Adult basic education teachers in Kuwait

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dc.contributor.advisor Weaver, Roy A. en_US
dc.contributor.author Al-Sheik, Abdullah M. (Abdullah Mohammed) en_US
dc.coverage.spatial a-ku--- en_US
dc.date.accessioned 2011-06-03T19:22:32Z
dc.date.available 2011-06-03T19:22:32Z
dc.date.created 1984 en_US
dc.date.issued 1984
dc.identifier LD2489.Z64 1984 .A47 en_US
dc.identifier.uri http://cardinalscholar.bsu.edu/handle/handle/174800
dc.description.abstract The problem on which this research was based was that little data were available for describing the Adult Basic Education (ABE) teachers--how they teach and how certain variables contribute to their teaching. Accordingly, the purpose of the study was to describe ABE teachers in Kuwait--who they were, how they taught, and how they were viewed by adult Kuwaiti students. This description was organized around four questions:1. How does the culture of the ABE teacher—educational background and training, language, habits and customs-contribute to what happens in the classroom?2. How does the planned curriculum--goals, objectives, materials, instructional approach, evaluation--contribute what happens in the classroom?3. How does the ABE teachers' role in Kuwaiti society contribute to what happens in the classroom?4. How does Quality of Personal Life contribute to what happens in the classroom?A variety of methods were used to gather data-teacher and student surveys and interview guides, a classroom observation instrument and a diary. Forty-one teachers and 155 students were surveyed. Ten teachers and thirty-six students were interviewed. Sixteen teachers were observed on one occasion. Three teachers were observed on three different occasions--at the beginning, the middle and the end of the study--over an eight-week period. A diary was kept on a daily basis.Mean scores on each item and a composite score for all items were tabulated for the surveys. Raw scores and percentages were tabulated in all other cases. From the analysis of data, major findings included:1. The cultural background of ABE teachers--language, customs, habits--does not interfere with their teaching because most of the teachers have been in Kuwait long enough to have adopted the Kuwaiti culture or to have adjusted to the culture.2. The ABE classroom involves a limited amount of planning, narrowly defined as use of textbook, chalkboard and lecture.3. ABE teachers see themselves as having an important role to play in Kuwaiti society, related to the development of the country. Whereas students view the teachers as respected, however, the teachers do not believe they are.4. In terms of Quality of Life--defined as the ABE teachers' perceived level of satisfaction--the ABE teachers felt underpaid and expressed resentment about differential treatment as compared to Kuwaiti ABE teachers. en_US
dc.format.extent 3, x, 184 leaves : ill. ; 28 cm. en_US
dc.source Virtual Press en_US
dc.subject.lcsh Adult education -- Kuwait. en_US
dc.subject.lcsh Adult education teachers -- Kuwait. en_US
dc.title Adult basic education teachers in Kuwait en_US
dc.description.degree Thesis (D. Ed.) en_US
dc.identifier.cardcat-url http://liblink.bsu.edu/catkey/225699 en_US


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  • Doctoral Dissertations [3194]
    Doctoral dissertations submitted to the Graduate School by Ball State University doctoral candidates in partial fulfillment of degree requirements.

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