Amal Alkhatib - Academia.edu (original) (raw)
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A CASE STUDY OF AN EARLY CHILDHOOD MINORITY TEACHER AND HOW SHE FORMED HER PROFESSIONAL IDENTITY ... more A CASE STUDY OF AN EARLY CHILDHOOD MINORITY TEACHER AND HOW SHE FORMED HER PROFESSIONAL IDENTITY (pp. 274)Director of Dissertation: Martha J. Lash, Ph.D. This qualitative case study is an investigation of the role of race, school context, and personal and professional experiences in the formation of an early childhood teacher’s professional identity. Data sources included interviews, observations, conversations, field notes, and school artifacts. Member checking, triangulation, and extended observation supported the trustworthiness of the results. The findings of the research indicate that major themes related to identity formation included family influence, teaching values and beliefs, and identity shift. Main themes related to the minority status of the participant were emotions and feeling of alienation. Finally, major themes related to school context and personal and professional experiences included relationships with children and parents, relationships with teachers and staff ...
Mediterranean Journal of Social Sciences, 2015
This survey study aimed at investigating the level of QOL of special education teachers (n=137) w... more This survey study aimed at investigating the level of QOL of special education teachers (n=137) working in schools that provide special education services at the Ministry of Education in the 2013/2014 academic years in Jordan. Data from this study was collected using a quality of life scale that was designed, validated, and implemented to measure and assess these teachers' perceptions of their quality of life within three main domains: the social, the physical, and the psychological domains. Results from this study showed that the overall QOL level was high. While the social domain showed to be the lowest domain of their QOL, the physical and psychological domains were the highest. Results also indicated that there were no significant differences in teachers' level of QOL due to gender. Yet, significant differences were found in teachers' level of QOL in special education settings particularly between the hearing impairments teachers and the learning disabilities teachers in favor of the learning disabilities. Discussion and recommendations are presented in the study.
A CASE STUDY OF AN EARLY CHILDHOOD MINORITY TEACHER AND HOW SHE FORMED HER PROFESSIONAL IDENTITY ... more A CASE STUDY OF AN EARLY CHILDHOOD MINORITY TEACHER AND HOW SHE FORMED HER PROFESSIONAL IDENTITY (pp. 274)Director of Dissertation: Martha J. Lash, Ph.D. This qualitative case study is an investigation of the role of race, school context, and personal and professional experiences in the formation of an early childhood teacher’s professional identity. Data sources included interviews, observations, conversations, field notes, and school artifacts. Member checking, triangulation, and extended observation supported the trustworthiness of the results. The findings of the research indicate that major themes related to identity formation included family influence, teaching values and beliefs, and identity shift. Main themes related to the minority status of the participant were emotions and feeling of alienation. Finally, major themes related to school context and personal and professional experiences included relationships with children and parents, relationships with teachers and staff ...
Mediterranean Journal of Social Sciences, 2015
This survey study aimed at investigating the level of QOL of special education teachers (n=137) w... more This survey study aimed at investigating the level of QOL of special education teachers (n=137) working in schools that provide special education services at the Ministry of Education in the 2013/2014 academic years in Jordan. Data from this study was collected using a quality of life scale that was designed, validated, and implemented to measure and assess these teachers' perceptions of their quality of life within three main domains: the social, the physical, and the psychological domains. Results from this study showed that the overall QOL level was high. While the social domain showed to be the lowest domain of their QOL, the physical and psychological domains were the highest. Results also indicated that there were no significant differences in teachers' level of QOL due to gender. Yet, significant differences were found in teachers' level of QOL in special education settings particularly between the hearing impairments teachers and the learning disabilities teachers in favor of the learning disabilities. Discussion and recommendations are presented in the study.