Pub Date : 2021-10-30DOI: 10.36771/ijre.45.3.21-pp98-130
The research aims to identify the extent to which the Islamic education books include the needs of the students of the second cycle basic education in the Sultanate of Oman. In order to achieve this objective, the research adopts the descriptive and analytical methodology. Additionally, a content analysis card has been created as a research tool. After ascertaining their validity and reliability, 42 needs have been found on the basis of the following four axes: physical, psychological, mental and social needs. The research concluded that the axis of psychological needs occupied the first rank, followed by the axis of social needs, then the axis of mental needs, while the axis of physical needs came in the last rank in terms of degree of inclusion. The seventh-grade book ranked first among the grades of the stage in the students' needs, while the least of them included the fifth-grade book. In the light of the results reached, the research recommended that the balance of students' needs in the content of Islamic education textbooks should be considered in the second cycle of basic education. Keywords: Islamic Education Books, the second cycle of basic education, the needs of students
{"title":"The Extent to Which the Islamic Education books Include the Needs of Second Cycle Basic Education Students in the Sultanate of Oman\u0000\"This article is extracted from an unpublished Master’s thesis by the first author\"","authors":"","doi":"10.36771/ijre.45.3.21-pp98-130","DOIUrl":"https://doi.org/10.36771/ijre.45.3.21-pp98-130","url":null,"abstract":"The research aims to identify the extent to which the Islamic education books include the needs of the students of the second cycle basic education in the Sultanate of Oman. In order to achieve this objective, the research adopts the descriptive and analytical methodology. Additionally, a content analysis card has been created as a research tool. After ascertaining their validity and reliability, 42 needs have been found on the basis of the following four axes: physical, psychological, mental and social needs. The research concluded that the axis of psychological needs occupied the first rank, followed by the axis of social needs, then the axis of mental needs, while the axis of physical needs came in the last rank in terms of degree of inclusion. The seventh-grade book ranked first among the grades of the stage in the students' needs, while the least of them included the fifth-grade book. In the light of the results reached, the research recommended that the balance of students' needs in the content of Islamic education textbooks should be considered in the second cycle of basic education.\u0000\u0000Keywords: Islamic Education Books, the second cycle of basic education, the needs of students","PeriodicalId":368892,"journal":{"name":"The International Journal for Research in Education","volume":"167 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114008871","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-30DOI: 10.36771/ijre.45.3.21-pp228-258
The current study aimed to discover the extent of faculty members knowledge of the services provided to students with disabilities, in addition to identify their attitudes towards providing academic accommodations to students with disabilities. The study investigated the differences in participants' responds attributed to gender, college, academic rank, and years of experience. The researcher used the descriptive approach, using the questionnaire as a data collection tool. The study sample consisted of 213 faculty members at King Saud University. The results showed deficiency of knowledge in the faculty members of procedures and services provided to students with disabilities in university, however, they showed positive attitude towards providing accommodations for students. The results did not show any statistically significant differences in the mean of participants' responses related to current study variables. The study introduced some recommendations that would support university education for students with disabilities. Keywords: Higher education; students with disabilities; academic accommodations; King Saud University
{"title":"Faculty Knowledge of Services for Students with Disabilities and Attitudes toward Academic Accommodation","authors":"","doi":"10.36771/ijre.45.3.21-pp228-258","DOIUrl":"https://doi.org/10.36771/ijre.45.3.21-pp228-258","url":null,"abstract":"The current study aimed to discover the extent of faculty members knowledge of the services provided to students with disabilities, in addition to identify their attitudes towards providing academic accommodations to students with disabilities. The study investigated the differences in participants' responds attributed to gender, college, academic rank, and years of experience. The researcher used the descriptive approach, using the questionnaire as a data collection tool. The study sample consisted of 213 faculty members at King Saud University. The results showed deficiency of knowledge in the faculty members of procedures and services provided to students with disabilities in university, however, they showed positive attitude towards providing accommodations for students. The results did not show any statistically significant differences in the mean of participants' responses related to current study variables. The study introduced some recommendations that would support university education for students with disabilities.\u0000 \u0000Keywords: Higher education; students with disabilities; academic accommodations; King Saud University","PeriodicalId":368892,"journal":{"name":"The International Journal for Research in Education","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127799628","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-30DOI: 10.36771/ijre.45.3.21-pp259-277
This study aims to investigate the link between the unified theory of acceptance and use of technology model (UTAUT) and the acceptance and use of Blackboard (BB) among English as a foreign language (EFL) instructors. The UTAUT model was employed to determine the strength of predictors for EFL instructors’ willingness to use BB for educational purposes. A questionnaire was administered to 80 EFL instructors at Taibah University. The results indicated that performance expectancy (PE), effort expectancy (EE), and facilitating conditions (FC) positively and directly correlated with behavioral intention (BI) to adopt and use BB in language classes. However, this study did not find a significant association between social influence (SI) and BI. Keywords: Blackboard, EFL classes, Unified Theory of Acceptance and Use of Technology, online language learning
{"title":"Blackboard Adoption in EFL Teaching: Instructors’ Acceptance and Use","authors":"","doi":"10.36771/ijre.45.3.21-pp259-277","DOIUrl":"https://doi.org/10.36771/ijre.45.3.21-pp259-277","url":null,"abstract":"This study aims to investigate the link between the unified theory of acceptance and use of technology model (UTAUT) and the acceptance and use of Blackboard (BB) among English as a foreign language (EFL) instructors. The UTAUT model was employed to determine the strength of predictors for EFL instructors’ willingness to use BB for educational purposes. A questionnaire was administered to 80 EFL instructors at Taibah University. The results indicated that performance expectancy (PE), effort expectancy (EE), and facilitating conditions (FC) positively and directly correlated with behavioral intention (BI) to adopt and use BB in language classes. However, this study did not find a significant association between social influence (SI) and BI.\u0000\u0000Keywords: Blackboard, EFL classes, Unified Theory of Acceptance and Use of Technology, online language learning","PeriodicalId":368892,"journal":{"name":"The International Journal for Research in Education","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116958890","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-30DOI: 10.36771/ijre.45.3.21-pp131-157
The study aimed to identify the degree of principals' learning-centered leadership (PLCL) and teachers' professional learning (TPL) in governmental schools in Oman, then to modeling the effects of (PLCL) on (TPL) in governmental schools in Oman, through identify the level of this influence and compare the effects of the different dimensions of (PLCL) on (TPL). The study employed the quantitative approach using the structural equation modeling to analyze the data collected from a convenient sample of teachers (n=574) from government schools in the Sultanate of Oman. The study found that the practices of (PLCL) were at the high level for all its dimensions; while the "modeling" dimension came as the most practiced dimension, the "managing of learning program" dimension was the least. For the teacher’s professional learning also showed at high level for all dimensions (reflection, experimentation, collaboration and reach out to the knowledge base); while the experimentation dimension was the highest, reach out to the knowledge base was the least one. On the other hand, the study found a positive influence of the principal leadership on teacher professional learning; The source of that influence was from the two dimensions: “managing the learning program” and “building a learning vision”. The study presents a set of recommendations, such as recommending the implementation of structured programs to develop the skills of the school principal in support of teachers’ professional learning. Keywords: Learning-centered leadership, teacher professional learning, structural equation modeling, The Sultanate of Oman
{"title":"Modeling the Influence of Principal’s Leadership on Teachers’ Professional Learning in Governmental Schools in the Sultanate of Oman","authors":"","doi":"10.36771/ijre.45.3.21-pp131-157","DOIUrl":"https://doi.org/10.36771/ijre.45.3.21-pp131-157","url":null,"abstract":"The study aimed to identify the degree of principals' learning-centered leadership (PLCL) and teachers' professional learning (TPL) in governmental schools in Oman, then to modeling the effects of (PLCL) on (TPL) in governmental schools in Oman, through identify the level of this influence and compare the effects of the different dimensions of (PLCL) on (TPL). The study employed the quantitative approach using the structural equation modeling to analyze the data collected from a convenient sample of teachers (n=574) from government schools in the Sultanate of Oman. The study found that the practices of (PLCL) were at the high level for all its dimensions; while the \"modeling\" dimension came as the most practiced dimension, the \"managing of learning program\" dimension was the least. For the teacher’s professional learning also showed at high level for all dimensions (reflection, experimentation, collaboration and reach out to the knowledge base); while the experimentation dimension was the highest, reach out to the knowledge base was the least one. On the other hand, the study found a positive influence of the principal leadership on teacher professional learning; The source of that influence was from the two dimensions: “managing the learning program” and “building a learning vision”. The study presents a set of recommendations, such as recommending the implementation of structured programs to develop the skills of the school principal in support of teachers’ professional learning.\u0000\u0000 Keywords: Learning-centered leadership, teacher professional learning, structural equation modeling, The Sultanate of Oman","PeriodicalId":368892,"journal":{"name":"The International Journal for Research in Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126551105","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-30DOI: 10.36771/ijre.45.3.21-pp12-45
The study aimed to identify the degree of perceived organizational support (POS) of faculty members and their commitment to academic accreditation (CTAA). Then, it explores the effect of POS on CTAA, gender, nationality, and administrative positions on them. Participants included a convenient sample of 221 faculty members from Sultan Qaboos University in Oman. Data analysis included measures of central tendency and structural equation modeling to conduct confirmatory factor analysis and build regression models. Results showed moderate degree of faculty POS and high level of CTAA. Significant gender difference is also observed for POS, with male faculty members showing higher POS and female members showing higher CTAA. In addition, non-Omani members reported significantly more POS and those with administrative positions reported significantly higher CTAA. Finally, empirical evidence is validated for the positive influence of POS on CTAA. Keywords: Organizational support, commitment to change, academic accreditation, higher education, Oman
{"title":"Impact of Organizational Support on Faculty Commitment to Academic Accreditation in Higher Education Institutions","authors":"","doi":"10.36771/ijre.45.3.21-pp12-45","DOIUrl":"https://doi.org/10.36771/ijre.45.3.21-pp12-45","url":null,"abstract":"The study aimed to identify the degree of perceived organizational support (POS) of faculty members and their commitment to academic accreditation (CTAA). Then, it explores the effect of POS on CTAA, gender, nationality, and administrative positions on them. Participants included a convenient sample of 221 faculty members from Sultan Qaboos University in Oman. Data analysis included measures of central tendency and structural equation modeling to conduct confirmatory factor analysis and build regression models. Results showed moderate degree of faculty POS and high level of CTAA. Significant gender difference is also observed for POS, with male faculty members showing higher POS and female members showing higher CTAA. In addition, non-Omani members reported significantly more POS and those with administrative positions reported significantly higher CTAA. Finally, empirical evidence is validated for the positive influence of POS on CTAA.\u0000\u0000 Keywords: Organizational support, commitment to change, academic accreditation, higher education, Oman","PeriodicalId":368892,"journal":{"name":"The International Journal for Research in Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130230579","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-30DOI: 10.36771/ijre.45.3.21-pp302-341
This study aims to investigate the barriers towards inclusion of children identified as having SEN in mainstream classes in Kuwait as seen by 452 pre-service teachers at the College of Basic Education. The researchers used a mixed-methods design that involved both an open-ended questionnaire and focus group. Each method investigated dimensions of the barriers towards inclusion in Kuwait as well as the SEN categories that participants believed would be most or least possible to include in mainstream classes. It was found that there are five different dimensions of possible barriers to inclusion: barriers from teachers, social barriers, academic barriers, physical barriers, and psychological barriers. It also found that the SEN categories seen as most possible to include were: moderate intellectual disability, specific learning disabilities, and giftedness, respectively. On the other hand, the SEN categories seen as least possible to include were: severe needs, severe intellectual disability, and autism. The study suggested that the government should institute new courses to prepare pre-service teachers for the challenges, revealed by this research, which prospective teachers expect to face when teaching in inclusive schools. This could help teachers build up more positive attitudes towards inclusion. Therefore, colleges of education should develop their academic courses so that they take into account the findings of this study and work accordingly Keywords: Inclusion, students with SEN, barriers, Kuwait
{"title":"Barriers of the Inclusion of Children with Special Educational Needs in Mainstream Classes from Pre-service Teachers’ Viewpoints","authors":"","doi":"10.36771/ijre.45.3.21-pp302-341","DOIUrl":"https://doi.org/10.36771/ijre.45.3.21-pp302-341","url":null,"abstract":"This study aims to investigate the barriers towards inclusion of children identified as having SEN in mainstream classes in Kuwait as seen by 452 pre-service teachers at the College of Basic Education. The researchers used a mixed-methods design that involved both an open-ended questionnaire and focus group. Each method investigated dimensions of the barriers towards inclusion in Kuwait as well as the SEN categories that participants believed would be most or least possible to include in mainstream classes. It was found that there are five different dimensions of possible barriers to inclusion: barriers from teachers, social barriers, academic barriers, physical barriers, and psychological barriers. It also found that the SEN categories seen as most possible to include were: moderate intellectual disability, specific learning disabilities, and giftedness, respectively. On the other hand, the SEN categories seen as least possible to include were: severe needs, severe intellectual disability, and autism. The study suggested that the government should institute new courses to prepare pre-service teachers for the challenges, revealed by this research, which prospective teachers expect to face when teaching in inclusive schools. This could help teachers build up more positive attitudes towards inclusion. Therefore, colleges of education should develop their academic courses so that they take into account the findings of this study and work accordingly\u0000\u0000Keywords: Inclusion, students with SEN, barriers, Kuwait","PeriodicalId":368892,"journal":{"name":"The International Journal for Research in Education","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127061968","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-30DOI: 10.36771/ijre.45.3.21-pp192-227
The study aimed to identify the role of sustainable development in supporting the education of students with disabilities from the viewpoint of special education teachers and pre-service teachers. The sample consisted of 42 teachers and 35 pre-service teachers. The researchers used a survey about the role of sustainable development in supporting learning of students with learning disabilities, which consisted of 40 items divided into four domains. The results showed that sustainable development plays a big role in supporting education of students with disabilities from the point of view of both their teachers and pre-service teachers. There were no statistically significant differences in the special education teachers’ responses regarding teaching experience, age, and academic degree. There was a statistically significant difference due to the academic specialization for pre-service teacher teachers in favor of intellectual disabilities. Also, there was a statistically significant difference in the responses of teachers for the benefit of the pre-service teacher. Keywords: Sustainable development, students with disabilities, special education teachers, pre-service teachers
{"title":"The Role of Sustainable Development in Supporting the Education of Students with Disabilities from Teachers’ and Special Education Department Pre-Service Teachers’ Viewpoints","authors":"","doi":"10.36771/ijre.45.3.21-pp192-227","DOIUrl":"https://doi.org/10.36771/ijre.45.3.21-pp192-227","url":null,"abstract":"The study aimed to identify the role of sustainable development in supporting the education of students with disabilities from the viewpoint of special education teachers and pre-service teachers. The sample consisted of 42 teachers and 35 pre-service teachers. The researchers used a survey about the role of sustainable development in supporting learning of students with learning disabilities, which consisted of 40 items divided into four domains. The results showed that sustainable development plays a big role in supporting education of students with disabilities from the point of view of both their teachers and pre-service teachers. There were no statistically significant differences in the special education teachers’ responses regarding teaching experience, age, and academic degree. There was a statistically significant difference due to the academic specialization for pre-service teacher teachers in favor of intellectual disabilities. Also, there was a statistically significant difference in the responses of teachers for the benefit of the pre-service teacher.\u0000 \u0000Keywords: Sustainable development, students with disabilities, special education teachers, pre-service teachers","PeriodicalId":368892,"journal":{"name":"The International Journal for Research in Education","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123183386","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-30DOI: 10.36771/ijre.45.3.21-pp342-365
The purpose of this study was to examine typical students’ attitudes toward the inclusion of students with disabilities in physical education (PE) classes. The participants were between 10 – 16 years of age and their grade level from fifth grade to ninth grade in the Eastern province in Saudi Arabia. The participants were 614 typical students in elementary and middle schools. Participants responded to Children’s Attitudes Toward Integrated Physical Education-Revised (CAIPE-R). The findings of this study indicated that the overall means scores of attitudes of all participants toward the inclusion of students with disabilities in physical education classes was 2.99, indicating normal attitudes toward the inclusion of students with disabilities in PE classes. In general, female students had more positive attitudes toward the inclusion of students with disabilities in PE classes than male students, as well as students who had a family member or a close friend with a disability, had more positive attitudes toward inclusion than students who did not have. Moreover, very competitive students had less attitudes toward inclusion than not competitive students did, and very competitive students who had students with disabilities in their schools had more positive attitudes toward inclusion than very competitive students who did not have students with disabilities in their schools. Finally, students who attended schools with students with disabilities had more positive attitudes toward inclusion than students who did not have students with disabilities in their schools. Keywords: Attitude, Disabilities, Physical Education, Saudi Arabia, Inclusion
{"title":"Attitudes of Saudi Students toward the Inclusion of Students with Disabilities in Physical Education Classes","authors":"","doi":"10.36771/ijre.45.3.21-pp342-365","DOIUrl":"https://doi.org/10.36771/ijre.45.3.21-pp342-365","url":null,"abstract":"The purpose of this study was to examine typical students’ attitudes toward the inclusion of students with disabilities in physical education (PE) classes. The participants were between 10 – 16 years of age and their grade level from fifth grade to ninth grade in the Eastern province in Saudi Arabia. The participants were 614 typical students in elementary and middle schools. Participants responded to Children’s Attitudes Toward Integrated Physical Education-Revised (CAIPE-R). The findings of this study indicated that the overall means scores of attitudes of all participants toward the inclusion of students with disabilities in physical education classes was 2.99, indicating normal attitudes toward the inclusion of students with disabilities in PE classes. In general, female students had more positive attitudes toward the inclusion of students with disabilities in PE classes than male students, as well as students who had a family member or a close friend with a disability, had more positive attitudes toward inclusion than students who did not have. Moreover, very competitive students had less attitudes toward inclusion than not competitive students did, and very competitive students who had students with disabilities in their schools had more positive attitudes toward inclusion than very competitive students who did not have students with disabilities in their schools. Finally, students who attended schools with students with disabilities had more positive attitudes toward inclusion than students who did not have students with disabilities in their schools.\u0000\u0000Keywords: Attitude, Disabilities, Physical Education, Saudi Arabia, Inclusion","PeriodicalId":368892,"journal":{"name":"The International Journal for Research in Education","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132098012","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-31DOI: 10.36771/ijre.45.2.21-pp321-357
Dr. Faisal Bin Farag Al-Mutairi
This study aims to present a proposal to the Third Age University in the Kingdom of Saudi Arabia in the light of the United Nations Sustainable Development Goals 2030. This study is based on a descriptive approach through critical analysis of literature and studies covering third-age universities, and the qualitative research methodology through holding focus groups analyzing the opinions of experts and specialists about the proposal of the Third Age University. The results of the study reached the outlines of the Third Age University in the light of the United Nations 2030 Sustainable Development Goals. The study also reached the most prominent international experiences regarding the Third Age University through: its goals, admission requirements, registration, principles, activities, education programs, administration, and financing. The study recommended activating the proposal to develop adult education programs in Saudi Arabia. Keywords: Third Age, Third Age University, United Nations Sustainable Development Goals 2030
{"title":"A Proposed Vision of Third-Age University in light of the 2030 United Nations Sustainable Development Goals","authors":"Dr. Faisal Bin Farag Al-Mutairi","doi":"10.36771/ijre.45.2.21-pp321-357","DOIUrl":"https://doi.org/10.36771/ijre.45.2.21-pp321-357","url":null,"abstract":"This study aims to present a proposal to the Third Age University in the Kingdom of Saudi Arabia in the light of the United Nations Sustainable Development Goals 2030. This study is based on a descriptive approach through critical analysis of literature and studies covering third-age universities, and the qualitative research methodology through holding focus groups analyzing the opinions of experts and specialists about the proposal of the Third Age University. The results of the study reached the outlines of the Third Age University in the light of the United Nations 2030 Sustainable Development Goals. The study also reached the most prominent international experiences regarding the Third Age University through: its goals, admission requirements, registration, principles, activities, education programs, administration, and financing. The study recommended activating the proposal to develop adult education programs in Saudi Arabia. \u0000\u0000 Keywords: Third Age, Third Age University, United Nations Sustainable Development Goals 2030","PeriodicalId":368892,"journal":{"name":"The International Journal for Research in Education","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115826209","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-31DOI: 10.36771/ijre.45.2.21-pp358-370
Alhareth Taha Sait
Education is one of the main human sciences that has been expanding more recently and has been integrated with other human sciences. That expansion would raise the assumption about how is difficult for junior educational researchers to get started. In fact, there are many books about introductions in education that would be recommended but few would have the desired depth, comprehensiveness, and keeping abreast of what is new in this field. “Introduction to Education Studies” by Diana Burton and Steve Bartlett is one of these recommended books. What distinguishes this book is, firstly: the long experience of its authors in the field of education, secondly: the critical discussion of the fundamental educational issues. These and other justifications made the book one of the first books on the list of recommended readings approved by education departments of some British universities. Keywords: Education studies, introduction, book review
{"title":"Book Review: Introduction to Education Studies","authors":"Alhareth Taha Sait","doi":"10.36771/ijre.45.2.21-pp358-370","DOIUrl":"https://doi.org/10.36771/ijre.45.2.21-pp358-370","url":null,"abstract":"Education is one of the main human sciences that has been expanding more recently and has been integrated with other human sciences. That expansion would raise the assumption about how is difficult for junior educational researchers to get started. In fact, there are many books about introductions in education that would be recommended but few would have the desired depth, comprehensiveness, and keeping abreast of what is new in this field. “Introduction to Education Studies” by Diana Burton and Steve Bartlett is one of these recommended books. What distinguishes this book is, firstly: the long experience of its authors in the field of education, secondly: the critical discussion of the fundamental educational issues. These and other justifications made the book one of the first books on the list of recommended readings approved by education departments of some British universities.\u0000 Keywords: Education studies, introduction, book review","PeriodicalId":368892,"journal":{"name":"The International Journal for Research in Education","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128873238","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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