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Teachers' training and students' academic achievement. (c2005)

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dc.contributor.author Kashani, Sedik Mosses
dc.date.accessioned 2011-04-26T07:33:54Z
dc.date.available 2011-04-26T07:33:54Z
dc.date.copyright 2005 en_US
dc.date.issued 2011-04-26
dc.date.submitted 2005-09
dc.identifier.uri http://hdl.handle.net/10725/418
dc.description Includes bibliographical references (leaves 38-41). en_US
dc.description.abstract The purpose of this study was to survey the effect of teachers' in-service and pre-service training on students' academic achievement. In an effort to do so, three private religious schools were surveyed and a total of 49 math and science teachers have responded. The students' test scores of five math and science exams from each classroom were obtained, the averages of the grades were calculated and then teachers were compared according to averages of their students' grades against teachers' pre-service and number of in-service training attendance. The study revealed that marginal in-service training has no statistically or academically significant effect on students' math and science achievement, suggesting that modest participation in in-service training - average of two sessions per year, are not sufficient to make a difference or to increase the students' achievement. On the other hand, however, we cannot conclude that these students of the surveyed schools have low academic achievement, because these schools are reputable schools and have high criteria for selecting their teaching staff, whereby teachers have to have BS degrees and teaching diplomas to be eligible to teach math and sciences. Also, these schools have shown that they have had yearly 99-100% success rates in national exams. en_US
dc.language.iso en en_US
dc.subject Teachers -- In-service training en_US
dc.subject Teachers -- Training of en_US
dc.title Teachers' training and students' academic achievement. (c2005) en_US
dc.type Thesis en_US
dc.term.submitted Summer II en_US
dc.author.school Arts and Sciences en_US
dc.author.idnumber 199610880 en_US
dc.author.commembers Dr. Mona Nabhani en_US
dc.author.woa OA en_US
dc.author.department MA in Education en_US
dc.description.physdesc 1 bound copy: 45 leaves; 45 leaves available at RNL. en_US
dc.author.division Education en_US
dc.author.advisor Dr. Layla Harmoush en_US
dc.identifier.doi https://doi.org/10.26756/th.2005.12


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