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Qatar's transition from a hydrocarbon-based to a knowledge-based economy spurred the development of Education City, which houses several International Branch Campuses and one home-grown university, Hamad bin Khalifa University. Through the case study of EC, this paper seeks to improve our understanding of higher education policy borrowing and the complex process of indigenisation. Using secondary data from prior studies, it offers a discussion on the key stages and challenges in Qatar's effort to indigenise higher education and outlines areas for further research. This paper uses Phillips and Ochs four-stage Model of Policy Borrowing in Education, as a guiding conceptual model. The paper is constructed as follows: first, a discussion on international branch campuses in Education City; second, outlining the conceptual model; third, a discussion on Education City through the conceptual model; and finally, the case of the home-grown university, Hamad bin Khalifa University. [ABSTRACT FROM AUTHOR]

US higher education accreditation agencies provide external quality evaluation for institutions and programmes to deliver quality control and assurance. Although there is ample discussion about the benefits and drawbacks of the accreditation process, this article reviews the academic literature to consider the impact that accreditation might have on the academic freedom of the teaching staff. Specifically, this article centres on how standardisation, assessments and the fundamental elements of accreditation affect academic freedom in higher education and how these might dilute academic freedom. [ABSTRACT FROM AUTHOR]

This essay aims to problematize US accreditation of teacher education. Foucault's notion of problematization is used as a theoretical framework to explain how accreditation emerged in the past as a solution to perceived educational problems and how and why the accreditation process has evolved into a problem today. The discussion centers on four main themes: (1) teachers as technicians; (2) academic freedom; (3) distrusting teacher educators; and (4) an emphasis on outcomes. The essay concludes with a suggestion that accreditation has failed to ensure teachers' readiness for the classroom, arguing that the accreditation process is based on accountability and the promise of performance while being unable to allow for new understandings and possibilities for teacher education. [ABSTRACT FROM AUTHOR]

Constructive alignment (CA) has developed into one of the most significant concepts in higher education since its establishment in the late 1990s. CA is a powerful instrument for curriculum design that aligns learning outcomes with teaching and learning activities and assessments to enhance the quality of students’ learning. In this conceptual study, Foucault’s concept of problematization is used as the theoretical framework to explain how and why CA has become a powerful approach for curriculum design dominantly used in higher education worldwide. The discussion focuses on three main blind spots of the CA: pedagogical hegemony, implementation fidelity, and policy enactment. The study closes by offering concluding thoughts and identifying new agendas for research. [ABSTRACT FROM AUTHOR]

Worldwide accreditation systems for higher education are used by institutions and programmes to demonstrate their legitimacy to deliver quality education. Although there are many perceived benefits and criticisms of accreditation and little empirical research on its impact for improvement, there is still an increasing demand for this form of quality assurance. This essay applies the lens of idolatry to provide a distinctive perspective and offer insight into accreditation. The theory of idolisation and nine characteristics of idols provides a means to understand accreditation power over institutions, its demands, its impact on institutions and professors and its ability to shape and legitimise a particular understanding of education and academic disciplines. [ABSTRACT FROM AUTHOR]

Launched in 2014, Teach for Qatar (TFQ) is a local non-governmental organization under Teach For All (TFALL) that recruits and prepares graduates and professionals as teaching fellows in the Qatari government schools. This qualitative exploratory study used semi-structured interviews to identify TFQ Fellows' challenges they faced and the resources available during their teaching in Qatar's Government Schools. Findings indicate that these TFQ Fellows experienced similar challenges that TFALL participants face worldwide and regional, including unreal expectations, unexpected workloads, and unmotivated and unprepared students. It was reported that TFQ provides a comprehensive and valuable resource and support system that enabled these individuals to complete their 2-year commitment. The discussion offers additional insights into the TFQ program and how these findings might benefit teacher education programs and programs like TFQ. [ABSTRACT FROM AUTHOR]

Under the facade of globalization, educational neocolonialism occurs through the transferring of educational theories and practices from the global north to the global south, potentially challenging and undermining indigenous intellect and epistemic formations. Neocolonialism is supported through the global importing of educational products that create a form of "neocolonialism of the willing." In this essay, a theoretical framework for examining neocolonialism within educational contexts is used to develop the argument that the Council for the Accreditation of Educator Preparation, as a global educational accreditor, is an instrument of neocolonialism that uses its power to grant or deny accreditation to disseminate American understandings of teacher education. [ABSTRACT FROM AUTHOR]

Research indicates that principals are critical in school reform since the implementation of policies and practices is to a large extent determined by the role that principals play in educational change. This study examines the principal selection process used in Qatar for the government schools and identifies knowledge and skills necessary for effective principals from the perspectives of policy makers, principals and teachers working in these schools. Qualitative interviews were held with three policy makers, 21 principals and 82 teachers in focus groups. Findings provide insight into the principal selection process and demonstrate that principals should develop their decision-making skills, should advance as instructional leaders and, since government schools are very diverse, principals must be able to manage issues of nationality, culture and equality. Recommendations are offered to improve the principal selection process for principals working in Qatar or other countries in the Gulf Region. [ABSTRACT FROM AUTHOR]

Research indicates that principals play a significant role in schools influencing student achievement and teacher effectiveness. This is particularly true in times of educational reform. Qatar has been engaging in a significant educational reform since 2004. This study examines the knowledge and skills needed for effective principals from the perspectives of policy makers, principals and teachers working in Qatar's independent schools. Interviews with 3 policy makers, 21 principals and 82 teachers in focus groups indicated the knowledge and skills needed by principals are already embedded in the National Professional Standards for School Leaders but participants indicated a concern as to the degree these are implemented by principals in Qatar's schools. More importantly, a large majority of all participants specified a need for principals to develop leadership knowledge and skills regarding working with diverse faculty, students and parents. Recommendations based on these findings are provided in order to develop more effective principals in the context of Qatar's independent schools. [ABSTRACT FROM AUTHOR]

Globalization requires the Gulf Cooperation Countries (GCC) to experience numerous economic, social, and educational changes. In particular, Qatar's unprecedented economic growth has created a flow of high- and low-skilled expatriate workers resulting in a significant imbalance between nationals and expatriates. The implications are evident in Qatar's government schools where approximately 72% of teachers are expatriates and 99% of the principals are Qatari nationals. Although diversity can enrich schools, it could create conflicts that might hamper the school's success. Despite the large body of research on school leadership and student diversity, little is written about principals and faculty diversity especially within the GCC. Semi-structured interviews were used to explore 20 Qatari principals' perspectives regarding their understandings of diversity and experiences with faculty diversity. Findings demonstrate that principals perceive diversity in terms of nationality. They experienced positive and negative influences of diversity and are confronted with challenges that often center on ethnical and cultural issues. Principals addressed how they manage the issues of nationality, culture, and equality. The study suggests that school leadership in a multicultural society such as Qatar demands more competencies to manage faculty diversity. Several recommendations are offered for principals for working with a diverse faculty. [ABSTRACT FROM AUTHOR]

Globalization through educational borrowing has transformed the K-12 educational landscape driving and shaping educational reforms worldwide by saturating nations' educational policies and practices reducing education to products and services globally sold to those with adequate resources. Governments worldwide seize the opportunity to import educational theories, policies and practices anticipating quick fixes and delivered results to their educational systems. However, a major concern about the borrowing process is that educational policies and practices that are effective in their original context may not prove effective elsewhere. In particular, the six Gulf Cooperation Council (GCC) countries have developed educational reforms by importing policies and practices tested in the West. Against the backdrop of the educational borrowing processes in the GCC, this paper identifies several cultural scripts in the region based on reviewing the existing literature and examines how the local educational epistemological beliefs undermine or support the implementation of a borrowed educational policy. [ABSTRACT FROM AUTHOR]

Traditionally, education in various forms has been used as a tool to change values and behavior in children regarding the environment. This study reports findings from the We Love Reading Program that utilizes the reading of Social Stories in various communities in Jordan to address the environmental problems of Jordan. Results indicated the effectiveness of this informal educational intervention showing a significant increase in children's knowledge about environmental issues and a positive change in behavior related to electricity and water consumption and littering, as reported by parents. The authors provide several recommendations on how Social Stories and appropriate curriculum can be used in schools and community to create awareness in students regarding environmental issues. [ABSTRACT FROM PUBLISHER]

Qatar is in the midst of a massive educational reform, Education for a New Era. Influence by neoliberalism, one principle of the reform is the development of a standards-based system including the adoption of the Qatar National Professional Standards for School Leaders. This paper examines Qatar’s professional leadership standards using Habermas’ knowledge constitutive interests (KCIs) as a theoretical framework. The paper places professional standards within the context of neoliberalism and findings provide a deeper understanding of how the KCIs are embedded in the professional standards. An argument is made for using Habermas’ KCIs in the preparation of school leaders. [ABSTRACT FROM PUBLISHER]

Abstract: In 2001, the Government of Qatar began a comprehensive education reform (Education for a New Era) based on RAND''s recommendations and options for building an educational system that would meet the country''s changing needs. Nine years later, Qatar''s educational landscape has significantly changed. Among these changes is the introduction of Professional Standards for teacher and school leaders and Qatar''s first system for the registration and licensing of teachers and school leaders that are directly linked to the professional standards. This study seeks to analyze school leaders’ perspectives regarding the Qatar National Professional Standards for Teachers and School Leaders and the recently introduced accompanying licensure system. The study reports results from questionnaires addressed to 74 school leaders. These findings illuminate problematic issues and indicate that these policies use ambiguous terminology and procedures, ignore local educators’ input, and provide unrealistic expectations of society, lack consistency and created resistance on the part of educators. Discussion is provided that centers on the implications of importing educational products and the need to take into account the local culture in implementing these products. [Copyright &y& Elsevier]

This study examines nine secondary American history textbooks' treatment of 9/11 and related events. Through the use of content analysis, the study centers on the knowledge omitted from textbook portrayals of 9/11. Findings indicate that when authors omit particular information, these exclusions limit the perspectives that students can consider, which shapes understandings of American history and the world. Recommendations are provided for ways teachers can develop students' critical thinking, provide them with multiple perspectives, and increase their historical understandings. [ABSTRACT FROM AUTHOR]

This research study examined nine secondary American history textbooks regarding their treatment of 9/11 and related events. The analysis centered on both the knowledge included and excluded from the discussion in each book. Particular attention was given to the moral and ethical issues relevant to 9/11. Findings show that textbooks vary in their descriptions, but most omit important information and disregard important moral and ethical aspects of historical events. These exclusions legitimized and validated particular foreign and domestic policies. More importantly, they limited the perspectives that students could consider, constrained possible alternatives, and avoided ethical concerns and issues. [ABSTRACT FROM AUTHOR]

The article revisits four common myths that still influence individuals regarding their perspective and understanding of the role homeschooling plays in the education of U.S. children. The first myth is that homeschooling produces social misfits. This myth stems from the thought that homeschooled students lack the social skills needed to function in the society. The second myth is that homeschooling fails to prepare good citizens. The third myth is that students who are homeschooled have difficulty entering college. Since their schooling experiences are limited to their homeschool setting, they are at a disadvantage with their postsecondary studies. The last myth is that most people homeschool only for religious reasons.

Americans are troubled by what they perceive as a societal moral decline, and schools have responded with the implementation of character education programs. This study examines teachers' experiences and perspectives on a character education program implemented at their high school. Findings based on interviews with 16 high school teachers describe their experiences regarding the politics of administrative support, the community's role, curriculum and pedagogy, and how character education develops an awareness of moral issues. Based on these findings, suggestions are made as to how educators can utilize teachers' experiences in order to better implement and improve character education. [ABSTRACT FROM AUTHOR]

Discusses the result of two qualitative studies conducted at a Summer Migrant Program in a rural school district in Northwest Ohio regarding the needs of migrant students and the role of cultural capital in the education of migrant students. Obstacles to the educational success of migrant students; Importance of critical reflection in educating migrant students; Conflict between school policies and the culture of migrant students; Suggestions for teachers in dealing with migrant students.

The heightened interest in schools contributing to the formation of character through character education has surfaced as a national dialogue. This study examines the students’ perspective and understanding of a character education program implemented at their high school. Findings based on interviews with 144 high school students describe the students’ perspectives regarding the need for character education, program effectiveness, student and teacher resistance, pedagogical issues and concerns, and suggestions as to what works. Based on these findings, suggestions are made as to how administrators and teachers can utilize their students’ perspectives in order to better implement and improve character education. [ABSTRACT FROM AUTHOR]

Focuses on the depiction of religion in contemporary secondary-level U.S. history textbooks. Relationship of private faith and public behavior; Reduction of religion to political issues; Discussion on the vague and inadequate explanations about religion.

Reports on home schooling in the U.S. as of November 2001. Reason of families in choosing home schooling; Strengths of home schooling; Limitations.

Presents a study dealing with a teaching technique to the integration of the role of religion and faith in the development of United States (US) history into the curriculum. Why teachers avoid religion in US history classrooms; Fears and pitfalls that accompany any discussion of religion in a public school setting; Ways to impart religion in the content of the US history classroom.

• Universities in the GCC region seek CAEP to provide legitimacy to their programs. • Q methodology is used to examine faculty and administrators' perceptions regarding CAEP. • Participants' perceptions differ regarding CAEP's advantages and disadvantages. • Perceptions differ regarding CAEP's procedures and requirements. • Perceptions differ regarding CAEP's impact on faculty and administrators' workload and agency. In higher education, accreditation involves an external quality review process that scrutinizes universities, colleges, and educational programs to ensure that the education provided meets acceptable quality levels. Often considered the gold standard for institutions, the accreditation process originated in the US and quickly moved beyond American borders. Specifically, the Council for the Accreditation of Educator Preparation (CAEP) has moved to provide 'legitimacy' to universities in the Gulf Cooperation Council (GCC) region. Using Q methodology, this study examines faculty and administrators' perceptions regarding CAEP accreditation of a College of Education (CED) in the GCC. The results identify an apparent discrepancy among participants' perceptions regarding the CAEP accreditation's advantages and disadvantages, procedures and requirements, and impact on faculty and administrators' workload and agency. [ABSTRACT FROM AUTHOR]

Deals with teacher education programs. Discussion on the moral dimension of teaching; Examination of teacher education; Implications for teacher education.

McDonaldization is the processes of the fast-food industry that dominate segments of societies worldwide. Few studies address how McDonaldization applies to the accreditation of teacher education programs. This article demonstrates how the Council for the Accreditation of Education Programs (CAEP) could be perceived as a McDonaldized organization that propagates American understandings of teacher education in non-US universities. The article applies the five principles of McDonaldization to CAEP Accreditation and addresses possible influences on non-US universities seeking CAEP accreditation outside the US borders. Specifically, the article discusses the cultural challenges, language concerns, and issues regarding indigenous knowledge that non-US universities face. • CAEP Accreditation could be perceived as a McDonaldized organization. • McDonaldization's five principles are evident CAEP Accreditation. • CAEP Accreditation propagates American understandings of teacher education in non-US universities. • Accreditation presents non-US universities with challenges in cultural, language and indigenous knowledge. [ABSTRACT FROM AUTHOR]

The study aimed to investigate students' final grades in a linked course or chain course to determine any effect on students' academic performance in their next linked course. Courses with high D, F, and W grades were selected with their subsequent linked courses to form a chain so that each chain consisted of two courses or more. More specifically, Arabic (n = 11,780), English (n = 7,714), and mathematical (n = 1,367) chains were investigated through the years 2012 to 2016. High positive correlations between the grades of the chain courses and the transitional grade are C. Factors were examined to identify any effects on final grades. Findings indicate that 60% to 75% of low-performing students in one link of any chain will demonstrate low performance in the following link. [ABSTRACT FROM AUTHOR]

UNESCO reports enrollment in higher education in the Arab and Gulf Cooperation Council region doubled from 5.1 million in 2000 to 10.7 million in 2015. Despite significant budgets and the world's lowest teacher-to-student ratio, higher education in this region is plagued by student underachievement. This study identifies academic underachievement factors among undergraduate students at risk at a national university in the GCC. As part of the Intrusive Intervention Program, students were required to complete an Academic Success Plan that delineated academic, personal, social, career, and other academic underachievement reasons. Based on 5,040 students' responses that indicated their academic underachievement causes, findings reported that students perceived academic factors as the most recurrent reason for academic underachievement. In contrast, social adjustment causes were found to be the least recurrent. Specific causes are reported under each category and discussion is provided against gender, nationality, major, and classification. [ABSTRACT FROM AUTHOR]

The article offers a study which uses early admission call-up to attract high-achieving students to a private university in Lebanon. Study findings show that the students who were provided with early admission call-up enrolled at higher rates compared to those at the top 25th percentile rank in previous academic years. It mentions that the study shows the benefits of inviting students to accept early admission as a way to form a class with high-achieving student. It notes that the study depicts the reasons why universities in the U.S. which eliminate early admission should reconsider it.