The effects of a training program in improving instructional competencies for special education resource room teachers in Jordan

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dc.contributor.authorAhmad Al-Zoubi, Suhail Mahmoud
dc.date.accessioned2014-11-04T02:48:31Z
dc.date.available2014-11-04T02:48:31Z
dc.date.issued2007
dc.descriptionPhDen_US
dc.description.abstractThe purposes of this study were to construct a training program based on instructional competencies and to measure its effects in improving these competencies for special education resource room teachers in Jordan. The researcher constructed the training program module. The module, which consisted of eleven training units, covered four domains: planning, instruction and classroom management, evaluation, and personal and professional competencies. Three instruments were developed to measure the instructional competencies, namely, an achievement test, a classroom observation scale, and interviews protocol. These instruments were applied to the sample of the study as both pretest and posttest. The population of the study consisted of 87 resource room teachers working in seven educational directorates within Irbid governorate, Jordan. The sample of the study consisted of 50 male and female teachers chosen according to the stratified random sampling procedures. The participants of the sample were distributed into two equal groups, with 25 teachers in each group. After that, one group was randomly chosen to be the experimental group, and the other one to be the control group. The teachers in the experimental group were attached with the training program module for five weeks; whereas the teachers in the control group were exposed for the same period to the conventional training program adopted and conducted by the Jordanian Ministry of Education. The nonequivalent (pretest and posttest) control group design, which is a popular approach to the quasiexperimental statistical research, was used in the study. This study used both quantitative and qualitative methods. The quantitative analyses were carried out using analysis of covariance (ANCOVA) to measure the effects of the training program in improving knowledge and performance competencies. The results revealed that there were statistically significant differences at the level p<.05 between the means of the two groups' performance on the post-achievement test and the post-observation scale, favoring to the experimental group. The 4-way analysis of variance (ANOVA) showed no statistically significant differences at the level p<.05 between the means of the two groups' performance on post-achievement test and post-observation scale attributed to gender, specialization, qualification, and teaching experience. On the other hand, the results of qualitative data analysis, that utilized classroom observation and interview methods held with the two groups, also showed significantly better performances of the experimental group teachers than of the control group in improving the measured instructional competencies.en_US
dc.identifier.urihttp://hdl.handle.net/123456789/331
dc.language.isoenen_US
dc.subjectEducationen_US
dc.subjectTraining programen_US
dc.subjectResource room teachersen_US
dc.subjectSpecial educationen_US
dc.titleThe effects of a training program in improving instructional competencies for special education resource room teachers in Jordanen_US
dc.typeThesisen_US
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