Relevant bibliographies by topics / Teaching – Oman

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Teaching – Oman'

Author: Grafiati
Published: 4 June 2021
Last updated: 17 February 2022

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Journal articles on the topic "Teaching – Oman"

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O'Rourke, Susan. "Teaching journalism in Oman: Reflections after the Arab Spring." Pacific Journalism Review : Te Koakoa 17, no. 2 (October 31, 2011): 109–29. http://dx.doi.org/10.24135/pjr.v17i2.354.

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Between 2005–2011, the New Zealand Tertiary Education Consortium (NZTEC) was contracted to the Ministry of Higher Education (MOHE) in the Sultanate of Oman. This long-term, long-distance off-shore education contract committed four New Zealand universities to providing degrees in four discipline areas (as well as English language support) within the Omani Colleges of Applied Science. As part of this process, AUT University’s Bachelor of Communication Studies was redeveloped for delivery in Oman. This case study will focus on the Journalism major and in particular the nature of the courses within this major, the difficulties encountered in re-developing them and the challenge of delivering them under these particular circumstances in this particular time frame. The wider picture of the type of journalism practised in Oman; what is expected of—or indeed possible for― journalists in that society; and journalism as a force for democracy in Arab countries will also be briefly discussed.
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Mohamed Emam, Mahmoud, and Yasser F. Hendawy Al-Mahdy. "Teachers’ efficacy for inclusive practices in the Sultanate of Oman: Effect of gender and teaching experience." School Psychology International 41, no. 2 (December 23, 2019): 170–92. http://dx.doi.org/10.1177/0143034319895062.

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The current study investigated teachers’ efficacy for inclusive practices (TEIP) in public schools in the Sultanate of Oman, exploring the effect of teacher gender and years of experience. The TEIP scale was administered to teachers in Oman. Participants included 287 basic school teachers selected from schools identified as embracing and implementing inclusive practices in the capital and largest city of Oman. Confirmatory factor analysis supported the three-factor model of the Arabic version of the TEIP scale. Omani teachers showed high levels on TEIP three dimensions and general construct. Gender differences were found in TEIP general factor, efficacy in using inclusive instruction (EII), and efficacy in collaboration favoring female teachers, whereas no gender differences were found in efficacy in managing behavior. Novice and experienced teachers reported higher TEIP in efficacy in collaboration compared to teachers with moderate experience, whereas experienced teachers and teachers with moderate teaching experience reported higher TEIP compared to novice teachers. Implications of the study results are discussed in relation to the development of inclusive practices in Oman.
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Albarashdi, Saleh Hamed, and Muhammed Masum Billah. "Restrictive Conditions for Free Uses of Copyrighted Materials under Omani Law and Their Implications for Users’ of Copyrighted Materials." Journal of Arts and Social Sciences [JASS] 10, no. 3 (December 31, 2019): 35. http://dx.doi.org/10.24200/jass.vol10iss3pp35-45.

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Omani Copyright and Neighboring Rights Law of 2008 contains a list of exceptions to the exclusive rights of copyright holders. These exceptions allow people to copy and use copyrighted materials in certain cases without paying any fees or obtaining any permission from the copyright holders. The exceptions cover free uses for purposes like teaching, education, quotation in another work, dissemination of news etc. However, the Omani Copyright and Neighboring Rights Law puts many conditions for such free uses. Some of these conditions mirror similar conditions under the Berne Convention and other copyright conventions to which Oman is a party. Other conditions under Omani law are more restrictive than those that appear under international conventions. These additional conditions restrict the scope of free uses of copyrighted materials in Oman. Yet, some countries like USA and Canada, despite their being parties to the same international conventions, have much wider exceptions under their national legislation. The paper, therefore, recommends that Oman should follow the legislative approach of those countries in order to widen the scope of copyright exceptions for the benefits of users of copyrighted materials in Oman.
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Bindah, Eric V., and Hesham A. E. Magd. "Teaching Entrepreneurship in Oman: Successful Approaches." Procedia - Social and Behavioral Sciences 219 (May 2016): 140–44. http://dx.doi.org/10.1016/j.sbspro.2016.04.055.

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Al-Ma’ani, Musallam, and Al Ghalia Al-Kindi. "Translation and EFL in Oman." Journal of Arts and Social Sciences [JASS] 8, no. 3 (February 16, 2018): 5. http://dx.doi.org/10.24200/jass.vol8iss3pp5-14.

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The history of the didactics of translation indicates that it has been effectively used in the teaching of foreign languages. In the case of English as a Foreign Language (EFL), translation can have a sufficiently facilitating role in its teaching and learning. Particularly for the teaching of EFL in Oman, where English is taught at all stages of the educational system, translation from and into Arabic and English may improve the mastery of English. But there is disagreement among EFL teachers on the use of translation in their classes. This paper explores the views of EFL teachers in Oman with regard to the feasibility and usefulness of translation in EFL teaching. Findings suggest that EFL teachers in Oman are almost split on this vital issue.
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Rawahi, Nasser Al, and Ahmad Yousef. "Teaching Efficacy Level of Physical Education Teachers in Oman and Kuwait Countries: A Cross-Sectional Study." International Journal of Higher Education 10, no. 2 (January 26, 2021): 9. http://dx.doi.org/10.5430/ijhe.v10n2p9.

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The aim of this study is to explore Omani and Kuwaiti physical education teachers’ teaching efficacy level and to determine differences in terms of gender variables. The sample consisted of 164 physical education teachers from Oman and 187 from the State of Kuwait. There were 49.9% male physical education teachers and 59.1% female physical education teachers from both countries. Data were collected through a developed teaching efficacy scale, which was borrowed from the literature, consisting of 5 main categories: content knowledge, pedagogical special knowledge, general teaching, classroom management, and assessment in physical education. Generally, the results revealed that physical education teachers hold a positive and medium level of teaching efficacy. In addition, physical education teachers in the State of Kuwait possessed higher levels than Omani physical education teacher in all dimensions except in the general teaching and classroom management dimensions. Furthermore, the level of teaching efficacy was higher for female physical education teachers compared to their counterparts. Further recommendations for future studies are also suggested.
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Musharrafi, S., W. Al-Ruzaiqi, and S. Al-Adawi. "Mental health stigma among Oman Medical Speciality Board (OMSB) residents." European Psychiatry 41, S1 (April 2017): S516. http://dx.doi.org/10.1016/j.eurpsy.2017.01.675.

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BackgroundArab/Islamic culture such as those in Oman has been prescribed to be part of “collective culture” where family is central to one's identity. It is not clear how mental illness is perceived among young doctors in Oman in the light of modernization and acculturation.AimsExplore the socio-cultural teaching impact on attitudes towards mental health problems among Omani physicians.MethodThe consenting residents were asked to fill self-reported questionnaire Attitudes towards Mental Health Problems (ATMHP). It measure: external shame (beliefs that others will look down on themselves self if one have mental health problems); internal shame (related to negative self-evaluations); and reflected shame (believing that one can bring shame to their family/community). Socio-demographic information was also sought, including age, gender and previous contact with a person with mental illness.ResultsOne hundred and seventy residents filled the questionnaire. The response rate was > 80%. The majority were female. It showed elevated scores in indices of external shame and reflected shame. However, having a history of mental distress or having contact with a person with mental illness have moderate indices external shame and reflected shame.ConclusionThis study suggests that medical education has little eroded societal teaching among physicians under training in Oman. Thus, their attitude toward mental disorder appears to be expressed in term of external shame and reflected shame, which, in turn, encapsulate cultural patterning of shame and the centrality of family identity in Oman. Such socio-cultural teaching could lay groundwork for further research to mitigate mental illness in Oman.Disclosure of interestThe authors have not supplied their declaration of competing interest.
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Al-Maamari, Saif. "Incorporating Citizenship Education Framework in Social Studies Teachers’ Education Programme in Sultanate of Oman." International Journal of Humanities and Social Science Research 7 (September 15, 2021): 1–12. http://dx.doi.org/10.6000/2371-1655.2021.07.01.

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Educational system in Oman is attempting to educate Omani students to be "good" citizens in an increasingly globalized society. However, a few studies that have been conducted until now in Oman revealed a gap between the intentions of the educational policy of teaching citizenship education in the schools and the actual practices of teacher education preparation programs. Therefore, any endeavor to develop citizenship in Oman schools will not achieve its goals without taking teacher education into account both pre-service and in-service. Accordingly, the present study aims to propose a framework for developing citizenship education in the initial teacher education in Oman. This descriptive study highlighted the gap between the policy and practice in social studies teacher education. The international literature reveals that student teachers feel insufficiently prepared to develop citizenship and Omani student teachers are not exceptional. Thus, the present study proposed a framework to incorporate citizenship education in the current teachers' preparation programs. Furthermore, the study reveals the inadequate presence of the topic of citizenship in teacher education. Therefore, teachers' understanding of citizenship becomes shallow, which undoubtedly leads to superficial learning on the part of the students. Therefore, a framework was proposed to develop citizenship in teacher education. This framework consists of the rationale behind the change, the Layout of the ground for change in teacher education, the mechanisms of the change, and the areas of the change.
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Al Harthy, Ziyana Salim, Suhailah Hussien, and Hamoud Khalfan Al Harthy. "Improving Interactive Teaching Strategies: Action Research with a Life Skills Teacher in Oman." IIUM Journal of Educational Studies 2, no. 1 (June 30, 2014): 12–32. http://dx.doi.org/10.31436/ijes.v2i1.33.

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Considering Oman’s engagement in educational reforms that are aimed at improving the educational system to fit the needs and challenges of globalization and the current emphasis on the application of Interactive Teaching Methods (ITMs), this study sought to explore the experiences of Living Skills teachers in engaging in AR to improve Interactive Teaching Strategies (ITSs). It explores the experience of an Omani Life Skills teacher’s involvement in the participatory process of guided Action Research (AR) to improve her Interactive Teaching Strategies (ITSs). Focus is on how this involvement helped her improve her teaching as well as her views and understandings of Interactive Teaching Methods (ITMs). The findings indicate that the teacher was able to accomplish a good transformation of her understanding in some of Interactive Teaching principles and better application in her teaching while highlighting the barriers to the implementation of AR, such as lack of support, poor resources, and time constraints. These findings are hoped to contribute to efforts for developing better and focused teacher training methods for IT and AR support and implementation in Oman. Abstrak Memandangkan keterlibatan Oman dalam reformasi pendidikan yang bertujuan untuk menambahbaik sistem pendidikan supaya memenuhi keperluan dan cabaran globalisasi dan penekanan semasa terhadap aplikasi Kaedah Pengajaran Interaktif (ITM), maka kajian ini berusaha untuk meneroka pengalaman guru-guru Kemahiran Hidup mengaplikasi Kajian Tindakan (AR) untuk menambahbaik Strategi Pengajaran Interaktif (ITS). Kajian ini meneroka pengalaman seorang guru Kemahiran Hidup yang terlibat dalam proses penyertaan Kajian Tindakan berpandu bagi menambahbaik ITSnya. Fokus kajian tertumpu kepada bagaimana penglibatan ini membantu memperbaiki pengajarannya di samping pandangannya dan pemahamannya tentang ITM. Hasil kajian menunjukkan bahawa guru tersebut berjaya membuat transformasi dalam pemahamannya tentang beberapa prinsip Pengajaran Interaktif dan juga boleh mengaplikasinya dengan lebih baik. Sementara itu kajian dapat juga menjelaskan halangan-halangan dalam melaksanakan AR, seperti kekurangan sokongan, sumber, dan masa. Adalah diharapkan bahawa dapatan ini dapat menyumbang kepada usaha membangun kaedah melatih guru yang lebih baik dan lebih fokus untuk sokongan dan pelaksanaan IT dan AR di Oman.
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Lenchuk, Iryna, and Amer Ahmed. "Tapping into Bloom Taxonomy’s Higher-Order Cognitive Processes: The Case for Multiple Choice Questions as a Valid Assessment Tool in the ESP Classroom." Arab World English Journal, no. 1 (April 15, 2021): 160–71. http://dx.doi.org/10.24093/awej/covid.12.

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This article describes the results of Action Research conducted in an ESP classroom of Dhofar University located in Oman. Following the call of Oman Vision 2040 to emphasize educational practices that promote the development of higher-order cognitive processes, this study raises the following question: Can an online multiple choice question (MCQ) quiz tap into the higher-order cognitive skills of apply, analyze and evaluate? This question was also critical at the time of the COVID-19 pandemic when Omani universities switched to the online learning mode. The researchers administered an online MCQ quiz to 35 undergraduate students enrolled in an ESP course for Engineering and Sciences. The results showed that MCQ quizzes could be developed to tap into higher-order thinking skills when the stem of the MSQ is developed as a task or a scenario. The study also revealed that students performed better on MCQs that tap into low-level cognitive skills. This result can be attributed to the prevalent practice in Oman to develop assessment tools that tap only into a level of Bloom’s taxonomy, which involves the cognitive process of retrieving memorized information. The significance of the study lies in its pedagogical applications. The study calls for the use of teaching and assessment practices that target the development of higher-order thinking skills, which is aligned with the country’s strategic direction reflected in Oman vision 2040.
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Dissertations / Theses on the topic "Teaching – Oman"

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Al-Issa, Ali Said Mohammed. "An ideological and discursive analysis of English language teaching in the Sultanate of Oman /." St. Lucia, Qld, 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16436.pdf.

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Al, Balushi Khalid Mohammed. "The use of translation in teaching poetry : a theoretical exploration, with special reference to Oman." Thesis, University of Nottingham, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.446380.

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Al-Rawas, Salim Dhofar Ahmed. "Development of a computer-based teaching centre for industrial colleges in the Sultanate of Oman." Thesis, University of Strathclyde, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.273809.

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Al-Hashmi, Adbullah Musallam Ali. "Teaching literary texts at the secondary stage in the Sultanate of Oman : planning and practice." Thesis, University of Edinburgh, 2001. http://hdl.handle.net/1842/22144.

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This study is an investigation into some questions regarding the teaching of Arabic literary texts in secondary schools in the Sultanate of Oman. Literary texts carry a significant weight in the Arabic curriculum at the secondary stage and are expected to achieve multiple goals. The study examines the teaching of literary texts in general and focuses on the teaching of poetry texts in its fieldwork. The Introduction outlines the scope of the study and raises the relevant questions. Chapter One investigates the educational value of teaching literature. It describes the ancient and modern Arab educationists' perspectives on the aims of teaching literature and discusses the different aspects of its value to society and the individual, including the development of language, moral education, human experience, knowledge and enjoyment. Chapter Two discusses the selection of the content of the literary texts syllabus. The various criteria for the selection are discussed with special reference to those set by some modern Arab educationists. The discussion covers principles relevant to the nature of the subject, pupils and society. Chapter Three analyses the constituent elements of the literary texts syllabus at the secondary stage: the goals, the content and teaching approach. Chapter Four outlines the procedures followed in the fieldwork of the study. It describes how the questionnaires were compiled, tested for validity and reliability, and then applied. In Chapter Five the findings from the first questionnaire - the problems of studying poetry texts - were presented and discussed. Different types of problems in studying poetry texts were revealed, in both planning and practice. The reasons for such problems were discussed in five categories: (1) the pupils' role: (2) the nature of the poetry texts; (3) the teacher's role; (4) the content of the programme of poetry texts; and (5) the relationship between literary texts and other parts of the Arabic teaching curriculum. Chapter Six presents and analyses the findings from the second questionnaire - poetry genres and forms. It appeared that secondary stage pupils prefer certain types of poetry genres that are not necessarily congruous with those seen as appropriate by their teachers and the inspectors and experts. In reverse, the set texts did not always match the pupils poetry preferences. The thesis is wound up with suggested remedies and improvements as well as recommendations for further studies in this aspect of education.
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Al-Ajmi, M. H. "Teaching and learning Arabic writing to fourth grade students in the basic education schools in Oman." Thesis, University of Bath, 2007. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.437435.

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This study, which took the form of a case study approach, investigated the teaching and learning of Arabic writing in fourth grade Basic Education (BE) in the Sultanate of Oman. The aim was to understand how Arabic writing is taught in the BE schools, and how this influences students' performance in writing. In order, to achieve this aim, the teaching and learning of Arabic writing was explored from different angles, which incorporated the perspectives of curriculum professionals, teachers and students, in addition to classroom practices and students' written texts. This qualitative study used participant observation, interviews and document analysis to collect data related to investigative issues. An inductive approach was employed, to analyse observation and interview data, and content analysis was conducted for the document analysis. The findings of this investigation were divided into three chapters according to the emerged themes. The first chapter was about knowledge for writing, which included transcriptional and compositional knowledge, knowledge about writing forms (genres) and knowledge about the writing processes. The second chapter explained the writing pedagogy, teaching processes, teaching recourses and teacher’s roles in the writing classroom. The third chapter discussed the successful and limited aspects in the BE curriculum. Generally speaking, this study illustrated that teaching and learning Arabic writing is restricted by the official curriculum, which not only affects students' ability in writing, rather it also influences teachers' perspectives and practices in the writing classroom. Arabic writing in the fourth grade of the BE schools is taught in a prescribed manner, and few opportunities are granted for student to do creative writing. The emphasis in the Arabic writing curriculum of fourth grade is given for writing accuracy in terms of spelling, handwriting and grammar, rather than for creativity in writing. In the conclusion of this study, several recommendations were proposed for policymakers, curriculum professionals and teachers to assist them in enhancing the teaching and learning of Arabic writing.
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Thomas, Andrew George. "Actual and desired factors of effective organisation and management of teaching and learning practices : a case study amongst lecturers and middle-leaders at a higher education institution in Oman." Thesis, University of Leicester, 2009. http://hdl.handle.net/2381/7892.

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This thesis explores the degree to which perceptions of lecturers and middle-leaders about the actual and desired organisational characteristics of a Higher Education Institution in Oman converge and/ or diverge with regard to the effective operation of teaching and learning processes within the institution. Using a card sort of 32 criteria derived from 16 factors of effectiveness drawn from the literature, it analyses the data quantitatively to arrive at participants’ perceptions of the factors currently operating in the organisation and those desired for the future, and therefore which factors enable or hinder operational processes. Findings show that at the characteristic level, divergence is significantly greater between lecturers and middle-leaders, irrespective of faculty, than between lecturers from different faculties, or middle-leaders from different faculties. Current lecturer perceptions of organisational effectiveness/ ineffectiveness converge most strongly on factors of Collaboration and Professional Development. Middle-leader perceptions of current organisational effectiveness/ ineffectiveness converge most strongly on factors of Expectations of Success, Accountability, Professional Development, Environment, and Focus. At the more-desired/ less-desired level convergence is strongest between lecturers and middle-leaders on the factors of Expectations of Success, Collaboration and Professional Development. The study concludes that at the current level, there is a gulf between lecturers and middle-leaders that needs to be bridged if the organisation is to effectively organise the management of teaching and learning practices. The findings extend effectiveness into Higher Education in Oman and support the use of factors of effectiveness in educational research. Findings also demonstrate the usefulness of focus groups, card sorts and a quantitative analysis of data as starting points for organisational self-evaluation and review. Recommendations encompass further research as to how organisational members conceptualise and measure ‘success’, ‘collaboration’ and ‘development’; and investigation of other stakeholder perceptions of effectiveness.
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Al, Aisri Amur Mohamed Amur. "L'Enseignement du langage dans les écoles maternelles au Sultanat d'Oman." Thesis, Grenoble, 2014. http://www.theses.fr/2014GRENH030/document.

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L'objectif de notre thèse, est de réaliser un état des lieux des pratiques et des conditions d'enseignement pour cerner les effets de l'enseignement sur l'acquisition de la langue et d'évaluer l'efficacité du système des écoles maternelles à Oman. La première partie de thèse a pour but de présenter une réflexion théorique concernant l'enseignement dans les écoles maternelles dans le monde et en particulier au sultanat d'Oman. La seconde partie est empirique et comprend deux études : la première est une enquête qui fait une analyse générale du système éducatif des écoles maternelles omanaises, en utilisant des questionnaires à destination des enseignantes (n=429), inspecteurs(n=34) et personnel administratif (n=100) dans 100 écoles maternelles en 10 régions du pays , la deuxième se compose d'observations des pratiques d'enseignement du langage dans les écoles maternelles omanaises. Des grilles d'observation ont été réalisées pour analyser les activités d'enseignement du langage (n= 50 classes dans 50 écoles en 6 régions). Les élèves (n=475) ont été évalués en langage par des pré et post-tests. Les résultats de l'enquête montrent que l'école maternelle omanaise accueille les enfants scolarisés dès l'âge de 3 ans et présentent des caractéristiques de construction et d'aménagement ainsi que d'un ratio élève/enseignant plutôt satisfaisant mais des points négatifs sont à relever. Les maternelles sont privées et payantes, ce qui ne facilite pas l'accès à l'éducation. Au sein des écoles, les associations de parents sont soit inexistantes, soit inactives, en lien peut-être avec un niveau culturel et éducatif bas des parents malgré leur niveau socio-économique élevé. Par ailleurs, il ressort deux langues (arabe et anglais) sont enseignées, suivant un guide du ministère de l'éducation, mais il n'y a pas de programme commun à toutes les écoles maternelles. La plupart des enseignantes ont un faible niveau de diplôme et manquent de formation. La grille d'observation fait apparaître dix types d'activités qui sont définies du point de vue de leur contenu par rapport à l'apprentissage du langage. La pratique des activités de langage passe la plupart du temps par l'enseignement magistral et se déroule dans un mode collectif. En outre, selon les résultats de pré et post-test, la variation de score constatée entre le pré et le post-test est plus forte pour les compétences de compréhension du langage mais existent également pour les compétences de conscience phonologique et de compétences lecture-écriture. Dans l'analyse multiniveau, la relation n'est pas la même entre le pré et le post-test dans toutes les écoles. Le prétest explique assez peu les variations inter-individuelles comme les variations inter-classes et qu'il y des différences entre les écoles et aussi entre les élèves. On n'observe pas d'influence des variables "genre et durée de scolarisation" et "caractéristiques des enseignantes" (qualification et expérience). Par contre, il y a un effet "région". le facteur influence du type d'interaction enseignant –élève, le mode de gestion de la classe (TM, TCM) est plus forte que celle de la méthode utilisée (implicite, explicite et magistrale), elle-même plus forte que le mode de déroulement (individuel et collectif). Notons que dans la méthode et le mode de gestion de classe, les valeurs afférentes aux activités de code sont meilleures que celles afférentes à celle de sens ce qui signifie que la méthode code est plus efficace que la méthode sens. Les variables qui sont ressorties comme efficaces pour l'apprentissage du langage : sens-implicite, code-TCM, sens-TCM et sens-collectif et le système préscolaire omanais gagnerait à leur prise en compte. En outre la formation continue récente a un effet significatif (l'efficacité des enseignantes est plus forte pour celles qui en ont bénéficié)
The objective of this thesis is to provide an inventory of practices and teaching conditions to identify the effects of education on language acquisition and to evaluate the effectiveness of the Omani system for kindergartners. the first part of the thesis presents a theoretical reflection on teaching in nursery schools in the world and particularly in Oman. The second part includes two empirical studies : the first is a survey made a general analysis of the education system for Omani kindergartens, using questionnaires to teachers (n = 429 ) , supervisors (n = 34) and administrative staff(n = 100 ) in 100 kindergartens in 10 regions of the country; the second consists of observations of language teaching practices in Omani kindergartens. Observation grids were carried out to analyze the language-teaching activities (n = 50 classes in 50 schools in 6 regions). Students (n = 475 ) were evaluated in language by pre-and post - tests. The results show that the Omani preschool welcomes 3 years old children have features construction and development as well as a pupil / teacher ratio rather good but negative points are noteworthy. Kindergartens are private and charges, do not facilitate access to education. In schools , parent associations are either absent or inactive , linked perhaps with a low cultural and educational level of parents, despite their high socio -economic level. Moreover, two languages (Arabic and English) are teached, following a guide from the Ministry of Education, but there is no common program to all kindergarten schools. Most teachers have a low degree and lack of training. The results of the observation grid highlight ten types of activities that are defined from the point of view of their content in relation to language learning. The practice of language activities spends most of the time by lecturing and takes place in a collective fashion contrary. In addition, the results to pre-and post- test, show firstly the scores change more strongly in LAC (language comprehension skills) but also existing in LAS (phonological awareness skills) and LALE (reading-writing Skills) between the pre-and post –test. In the multilevel analysis, the relationship is not the same between the pre and post- test in all schools. Pretest explains very little of both inter-individual variations that variations between classes and there are many differences between schools and between students. It appears that there is no influence of the variables "gender and years of schooling" and "characteristics of teachers" (qualification and experience). As against, there is a «region " effect. It also appears that the influence of management type mode of conduct (TM, TCM) is stronger than the method (implicit, explicit and masterful), which is stronger than the manner of conduct (individual and collective). Note that in the method and mode of conduct, values relating to the activities of code are better than those relating to the meaning. Variables that have emerged as effective in language learning are implicit sense, code -TCM, TCM sense and collective sense and Omani preschool system would benefit from their inclusion. In addition the recent training has a significant effect (efficacy teachers is higher for those who have benefited)
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Al-Alawi, Khamis Mubarik Issa. "The teaching and learning of English as a foreign language in 3rd year secondary education in Oman : with special reference to reading." Thesis, University of Bath, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.261077.

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Al-Hinai, Nasser Said. "Effective college teaching and students’ ratings of teachers : what students think, what faculty believe, and what actual ratings show : implications for policy and practice in teaching quality assurance and control in higher education in Oman." Thesis, Durham University, 2011. http://etheses.dur.ac.uk/649/.

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This study examines the extent to which teachers’ (N=248) and students’ (N=968) perceptions of effective teaching and students’ evaluations of teachers in six colleges of technology in Oman match or mismatch. It also investigates Omani students’ (N=922) ability to identify the teaching dimensions underlying a widely used American instrument used for collecting students’ evaluations of teachers and the extent to which the teaching dimensions found in Oman are similar to or different from those found in America and elsewhere in the West. In addition, the present research assesses the reliability of students’ ratings in Oman and the effect of a number of course, teacher, and student background characteristics on these ratings. Results showed that while teachers and students matched in their perceptions of various characteristics of effective teaching, they significantly differed in their valuation of many criteria of effective teaching. Differences were also observed between the two groups’ perceptions of the validity and utility of students’ ratings and the role of the student as an evaluator of teaching. The results also showed that Omani students are capable of identifying most of the teaching dimensions underlying the standardised American rating instrument. A few factors, however, appear to be inseparable in the Omani context. The inter-rater reliability of students’ ratings collected from Oman was analysed and found to be of good standard and only slightly lower than what was found in North America and Australia for the same instrument. Consistent with previous research, it appears, however, that students’ ratings are affected by various student, teacher, and course background characteristics. The evidence on the differences between teachers and students in their perceptions of quality college teaching and their criteria for judging teaching effectiveness calls for more investigation and verification. It is argued here that many of the mismatches in perceptions can be traced to students’ educational upbringing in pre-college education. Therefore, the assumption that quality can be improved in higher education irrespective of what learning styles and habits students bring with them from schools may be unrealistic. Contrary to the prevailing stance in Oman’s higher education, which generally views students’ ratings with distrust and suspicion, the present study results appear to provide preliminary support for the use of students’ ratings in Oman’s universities and colleges as a source of information in teaching evaluation and improvement. It is argued that involving students in the evaluation of teaching is an essential tool in implementing, institutionalising, and enhancing the newly introduced standards in teaching and learning.
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Al-Zadjali, Nihad. "ESL teacher identity construction in Omani higher education : an ethnographic case study." Thesis, University of Sussex, 2016. http://sro.sussex.ac.uk/id/eprint/65764/.

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This is an account of qualitative ethnographic case study research investigating the identity construction of English as a Second Language (ESL) teachers. This study was conducted at a higher education (HE) college, namely, Public High College (PHC) in Oman over a period of six months. In this study, I explore teacher identities in relation to the particular spatial locations of the teachers as well as the ways that networking and social capital and institutionalised cultural capital intersected with their nationalities and linguistic backgrounds to produce complex hierarchies. The thesis provides a rich exposition of teacher identity construction in Omani HE as theorised through the lens of Bourdieu, recognising the different educational practices, such as assessment and teacher evaluation, as well as the influence of space in the field of struggle within which teacher identities were implicated. The methodological approach and research design adopted in this study was dictated in part by the nature of the research questions and the theoretical framework adopted. Because I was interested in the embedded struggles in different educational practices between different groups and how these groups articulated and expressed these struggles, I positioned my research within a constructivist-interpretive paradigm. I adopted a case study approach and drew on ethnographic methods, such as semi-structured interviews, observation, and field notes. Over thirty-five local and non-local ESL teachers from western, Arab, African, and Asian contexts took part in this study. Furthermore, I kept a research diary to record my own experiences and decisions about my research. In addition, I analysed official documents from macro, meso, and micro levels. Both content analysis and thematic analysis were conducted to trace the tensions which were observed during my ethnography of teacher identity construction at Public High College in part produced by the emergence of new assessment procedures, and quality assurance agendas, and the Global North's influence on the Omani HE system. In the analysis chapters (Chapters Five to Seven), I problematise how educational practices were implicated in the production of hierarchical, spatial, and at times, male-female positioning of teachers. In the first analysis chapter, I conduct a documentary analysis of the national standards for the General Foundation Programmes to trace back potential tensions that were embedded in the new assessment processes and teacher appraisal procedures and the potential importance of these for teacher identity production. In Chapter Six, I examine the significance of space in producing hierarchical relations between local and non-local teachers and other hierarchies that cut across these groupings. My analysis shows that research respondents gained social capital from networking and highlights the complexity of this networking. In my final analysis chapter, I examine both assessment and teacher evaluation as the key processes through which teacher hierarchies at Public High College were produced. My analysis shows that assessment was one of the fields where struggle for positioning and legitimacy took place so that teacher identity production was bound up with assessment practices at Public High College. In addition, my analysis focuses on teacher evaluation processes in this chapter as another field where struggles for teacher positioning and legitimacy took place. My analysis interrogates both implicit and explicit teacher evaluation processes and the implications of such processes for the production of teacher identities. Through its ethnographic approach, the thesis shows the tensions, nuances, and power relations that pervade this HE institution, and examines how these were central in the production of teacher identities. It also shows the importance of taking teacher identity construction into account in the expansion and reform of Omani HE.
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Books on the topic "Teaching – Oman"

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The church as the body of Christ in the Pauline corpus: A re-examination. Lanham, Md: University Press of America, 1991.

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Sōma in biblical theology: With emphasis on Pauline anthropology. Grand Rapids, MI: Academie Books, 1987.

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Orientalism Reappraised: British Travel-writing on Oman. Peter Lang Publishing, 2006.

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Al-hajri, Hilal Said. Orientalism Reappraised: British Travel-writing on Oman. Peter Lang Publishing, 2006.

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Sahni, Ruchi Ram. My College Life. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199474004.003.0004.

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In this chapter Ruchi Ram Sahni describes four years of college life at the Government College, Lahore. It includes a lengthy discussion of his teachers at the time, such as Dr G.W. Leitner, J.C. Oman, and Maulavi Mohammed Hussain Azad. It offers several reflections on teaching and pedagogy, some drawn from his own experiences as a teacher. Sahni also describes attempts to challenge various forms of orthodoxy and occultism, for instance, in connection with a visit to Lahore by Madame Blavatsky, founder of the Theosophical Society. These challenges were of a piece of the general culture of discussion and debate in which Sahni and his friends found themselves, whether arguing over the texts of Mill and Bentham or engaging in public debates on a variety of topics. Many of these debates were with close friends associated with the Arya Samaj, whose doctrines were opposed by Sahni, an early adherent of the Brahmo Samaj in Punjab.
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Ko, Yong-gun. Uri ono munhwa ui ppuri rul chaja: Omun susangjip. Hansin Munhwasa, 1996.

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Book chapters on the topic "Teaching – Oman"

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Jayaraman, Seetha. "Teaching Sound-Spelling Coordination as a Part of Productive Skills: A Case of Arabic-Speaking Undergraduate Students." In English Education in Oman, 299–312. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0265-7_17.

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Abatayo, Junifer. "Developing Communities of Practice Through Language Teacher Associations in Oman." In Second Language Learning and Teaching, 105–16. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-00967-0_8.

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Al Riyami, Thuraya, and Salah Troudi. "Introducing Critical Pedagogy to English Language Teachers at Tertiary Education in Oman: Definitions and Attitudes." In Critical Issues in Teaching English and Language Education, 261–93. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53297-0_11.

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Al-Bakri, Sawsan, and Salah Troudi. "Effects of the English Medium Instruction Policy on Students’ Writing Experiences in Content Courses in a Public College in Oman." In Critical Issues in Teaching English and Language Education, 11–40. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53297-0_2.

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Al Khalidi, Iman. "Investigating Motivational Factors in EFL Classroom from the Perspectives of Students at a Tertiary Context in Oman." In English Language Teaching Research in the Middle East and North Africa, 479–505. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98533-6_22.

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Mathew, Priya, Rahma Al-Mahrooqi, and Christopher Denman. "Electronic Intervention Strategies in Dynamic Assessment in an Omani EFL Classroom." In Second Language Learning and Teaching, 321–38. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-32601-6_18.

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Al Zadjali, Fawziya Hamdan. "Shared Writing in Omani Young Learner Classrooms." In Teaching EFL Writing in the 21st Century Arab World, 69–98. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-46726-3_4.

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Al-Adawi, Sharifa. "Omani EFL Written Errors at a College Level." In English Language Teaching Research in the Middle East and North Africa, 455–78. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98533-6_21.

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Gawande, Virendra. "Blended Learning." In Mobile and Blended Learning Innovations for Improved Learning Outcomes, 17–40. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0359-0.ch002.

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Higher Education in developing countries like Oman offers several unique circumstances that suggest curriculum delivery using Blended Learning is a rational choice. Research has been conducted to identify the factors affecting blended learning adoption and to determine whether the teaching and learning process is amenable to its adoption at HEIs in Oman. Based on the findings a model, Blended Learning Acceptance Model (BLAM), has been developed. It was inferred from the findings that there is a positive relationship among the demographic factors and behavioral Intention i.e. blended-learning adoption. In addition, the teaching and learning styles also had significant influence on adoption of blended learning. BLAM was primarily intended to be used at HEIs in Oman, but may also be used in other developing countries as a reference for the adoption of blended learning.
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Bartlett, Kenneth. "Defining University Teaching Excellence in a Globalized Profession." In Cases on Quality Teaching Practices in Higher Education, 354–65. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-3661-3.ch021.

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In universities around the world, metrics have been developed to assess research extremely well in the career development of faculty; however, teaching effectiveness has been left to the subjective and usually unreliable evidence of student evaluations, unique or irregular classroom visits, and committee reviews of course syllabi and assignments. There are seldom standards of achievement provided, and each file is usually assessed without reference to others. There is need, then, for a broad set of expectations in the academy for what we call excellence and competence in teaching. This chapter discusses how the authors’ experiences in faculty development in three institutions—in Canada, China, and Oman—reflects both the need for such metrics and the difficulties in establishing procedures in very different contexts. From this, he hopes a debate about how to establish international guidelines for teaching excellence that parallel the rigour given to the assessment of research can be initiated to guide decisions concerning appointment, promotion, and tenure in the modern, internationalized university.
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Conference papers on the topic "Teaching – Oman"

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AL Shabibi, Amira. "Impact of training through long-term in-service programmes on teachers’ practices – The case of Oman." In International Conference on Research in Teaching and Education. Acavent, 2019. http://dx.doi.org/10.33422/rteconf.2019.06.330.

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Al Shabibi, Amira. "Impact of training through long-term in-service programmes on teachers’ practices – The case of Oman." In International Conference on Research in Teaching and Education. Acavent, 2019. http://dx.doi.org/10.33422/rteconf.2019.06.335.

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Al-Qarshoubi, Amal. "The Impact of Non-Financial Incentives on Academic Staff Retention at Higher Education Institutions: An Exploratory Study in Oman." In 2nd International Conference on Research in Teaching and Education. Acavent, 2020. http://dx.doi.org/10.33422/2nd.rteconf.2020.03.49.

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Al-Qarshoubi, Amal. "The Impact of Non-Financial Incentives on Academic Staff Retention at Higher Education Institutions: An Exploratory Study in Oman." In 2nd International Conference on Research in Teaching and Education. Acavent, 2020. http://dx.doi.org/10.33422/2nd.rteconf.2020.03.49.

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Al-lawati, Batoul, Dhiya Al-Jumeily, Jan Lunn, and Andy Laws. "An Adoptive Technology Acceptance Model within the Oman Secondary System for Geography Teaching and Learning." In 2011 Developments in E-systems Engineering (DeSE). IEEE, 2011. http://dx.doi.org/10.1109/dese.2011.107.

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S Halibas, Alrence, Rolou Lyn Maata, Mohamed Abdul Kader Varusai, Ali Al-Badi, and Peyman Nouraey. "Design of a Knowledge Management System for the Research-Teaching Nexus: Evidence from Institutional Audit Reports [Abstract]." In InSITE 2020: Informing Science + IT Education Conferences: Online. Informing Science Institute, 2020. http://dx.doi.org/10.28945/4543.

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[This Proceedings paper was revised and published in the journal "Issues in Informing Science and Information Technology," 16, 21-40.] Aim/Purpose: The need for Higher Education Institutions (HEIs) to maximize the use of their intellectual property and strategic resources for research and teaching has become ever more evident in recent years. Furthermore, little attention is paid in developing an enabling system that will facilitate knowledge trans-fer in the Research-Teaching Nexus (RTN). Hence, this study assesses the current state of practice in knowledge management of the nexus in higher education in Oman. It also explores the context of how Knowledge Management System (KMS) for the nexus can be designed and utilized by HEIs and challenges them to rethink their traditional approaches in managing their knowledge assets to boost individual and organizational learning. Background: This study provides a Knowledge Management-based framework and de-sign of a knowledge management system that support the academic community towards the improvement of the nexus. This study sets out ideas from various academic and professional experts on how academic stake-holders in the higher education can improve and promote knowledge transfer and make better use of its knowledge and research assets for teaching and learning. It stressed the importance of having the knowledge assets or resources that can easily be pooled, accessed, and made available to its intended stakeholders. Methodology: Data were gathered from 29 out of 49 institutional quality audit reports of all HEIs in Oman. The panel comments were coded and analysed to ex-tract valuable insights regarding the management of knowledge assets in research. Additionally, data were gathered from the institutional accreditation outcomes page of the same website. Manifest and latent content analyses were used in reporting the findings of the panel. Contribution: The study will contribute to a greater understanding and acceptance of Knowledge Management (KM) in higher education and extended the body of knowledge concerning knowledge management for the RTN. Findings: The reports revealed a very limited practice of the nexus in terms of people and culture, structure ad processes, and computing and web technologies. A few staff are involved in RTN work, there is an uneven understanding of the RTN among staff, limited joint research between staff and students are some of the reasons for this. Significantly, there is no explicit research framework or policy for the RTN, and systems and/or mechanisms are limited. Furthermore, the reports did not account any use of computing and web technologies for the nexus. These limitations can lead to students with less academic, research, and graduate skills. Hence, this study presents a feature design of a KMS that incorporates various RTN best practices, as informed by the reports and literature. The design will allow the staff to utilize the research assets in the classroom, at the same time, engages stu-dents in research and scholarly undertakings. Recommendations for Practitioners: All HEIs must have a innovative system that integrates a formal agenda and approach, and set initiatives, strategies, policies, and procedures for knowledge management in utilizing research assets for teaching and learning. It must be designed so that RTN practices remain up-to-date, relevant, and responsive to the needs of the stakeholders, as well as, address academic accreditation challenges. Recommendation for Researchers: Researchers can evaluate the knowledge management of RTN practices of other HEIs outside of Oman to effectively recommend the proper course of action for teaching and learning improvement. Impact on Society: This study will redefine the role and contribution of HEIs, which are key players in advancing a knowledge economy. HEIs are expected to be powerhouses where academic knowledge is discovered, created, disseminated, shared, and re-invented. They must be able to fully grasp the value of man-aging knowledge to be able to effect positive and purposeful change to the community. Future Research: Future work should include staff and student surveys that examine the knowledge management need of the learning organization to better inform the design of a KMS for the RTN. Thereafter, future research can test the stage to test the effectiveness of the conceptual design.
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Senthilkumar, R. D. "Concept maps in teaching physics concepts applied to engineering education: An explorative study at the Middle East College, Sultanate of Oman." In 2017 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2017. http://dx.doi.org/10.1109/educon.2017.7942832.

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Al-Quraini, Ibtisam. "Error Analysis of Time Deixis’ Usage by Omani students." In International Conference on New Trends in Teaching and Education. Acavent, 2019. http://dx.doi.org/10.33422/ntte.2019.09.500.

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Reay, D. S. "OMAP-L138 low cost development kit (LCDK) for hands-on DSP teaching." In 2012 5th European DSP Education and Research Conference (EDERC). IEEE, 2012. http://dx.doi.org/10.1109/ederc.2012.6532247.

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