Investigating the Relationship Between Professional Development and Student-Centered Learning Environment in Qatari Math and Science Elementary Classrooms

• In Event: Learning Environments in Postsecondary Settings

Abstract

In 2002, Qatar established educational reform focusing on student-centered instruction with an emphasis on critical thinking and inquiry. The purpose of this study was to investigate differences in learning environments of Qatari teachers who experienced professional development related to student-centered instruction and those who did not. Participants included 47 elementary math and science teachers and approximately 1000 students. Results from instruments measuring observed and perceived learning environment suggest that the reforms related to student-centered instruction are not yet in place but are developing. Teachers who received targeted professional development increased student-centered environment elements, while comparison teachers decreased. In addition, student perceptions of Personalization were related to higher levels of student-centered instruction.

Authors

• Stephanie L. Knight, The Pennsylvania State University

• Dawn R. Parker, Texas A&M University

• Whitney Alicia Zimmerman, The Pennsylvania State University

• Atmane Ikhlef, Qatar University