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dc.contributor.advisor El-Deghaidy, Dr. Heba
dc.contributor.author Marey, Rezk
dc.date.accessioned 2019-06-11T08:37:34Z
dc.date.available 2019-06-11T22:00:19Z
dc.date.created Summer 2019 en_US
dc.date.issued 2019-06-11
dc.identifier.uri http://dar.aucegypt.edu/handle/10526/5765
dc.description.abstract This phenomenological study aims to explore teachers’ and principals’ personal experiences with and perspectives on the features of “STEM Now Egypt” program as a transformative professional development (PD) model. It also seeks to examine “STEM Now Egypt” PD program participants’ perceived skills. This study was guided by constructivist principles which were thought to yield transformative PD results. It was conducted in fifteen public schools in Greater Cairo in Egypt and employed a qualitative phenomenological study approach by conducting one to one semi-structured interviews with twelve teachers and three principals selected based on their participation in the two-year “STEM Now Egypt” PD program. All data collected were coded. A thick descriptive representation of findings in almost all participants’ responses was used to find out similar themes and generate conclusions. The research findings reveal general agreement among all participants’ perspectives on PD transformative features, perceived skills, and professional learning pertaining to the literature review and as implemented in “STEM Now Egypt” PD program. All teachers and principals were found to hold positive perspectives toward “STEM Now” extended, and experiential workshops; expert mentoring for follow-up support; principals’ participation in the PD program side by side with teachers; embedding technology in content-based and contextualized training; coherence in addressing digital curricula, research-based instructional strategies and ways of assessing 21st century skills; face-to-face and online professional learning communities; and ongoing feedback and reflection. The study also generated some recommendations that might transform future PD programs in Egypt. en_US
dc.description.sponsorship I would like to extend my sincere gratitude to Dr. Heba El Deghaidy, the research supervisor, for her dedicated assistance, advice, inspiration, encouragement and continuous support. Her guidance and feedback have been invaluable instructional moments for me to research more and acquire consolidated knowledge at its best. Her belief in the strength of my thesis, keenness to produce high-quality work, and her recognition of my abilities to work out the study challenges have been highlights of a great instructional and inspirational leader. I would like to express my deepest appreciation to my esteemed research readers Dr. Thomas Wolsey and Dr. Teklu Abate whose depth of knowledge, profound feedback, insightful suggestions and constructive comments have been ingenious and helpful contributions. I also take pride in acknowledging and appreciating the privilege of learning at the hands of prolific professors like Dr. Malak Zaalouk, Dr. Russanne Hozayin, Dr. Nagawa Megahed, Dr. Gehan Osman, Dr. Mustafa Toprak, Dr. Nasser Mansour, Dr. Heba Kotb , Dr. Jennifer Skaggs, along with Dr. Heba El Deghaidy and Dr. Teklu Abate. My special words of thanks should also go to Ms. Dena Riad for her usual assistance and continuous support. Special thanks go to Ashraf Magdd, Emily Waters and Andrew Tideswell for their understanding and encouragement. This thesis would not have been possible without my family’s unwavering and unselfish love and support at all times. Loads of thanks to my wife and my two kids for bearing with me in difficult moments, and for their sacrifices. en_US
dc.format.extent 141 p. en_US
dc.format.medium theses en_US
dc.language.iso en en_US
dc.rights Author retains all rights with regard to copyright. en
dc.subject Transformative Professional Development - PD Constructivist Principles - Discovery Education PD Model - Features of Transformative PD - Principals' and Mentors' Roles in PD - Past and Future Professional Development in Egypt in Egypt en_US
dc.subject.lcsh Thesis (M.A.)--American University in Cairo en_US
dc.title Discovery Education Transformative Professional Development Model in Egypt: A phenomenological study en_US
dc.type Text en_US
dc.subject.discipline International and Comparative Education en_US
dc.rights.access This item is available en_US
dc.contributor.department American University in Cairo. Graduate School of Education en_US
dc.description.irb American University in Cairo Institutional Review Board approval has been obtained for this item. en_US
dc.contributor.committeeMember Dr. Abate, Teklu
dc.contributor.committeeMember Dr. Wolsey, Thomas


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  • Theses and Dissertations [1725]
    This collection includes theses and dissertations authored by American University in Cairo graduate students.

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