From teacher-centered to student-centered classrooms: The impact of subject coordinators' distributed leadership based on an intervention program in a K-12 private school in Mount Lebanon (Record no. 21746)

MARC details
000 -LEADER
fixed length control field 02365nam a2200253Ia 4500
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 180910s9999 xx 000 0 und d
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Al-Hassan, Noha K.
Miscellaneous information Master, Educational supervision
245 10 - TITLE STATEMENT
Title From teacher-centered to student-centered classrooms: The impact of subject coordinators' distributed leadership based on an intervention program in a K-12 private school in Mount Lebanon
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. Université Libanaise - Faculté de Pédagogie - Deanship
Date of publication, distribution, etc. 2015
300 ## - PHYSICAL DESCRIPTION
Extent 151 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. The purpose of this study is to measure the impact of an intervention program on shifting classrooms from teacher-centered to students-centered environments. It also aims to measure the impact of the same intervention program on teachers’ leadership and subject coordinators’ leadership styles. The study was carried out in a K-12 private school in Mount Lebanon. The research methodology employed action research and data were collected by a pre- and post-test intervention, teacher’s leadership questionnaire and subject coordinator’s interview. The data clearly indicate that the interview program had a slight impact on the classrooms as it contributed in shifting the active learning indicators from the status of “very weak” to that of “weak”. In other words, the classes are still close to the teacher-centered classroom. Concerning the impact of the intervention program on the leadership practices of teachers and subject coordinators, it was also slight in which teacher leadership shifted from the status of “very weak” to that of “weak”, and subject coordinators’ leadership shifted from the status of “weak” to the status of “acceptable”. Yet the progress obtained was relatively appreciable although the attainment was still below the average.
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Intervention Programs
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Méthodes d’enseignement
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Private sector General education
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Programme des interventions
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Secteur Privé Enseignement générale
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Teaching Methods
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element التعليم الخاص التعليم العام
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element برامج التدخل جبل لبنان
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element طرق التعليم
856 ## - ELECTRONIC LOCATION AND ACCESS
Public note Université Libanaise - Faculté de Pédagogie - Deanship
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية

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