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Direct linkOmer, Ibrahim; Khan, Ghadeer; Bahalaq, Abdulrahman; Abuthiyab, Noorah; Althubaiti, Alaa – Cogent Education, 2023
In Saudi Arabia, there is yet to be a single MD-PhD program established despite calls for its implementation. Herein, we assess students' and stakeholders' perceived barriers and opinions towards the implementation of such a program. A mixed-method design was used. For the quantitative part, a sample of 190 medical students completed a…
Descriptors: Foreign Countries, Barriers, Cultural Influences, STEM Careers
Al Aghar, Tania; Demirci, Helene Christina; Houjeir, Roudaina; McMinn, Melissa; Alzaabi, Khawla Ali Saif – Cogent Education, 2023
This study investigated Arabic teachers' perceptions of the practice of extensive reading (ER) in the United Arab Emirates (UAE). The study was conducted as part of an interdisciplinary research project at one of the largest higher education institutions (HEIs) in the country. The project aimed to develop and launch an Arabic online reading…
Descriptors: Foreign Countries, Teacher Attitudes, College Faculty, Arabic
Frida Gädda; Jessica Hemberg; Pia Nyman-Kurkiala – Cogent Education, 2023
The school environment offers a unique platform for health promotion work with children and young people. Increasingly multifaceted health problems among children and young people and their families require investments in multiprofessional collaboration in schools. The aim of this study was to investigate teaching staff's perceptions of the school…
Descriptors: Foreign Countries, Elementary Secondary Education, Teacher Attitudes, School Nurses
Hiruy, Amare; Melesse, Solomon – Cogent Education, 2022
The objective of this study was to examine the theory-practice gap in implementing DI. To this end, a mixed research design was used. The data sources were TVET teachers, college Deans, and the regional TVED experts in Bahir Dar city. Questionnaire, FGD, and document analysis were used to gather data. Then statistical tools including percentage,…
Descriptors: Theory Practice Relationship, Program Implementation, Individual Instruction, Vocational Education
Gyamtso, Deki C.; Sherab, Kezang; Maxwell, T. W. – Cogent Education, 2017
This study was conducted in the two teacher education colleges (CoEs) of the Royal University of Bhutan. It was intended to fill the knowledge gap of teacher educators' reactions to the Educating for Gross National Happiness (EdGNH) policy introduced in Bhutan in 2010. EdGNH is recognized as one of the most critical and comprehensive attempts to…
Descriptors: Foreign Countries, Teacher Educators, Teacher Attitudes, Educational Policy
Poole, Adam; Adamson, Bob – Cogent Education, 2016
This article forms the first part of an Action Research project designed to incorporate formative assessment into the culture of learning of a bilingual school in Shanghai, China. It synthesises the empirical literature on formative assessment in China to establish some of the difficulties that teachers have faced in trying to incorporate this…
Descriptors: Foreign Countries, Formative Evaluation, Program Implementation, Barriers
Usher, Wayne; Anderton, Amy – Cogent Education, 2014
The specific focus of this study is to explore Queensland (Australia) state school generalist teachers' perceptions regarding the barriers and enablers associated with the implementation of the Smart Moves (compulsory physical activity) policy in the primary classroom setting. This study sought to primarily add to the literature on, and…
Descriptors: Foreign Countries, Elementary Schools, Public Schools, Barriers
