Dissertations / Theses on the topic 'Teaching – Oman'

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.

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.

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.

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)

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.

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.

Owing to particular historical reasons, the Sultanate of Oman emerged into the modern world only in 1970 and launched its state education system in 1972. Less than thirty years later, the Sultanate recognized that a major overhaul of state education was needed to face the challenges that globalization posed to its population and to its economy. The policies for the transition to the Basic Education (BE) system stipulated that students should receive training in information technology (IT) and English from Year One. These provisions were implemented from academic year 1998/1999, so that by the commencement of academic year 2010/2011 three cohorts of students had received a full ten years of schooling in IT. This research investigated the effects of integrating IT into the geography curriculum in Cycle Two of the BE system. Despite an extensive and painstaking search, no previous published study was found that dealt with the pedagogic use of IT in the Omani BE system. One study (Osman 2010) surveyed users of the Oman Educational IT Portal, but it was a general attitudinal survey of all users and did not progress beyond use of a questionnaire. Therefore, this study is the first to conduct fieldwork research in Oman to develop indicators to measure Omani students' performance in and reactions to eLearning. The study also includes two dedicated surveys covering Omani students' and teachers' opinions of and attitudes to eLearning. This is therefore the first study of this type that has been conducted in or for Oman. The findings support the importance of integrating eLearning into the curriculum in Oman, to enhance the delivery of a range of curriculum subjects through the pedagogical use of IT. Through a comparison of responses from teachers and students in Oman and two other countries, this study also explores issues emerging from a comparison between cultures (Gulf Arab and Western) in terms of the varying effects that cultural and other factors can exert on teachers' and learners' acceptance of educational technology in different countries. Again, it is a feature of this research that it is the first to conduct such a comparative study on such a scale involving Gulf Arab students and teachers. This study raises issues surrounding the optimization of acceptance include (1) the necessity of increasing the internet speed in Oman; (2) the current inadequacy of e-Iearning resources; (3) the proper management of eLearning integration; (4) the need for enhancement of eLearning training and skills issues for both teachers and learners: (5) the further relationships inherent in the interaction of culture and the acceptance of technology.

This research investigates the position of creativity within graphic design education in general, and within the Omani educational context specifically. It situates itself among three realms: education, design, and creativity, investigating the relationships, effectiveness, and interrogations among these three topics. Creativity is defined within this research and in relation to graphic design education as problem solving , which is explained also as a cultural activity, or a cultural production. Graphic designers can involve themselves effectively in solving communication, social, and cultural problems that are classified as wicked problems , which usually require creative solutions. It is argued that Omani graphic designers should be creative problem solvers and able to find effective solutions for these problems. Yet this is not the case in Oman, at least from an educational point of view. The research problem is that the Omani design education system lacks a framework that recognises creativity as an important concept in education. Such a lack creates a twofold problem: 1) underestimating the importance of creativity in Omani design education; and 2) a shortage of pedagogical structured programmes that can enhance students creativity. It is argued that this problem is a result of the neglected situation of creativity in Arabic traditional education in general. Traditional education usually does not support creative thinking in design students, which consequently minimises their roles in social and cultural change. Based on the above, this research aims to develop a pedagogical model that can enhance and promote creative potential within Omani graphic design students. This aim can be achieved through re-establishing the position of creativity within Omani design education and valuing creativity as integrated part of graphic design. It proposes that the pedagogical model can offer a systematic approach for lecturers, to guide them into the best practice to enhance the creative potential of their students. Therefore, this research, and the proposed model, is the first step towards improving the position of creativity in Omani design educational systems in general. The model would propose to help Omani graphic design students to develop their creative problem solving abilities, which can allow them to effectively find solutions for several social and cultural wicked problems faced in Oman, such as the increased rate of car accidents nationally). The model will contain some creative-thinking techniques, and some pedagogical strategies that are already used internationally in education to improve creativity. The relevant literature has been reviewed to study the techniques and strategies used internationally to improve the creative potential of graphic design students. A qualitative interpretative methodology was used to answer the research questions and fulfil the aims. A survey approach was used for this research, implementing two methods: questionnaires and interviews. The online questionnaire was conducted with 33 international participants. It investigated how creativity is defined within graphic design contexts; whether creativity can be taught or enhanced; if yes, How, and by which techniques and strategies? Which curriculum contents are most suitable and effective? And how to assess creativity within graphic design education?. The same set of questions was asked in face-to-face interviews conducted with 39 design lecturers. The participants in these interviews were local lecturers who teach graphic design courses at six Omani institutions. All of the collected data were analysed by a thematic analysis method, by coding and categorising them according to different themes that had been extracted earlier from the literature. The contribution of this research is in defining the concept of creativity through scientific research; more specifically by practical research conducting an international survey and local interviews. Through this approach, this research has collected ideas, insights and trends about creativity in graphic design and how it can be developed. Also, this research has advanced knowledge of the relationships among graphic design, creativity, and education, specifically in the Arabic region. It is an attempt to emphasise this new field. Moreover, this research has given a snapshot of differing views regarding creativity in design education as perceived by international lecturers versus Omani lecturers, through conducting a cross-cultural study by asking these two groups the same questions, which was an interesting comparison. Finally, the collected data were utilised to develop the proposed pedagogical model designed for graphic design lecturers who teach design courses within Omani design education. The pedagogical model is the main contribution of this research. It would be suggested to the Omani Ministry of Higher Education that the model should be part of the Omani undergraduate graphic design curriculum.

This thesis reports on research conducted between 2004 and 2007 into the teaching of English as a Foreign Language (EFL) in tertiary education institutions in Oman. The research was an exploration of English language teaching pedagogy with a particular focus on bilingual (English and Arabic) versus monolingual (English only) teaching and the role of first language (Arabic) usage in the classroom.

Inclusive education is an international philosophy that places emphasis on the provision of special education services to students with special learning needs within regular classrooms. Teachers, regardless of where in the world they are, require positive attitudes to engage in discussions, adapt curricula, develop strategies and acquire the necessary knowledge and skills for the implementation of inclusionary practices. The aim and rationale for this study was to explore the attitudes of South Africans as expatriates in a foreign country (Oman) at schools where inclusion was recently implemented but where little research was conducted in the area. In addition, the purpose was also to gain more knowledge about the elements that may influence teacher attitudes towards inclusion. A quantitative approach was employed and an online questionnaire was used to obtain data. The small sample (N=35) limited findings to descriptive statistics only. The study revealed that most teachers held positive attitudes towards the fundamental principles of inclusive education but teachers held negative attitudes towards the practical implementation of inclusion within classrooms. Teachers who received training were more positive to supporting inclusion. Male teachers expressed greater negativity than female teachers towards inclusionary practices in schools but then male teachers were more supportive and willing to undertake training, engage in teacher support and work collaboratively. Teachers teaching older groups of students appear to be less knowledgeable and less prepared or equipped to deal with inclusion. Teachers with less teaching experience held more positive attitudes towards inclusive education. Recommendations were made to provide suggestions of ways to eliminate and discourage negative attitudes and research based recommendations for future research were listed.
Inclusive Education
M. Ed. (Inclusive Education)

An exploratory case study research design was followed to explore and categorize 23 pre-service physics teachers’ understanding in the fields of superconductivity and nanotechnology at the Sultan Qaboos University in Oman. To elicit their responses, a five-stage categorical framework analysis was used. The five stages included identification of the thematic framework, familiarization, coding, placing the categories on a chart and finally, interpretation. A conceptual survey test (Conceptual Survey of Superconductivity and Nanotechnology) was administered to the pre-service physics teachers to form four independently homogenous ability focus groups. This was followed by focus group discussions whose data were analyzed to group their conceptions in both the epistemological as well as ontological categories. From the focus group discussions, six categories were considered from previous studies, namely; lateral alternative conceptions, ontological conceptions, naïve physics, Ohm’s p-primes, mixed conceptions and loose ideas. Since this was a pre-instructional study, naïve physics ideas and lateral alternative conceptions were dominant. Naïve physics refers to the untrained student or human perception of various physical phenomena while lateral alternative conception refers the misconceptions individuals have on ideas that may be inconsistent with scientifically acceptable facts. Findings indicate that the pre-service teachers’ conceptions deviated from canonical scientific concepts, are diversified and inconsistent. The knowledge on pre-instructional conceptions will influence the development of evidence-based pedagogy, which is fundamental to the development of an effective physics education curriculum.
Institute for Science and Technology Education (ISTE)
M. Sc. (Physics Education)

This study investigates awareness and use of communicative language teaching methodology (CLT) in a foundation programme at an institution of higher learning in the Sultanate of Oman, where rapid expansion and a reliance on expatriate skills has resulted in the employment of predominantly native English teachers, many with inadequate formal teacher training. The qualitative research methodology employed involved a core of five teachers using three data-gathering instruments and ten additional English language teachers who responded to a questionnaire. The study finds that the majority of teachers have inadequate knowledge of the CLT approach and do not use it in the classroom. The findings suggest that an adapted version of CLT which embraces local contextual and sociocultural conditions may be pedagogically viable. The study draws comparisons between the idea of a hypothetical, “adapted” version of CLT and the notions of “particularity, practicality and possibility” as suggested by Kumaravadivelu (2006).
English Studies
M.A. (Specialisation in Teaching English to Speakers of Other Languages, TESOL)