Teachers' Reported Use of Marzano's Instructional Strategies in United Arab Emirates K-12 Schools

Autor/inn/en	Almekhlafi, Abdurrahman Ghaleb; Ismail, Sadiq Abdulwahed; Hassan, Abdelmoniem Ahmed
Titel	Teachers' Reported Use of Marzano's Instructional Strategies in United Arab Emirates K-12 Schools
Quelle	In: International Journal of Instruction, 13 (2020) 1, S.325-340 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Foreign Countries; Educational Strategies; Teacher Effectiveness; Elementary School Teachers; Secondary School Teachers; Differences; United Arab Emirates + Suchen Sie Ihr Suchwort? Ausland; Lehrstrategie; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Unterscheiden; Vereinigte Arabische Emirate
Abstract	Successful teaching depends on many factors, including the application of effective instructional strategies. However, teacher perception of instructional strategy application in the classroom is of paramount importance. Empirical research conducted by Marzano and others showed that there are instructional strategies that improve teaching outcomes. Based on his pedagogical research, Marzano suggested nine instructional strategies that teachers could use for effective teaching. The present study investigated teachers' reported use and implementations of those instructional strategies in their own classes. The study participants included 512 teachers from K-12 schools in the United Arab Emirates. The differences between participants concerning their reported utilization of Marzano's strategies were also investigated. The results of the study showed that teachers in the United Arab Emirates (UAE) are very much aware of and familiar with Marzano's instructional strategies. Other results also demonstrate that UAE schools' teachers have already been practicing Marzano's instructional learning strategies in addition to the contextual common practice strategies that they have been trained to use and have adapted in their own classes. However, differences between teachers' reported use were not prevalent. Recommendations are provided and the implications of the study's findings are discussed. (As Provided).
Anmerkungen	International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01