Majida Dajani | Al-Quds Open University (original) (raw)

Papers by Majida Dajani

Journal of Science Teacher Education, 2017

This study explored teachers’ views on the use of portfolios as part of accountability and evalua... more This study explored teachers’ views on the use of portfolios as part of accountability and evaluation system. It was conducted to determine the effectiveness of the use of portfolios to evaluate teacher performance both for the purpose of being accountable and for ongoing professional development. The teaching portfolio at Al-Eman Schools in Jerusalem/ Palestine is a careful and thoughtful compilation of documents that teachers create to highlight their teaching philosophies, methodologies and goals as well as their experiences, expertise and growththings that couldn’t be achieved during the traditional way of evaluation which was based only on classroom observation. The introduction of teaching portfolio assisted Al-Eman Schools administrators to take better decisions for achieving the quality of teacher performance. The data showed that teachers viewed the portfolio as a better way to evaluate their performance but they also had some concerns about the demands of time commitment. ...

International Journal of Recent Scientific Research, 2017

This research aimed at exploring students' understanding of scientific vocabulary, concepts and i... more This research aimed at exploring students' understanding of scientific vocabulary, concepts and information through story writing instructions in science classrooms. It also aimed to help teachers reflect on students' science story structure to generate and explore new ideas and strategies in teaching science. This study was carried out in science classrooms of grades four and five in the context of Jerusalem, Palestine for the school year 2015-2016.Qualitative data collection methods were classroom observation, field notes, video recordings, analysis of students' stories, and analysis of teachers' reflection. Thematic analysis was used to develop themes from the data. The coding analysis was based on three main thematic categories, which were based on answering the research questions of the study. The thematic categories used in the coding of data were: (a) story structures, (b) benefits of story-based instruction, and (d) reflections of teachers. Findings revealed that stories played a pivotal role in enhancing students' understanding and developing story writing skills. Dialogues and argumentative dialogues were the main structures of students story writing. Results also indicated that apart from fun and enjoyment of writing science stories, they were an effective tool for making students thinking visible and enhancing their imagination. Story based instruction helped students be engaged in authentic activities and had more control on their own inquiry learning process. Through reflection, teachers become more convinced of the importance of moving from a traditional classroom instruction to a more creative and powerful science classroom. Based on the research results, several recommendations are stated. Teaching and learning through science story writing is highly recommended to enhance and consolidate students' concept understanding in addition to developing students' writing skills. It is also recommended that teachers use science story writing as a pedagogical strategy in their science classrooms so as to facilitate and enhance students' science learning. More studies are needed to further explore teachers' application of being reflective through action research and its effect on improving teachers' practices and students' learning based on inquiry approach. Furthermore, studying how writing in science classrooms impact student achievement in science is highly suggested.

Journal of Educational Research and Practice, 2016

This study examined the results of promoting Palestinian students’ engagement and fostering their... more This study examined the results of promoting Palestinian students’ engagement and fostering their understanding in addition to their inquiry skills through the application of thinking routines. Six teachers teaching fourth and fifth grades participated voluntarily in this action research project during the school year 2014–2015. The researcher videotaped a number of classes, collected and discussed teachers’ and students' reflections, and analyzed classroom observation reports. During the data collection process, the researcher depicted and narrated common themes and issues retrieved from the different sources that were used to collect data. Results revealed that the implementation of visible thinking routines in English language classrooms was a challenge for both the learners and the teachers. For the learners, the challenges were their limited abilities to express themselves using English language, and for the teachers, the challenges were the extra effort that they needed to...

Australian Journal of Teacher Education, 2015

International Journal of Early Years Education

This one-year collaborative study examined the role of narrative in promoting new forms of cultur... more This one-year collaborative study examined the role of narrative in promoting new forms of culturally responsive literacy learning in two contrasting international preschool contexts. The qualitative project was carried out by a U.S.-based teacher educator and a Palestinian-based teacher educator who examined the benefits of culturally responsive children's literature, child-centred and openended questions, narrative-based dictation and art activities, and co-constructed stories between parents and children. The findings indicate that small-scale changes in the use of narrative in literacy pedagogy can strengthen the classroom as a literacy community, foster culturally valued modes of thinking that deepen children's connections to stories, and strengthen children's engagement with a culturally responsive sense of aesthetic representation. The study's implications emphasise the power of narrative to deepen young children's engagement with literacy in contrasting international settings, and the productive role of cross-cultural collaborative research to diversify current definitions of highquality early literacy education at the global level.

This qualitative interpretive study aimed to explore the use of content-based story writing as an... more This qualitative interpretive study aimed to explore the use of content-based story writing as an educative curriculum to promote science teachers' professional learning. It also aimed to help teachers interact and reflect on their students' science stories to generate and explore content and pedagogical content knowledge. This study was carried out in the fourth and fifth-grade classrooms of 6 science teachers in Jerusalem, Palestine, during the 2013– 2014 school year. Classroom observations, video recordings, teachers' focus group conversations; students' stories, teachers' reflections, and field notes from the teachers, the students, and the supervisor were collected and analyzed. Thematic analysis was used to develop themes that emerged from the data. The findings showed that teachers explained many educative features, including how their views and beliefs toward teaching science changed as a result of the use of educative curriculum materials (professional learning). Teachers understood more about their new roles as science teachers as students were engaged in the learning process through producing stories that acted in later stages as a fruitful resource of knowledge for teachers and students. Teachers experienced the development of content knowledge (personal growth and self-awareness) and pedagogical knowledge (the power of using stories to enhance classroom interaction and discussion, motivation and feedback as a strategy for enhancing writing and rewriting stories). Finally, the use of stories cultivated students' imagination and identified areas in which students needed to develop further understanding. These findings imply that educative curriculum materials that support teachers in using content-based story writing have potential for supporting Palestinian teachers who work in a complex area with very limited resources.

This research spotlighted how Kindergarten teachers in one of the Palestinian schools in Jerusale... more This research spotlighted how Kindergarten teachers in one of the Palestinian schools in Jerusalem used WhatsApp as an innovative strategy to cultivate parents " involvement and engagement in their children learning. Four teachers and ninety-nine parents participated willingly in this research. Data collection relied on case study methodology and the triangulated data were based on the analysis of teachers " and parents " reflections, the semi structured interviews, the close longitudinal observation, and the video analysis on how parents interacted with their children to promote continuity of learning. The results of the study indicated that WhatsApp had strong, positive and fruitful impact on kindergarten and parent partnership. The delivery of teaching helped children extend their learning to their homes. The "travelling" resources " videos, photos, instant messages" were important as they kept parents and teachers up to date with kindergarten-home activities. The reflection results revealed that Palestinian children do not only need multiple resources to succeed, but they also need ongoing support to achieve better in their early school education. They also need improved community interaction where everyone carries his or her own responsibilities to build a better future for the Palestinian children. Much more well-designed research is needed to illuminate the best practices for parents-kindergarten school engagement to help children in their overall development. Parents and teachers are the keys to ensure child " s progress and development.

This study examined the results of promoting Palestinian students' engagement and fostering their... more This study examined the results of promoting Palestinian students' engagement and fostering their understanding in addition to their inquiry skills through the application of thinking routines. Six teachers teaching fourth and fifth grades participated voluntarily in this action research project during the school year 2014–2015. The researcher videotaped a number of classes, collected and discussed teachers' and students' reflections, and analyzed classroom observation reports. During the data collection process, the researcher depicted and narrated common themes and issues retrieved from the different sources that were used to collect data. Results revealed that the implementation of visible thinking routines in English language classrooms was a challenge for both the learners and the teachers. For the learners, the challenges were their limited abilities to express themselves using English language, and for the teachers, the challenges were the extra effort that they needed to exert because it was their first experience in implementing such routines. Teachers sometimes found it difficult to decide which thinking routine is appropriate to the activities they wanted to implement. However, teachers asserted that positive changes occurred in English language classrooms and in students' learning and interaction. Teachers expressed their admiration of how students were more engaged to explore, connect ideas, and delve deeper for better understanding of topics discussed. Classroom activities became more enjoyable, more learning directed and more learners centered. In the light of the research results, Palestinian teachers were recommended to use thinking routines to promote students' engagement and foster their understanding.

Abstract: This study aimed to describe the implementation of individual action research projects ... more Abstract: This study aimed to describe the implementation of individual
action research projects among some forty English language teachers
distributed in thirty Palestinian schools in Ramallah and Qabatya
districts-Palestine. It aimed to analyze the outcomes of the teachers’
action research as part of a broader participatory action research
project that is intended to increase the capacity among teachers in
Palestine as part of the LTD program. The data revealed that in spite of
the difficulties that Palestinian teachers face, action research was a
powerful, inquiry and exploratory tool that impacted teachers’ classroom
practices and professional development. Furthermore, the
implementation of reflection on a one year professional development
program revealed a number of positive changes on the part of teachers’
collaboration and cooperation. Teachers have realised that cooperation
and collaboration are the healthiest part where a nourishing context for
learning could be created through a respectful, supportive and fruitful
dialogue. It is recommended that the results of this research capture the
attention of the administrators and policy makers in Palestine to adopt
the strategy of action research and reflection in all educational sectors.

This case study examined Palestinian English language teachers‟ views of the implementation of le... more This case study examined Palestinian English language teachers‟ views of the implementation of learning circles (LCs) and their impact on instructional practices and on promoting a collaborative learning culture for teacher professional development. These learning circles involved designated English language teachers teaching from fifth to tenth grade coming together twice a month for six hours during the one year leadership and teacher development program (LTD) to reflect on and share their insights, experiences, difficulties and challenges as leaders of change. Learning circles in the LTD program aimed at providing powerful opportunities for growth and professional development.The data sources included semi-structured interviews, observation and analysis of teacher participation, presentations and reflections. The data also included several sub-questions that this study set out to be answered and explored by the teachers orally and through emails. A total of forty Palestinian teachers participated in this study. Half of the teachers were from Ramallah district and half from Qabatya-Palestine. The results of this study were a narrative description of teachers‟ views of the implementation of learning circles used to impact their instructional practices and their professional development. The data from the interviews and the observation of teachers‟ participation and presentations suggested that teachers have positive views towards learning circles that support and positively affect their instructional practices and professional development. Teachers‟ reflection revealed that LCs refined their teaching practices and encouraged them to create a collaborative culture that often leads to professional development. They helped them explore new methods and techniques to advance their professional practices. Through learning circles, English language teachers share their best practices in a safe, supportive and collaborative environment.

This study explored teachers’ views on the use of portfolios as part of accountability and evalua... more This study explored teachers’ views on the use of portfolios as part of accountability and evaluation system. It was conducted to determine the effectiveness of the use of portfolios to evaluate teacher performance both for the purpose of being accountable and for ongoing professional development. The teaching portfolio at Al-Eman Schools in Jerusalem/ Palestine is a careful and thoughtful compilation of documents that teachers create to highlight their teaching philosophies, methodologies and goals as well as their experiences, expertise and growth- things that could not be achieved during the traditional way of evaluation which was based only on classroom observation. The introduction of teaching portfolio assisted Al-Eman Schools administrators to take better decisions for achieving the quality of teacher performance. The data showed that teachers viewed the portfolio as a better way to evaluate their performance but they also had some concerns about the demands of time commitment. Further research is needed to help teachers better develop the creation of their own portfolios for their own professional growth and development.

Journal of Science Teacher Education, 2017

International Journal of Recent Scientific Research, 2017

Journal of Educational Research and Practice, 2016

Australian Journal of Teacher Education, 2015

International Journal of Early Years Education

This study explored teachers’ views on the use of portfolios as part of accountability and evalua... more This study explored teachers’ views on the use of portfolios as part of accountability and evaluation system. It was conducted to determine the effectiveness of the use of portfolios to evaluate teacher performance both for the purpose of being accountable and for ongoing professional development. The teaching portfolio at Al-Eman Schools in Jerusalem/ Palestine is a careful and thoughtful compilation of documents that teachers create to highlight their teaching philosophies, methodologies and goals as well as their experiences, expertise and growth- things that could not be achieved during the traditional way of evaluation which was based only on classroom observation. The introduction of teaching portfolio assisted Al-Eman Schools administrators to take better decisions for achieving the quality of teacher performance. The data showed that teachers viewed the portfolio as a better way to evaluate their performance but they also had some concerns about the demands of time commitment. Further research is needed to help teachers better develop the creation of their own portfolios for their own professional growth and development.