 PM
STUDENT COMPLAINTS POLICY
Students at Qatar University have the right to pursue complaints related to faculty, staff, and other students. The nature of the complaints may be either academic or non-academic. For more information about the policy and processes related to this policy, you may refer to the students’ handbook.
ACADEMIC HONESTY Qatar University is an academic community actively engaged in scholarly pursuits. As members of this community, students are expected to recognize and honor standards of academic and intellectual integrity. The College of Education supports the ideals of scholarship and fairness by rejecting all dishonest work when it is submitted for academic credit. Qatar University encourages students to be responsible and accountable for their decisions and actions. Any attempt by students to present the work of others as their own or to pass an examination by improper means is regarded as a most serious offense and renders those students who do so liable to disciplinary action. Assisting another student in any such dishonesty, or knowing of this dishonesty and not reporting it, is also considered a grave breach of honesty. Academic dishonesty and plagiarism are described on page 37 in the Qatar University Student Handbook.
.. LEARNING SUPPORT
Qatar University operates Learning Support Centers on each campus to provide services to students to supplement their in-class instruction and ability to meet course requirements. These services include tutoring, acquiring efficient learning skills and strategies, academic and learning assessment (in conjunction with the Counseling Center), and writing labs and workshops. Information about the Learning Center may be found at http://www.qu.edu.qa/students/services/slsc/
Disclaimer Instructor may modify the syllabus if it is in the best interest of the students.
Appendix Qatar National Professional Standards for Teachers students in effective learning 1. Structure innovative and flexible learning experiences for individuals and groups of students.
2. Use teaching strategies and resources to engage students in effective learning.
3. Foster language literacy and numeracy development.
4. Create safe, supportive, and challenging learning environments.
5. Construct learning experiences that connect with the world beyond school.
6. Apply information and communication technology in managing student learning.
7. Assess and report on student learning.
8. Assess and report on student learning.
9. Apply teaching/subject area knowledge to support student learning.
10. Work as a member of professional teams.
11. Build partnerships with families and the community.
12. Reflect on, evaluate, and improve professional practice.
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