Mary Lou Fulton College of Education

Automation of statistical software for simulation studies can be challenging and time consuming. This paper introduces ways to automate potentially any statistical software which has graphical user interface by automatically sending mouse clicks and keyboard shortcuts to the program of interest.

Most large-scale assessment and accountability systems assume that all participating students have an equal opportunity to learn (OTL) what they are expected to know and are tested on. This OTL assumption has rarely, if ever, been tested, for the many students with disabilities (SWD) receiving their mathematics instruction in the general education curriculum in the same classrooms with students without disabilities (SWOD). Although the proportion of SWD who spend 80% or more of their instructional time (IT) in inclusive education classrooms has increased substantially to over 61% (McLeskey, Landers, Williamson, & Hoppey, 2012), their achievement outcomes have remained far below desirable levels (National Center for Education Statistics, 2012; National Council on Disability, 2011). As a result, substantial mathematics achievement gaps continue to be present between SWD and their classmates without disabilities (e.g., Stevens, Schulte, Elliott, Nese, & Tindal, 2015). For the present study, OTL was defined as the "degree to which a teacher dedicates instructional time and content coverage to the intended curriculum objectives emphasizing higher-order cognitive processes, evidence-based instructional practices, and alternative grouping formats" (Kurz, Elliott, Lemons, Zigmond, & Kloo, 2014, p. 14). Given this definition and the assumption about OTL and achievement test score validity, understanding the instructional processes related to the achievement of students with and without disabilities receiving instruction in the same general education classrooms is a research, policy, and practice issue worthy of investigation. This is a particular concern under federal mandates such as the Individuals With Disabilities Education Act (IDEA; 1997, 2004) that stress access for SWD to the same general curriculum offered to SWOD. McLaughlin (1999) argued that these federal mandates indicate "a clear presumption that that all students with disabilities should have access to the general curriculum and to the same opportunity to learn challenging and important content that is offered to all students" (p. 9). Moreover, Kurz (2011) asserted that equal OTL for students with and without disabilities may not be enough to close achievement gaps between them. Reauthorizations of the 663000R SEXXX10.

Using Kemer, Borders, and Willse's (2014) concept map as a conceptual model, the authors aimed to understand expert supervisors' priorities with their easy and challenging supervisees. Experts' priorities with easy and challenging supervisees were represented in different parts of the concept map, and they seemed to individualize their work with challenging supervisees.

Author Contributions K. M. Kroeper drafted the manuscript and V.D. Quintanilla developed the study concept and the experimental design. V.D. Quintanilla and A.G. Applegate developed the study materials. V.D. Quintanilla, S. Sherman, A.G. Applegate, and M.C. Murphy obtained the grant that supported the creation of the study materials, data collection, and analysis. Data collection was performed by K. M. Kroeper under the supervision of V.D. Quintanilla; data analysis and interpretation was performed by K. M. Kroeper under the supervision of M. Frisby and N.

The aim of this study was to investigate the localized training for teachers during the reform of the education system in Kuwait between 2015 and 2017. It focuses on analyzing the professional development plans that were delivered to teachers for four core subjects in elementary and middle public schools. A mixed-method approach was employed, using quantitative one-way ANOVA and in-depth interviews and school visits to collect and analyze data. The results revealed that stakeholders and education leaders lacked clarity of purpose with respect to planning for professional development and did not rely on a cohesive framework for training teachers, resulting in discrepancies among all training plans. The study concludes with recommendations for the adaptation of a national framework for professional development based on educational theory and teachers’ needs.

The purpose of this study was to investigate experienced science teachers' perceptions regard integrating literacy and technology while teaching science at an elementary level. A concept map and rubric were developed based on the TPACK model to assess teachers' understanding and an in-depth interview technique was used to collect more data from the teachers. For the analysis, the concept map was graded based on the rubric and in-depth interviews were thematically analyzed. The data indicated that teachers have a negative perception about integrating technology and literacy in their classes, due to several barriers. This paper concludes with recommendations to facilitate the use of technology and literacy when teaching science in the elementary schools in Kuwait.

The low performance of The Trends of Mathematics and Science Study (TIMSS) results were investigated in depth through interviews with math and science supervisors from the Ministry of Education in Kuwait. A qualitative approach was employed to consider the factors that may affect TIMSS results in the past and understand the reasons of TIMSS results. The outcome of this study was limited to the perspectives of science and math supervisors who participated or worked in the TIMSS study. Their participation in TIMSS was positive even if the results of the study were not because it helped initiate reform in curriculum, assessment, and quality of teaching. However, the participants expressed concerns and variables that need to be aware of in order to perform better not only in TIMSS but also in science and math education in general.

The aim of this study is to determine the representation of the areas of educational objectives (cognitive, psychomotor, and emotional) measured by the science, chemistry, physics, and biology (2018-2019) examination questions in the State of Kuwait (objective, categorical) and the availability of science operations. Content analysis was used as a method to analyze the final examinations in the lens of the three educational objectives domains. The results of the study showed that the number of questions of the science subjects (chemistry, physics, and biology) for the second semester of the academic year 2018-2019 was 136 questions as 46, 48, and 42and that the average of all questions focused on questions related to lower cognitive levels. The study concluded with a set of recommendations to develop the process of final examinations for secondary schools and to rethink about the process of evaluating students with science concepts rather than limiting the subjects to sets of inform...

PurposeThe aim of this study was to measure the readiness of science and mathematics supervisors to utilize technology and online learning platforms for teachers' plans and professional development, during and after the period of the COVID-19 pandemic.Design/methodology/approachTo achieve this aim, the researchers developed a questionnaire comprising of 55 items based on the instruments used in pertinent studies. A mixed-methods research design was employed, whereby a quantitative online survey was supplemented by focus group discussions with selected supervisors. Survey data were subjected to one-way analysis of variance and t-test, while information obtained via focus groups was coded to identify common themes related to the obstacles and challenges supervisors face.FindingsWhen completing the survey, the supervisors approached proficiency using technology; however, focus group discussions revealed misconceptions related to e-leaning and limitations in their abilities to use t...

The Education Quarterly Reviews is an Open Access publication. It may be read, copied, and distributed free of charge according to the conditions of the Creative Commons Attribution 4.0 International license. The Asian Institute of Research Education Quarterly Reviews is a peer-reviewed International Journal. The journal covers scholarly articles in the fields of education, linguistics, literature, educational theory, research, and methodologies, curriculum, elementary and secondary education, higher education, foreign language education, teaching and learning, teacher education, education of special groups, and other fields of study related to education. As the journal is Open Access, it ensures high visibility and the increase of citations for all research articles published. The Education Quarterly Reviews aims to facilitate scholarly work on recent theoretical and practical aspects of education.

e aim of this study is to determine the representation of the areas of educational objectives (cognitive, psychomotor, and emotional) measured by the science, chemistry, physics, and biology (2018-2019) examination questions in the State of Kuwait (objective, categorical) and the availability of science operations. Content analysis was used as a method to analyze the final examinations in the lens of the three educational objectives domains. e results of the study showed that the number of questions of the science subjects (chemistry, physics, and biology) for the second semester of the academic year 2018-2019 was 136 questions as 46, 48, and 42and that the average of all questions focused on questions related to lower cognitive levels. e study concluded with a set of recommendations to develop the process of final examinations for secondary schools and to rethink about the process of evaluating students with science concepts rather than limiting the subjects to sets of information from textbooks.

The call to reform education systems is being heard in many countries around the world. The purpose of this study is to develop and apply a framework that captures some of the essential qualities of the knowledge required by teachers for effective pedagogical practice in a technology-enhanced educational environment using technology and pedagogy content knowledge (TPACK). A TPACK Short and Quick (TPACK-SQ) survey questionnaire was used to explore and assess 244 in-and pre-service science and mathematics teachers in Kuwait. The results of the survey showed that in-service teachers needed help with some aspects of TPACK. Therefore, a workshop was developed and 57 in-service teachers were enrolled and trained based on the TPACK-SQ model. The results of posttests for their knowledge were significantly positive as against pretests. The workshop thus provides a rich example of how to support the implementation of essential elements of the TPACK-SQ model.

The call to reform education systems is being heard in many countries around the world. The purpose of this study is to develop and apply a framework that captures some of the essential qualities of the knowledge required by teachers for effective pedagogical practice in a technology-enhanced educational environment using technology and pedagogy content knowledge (TPACK). A TPACK Short and Quick (TPACK-SQ) survey questionnaire was used to explore and assess 244 in-and pre-service science and mathematics teachers in Kuwait. The results of the survey showed that in-service teachers needed help with some aspects of TPACK. Therefore, a workshop was developed and 57 in-service teachers were enrolled and trained based on the TPACK-SQ model. The results of posttests for their knowledge were significantly positive as against pretests. The workshop thus provides a rich example of how to support the implementation of essential elements of the TPACK-SQ model.

The purpose of this study was to investigate experienced science teachers' perceptions regard integrating literacy and technology while teaching science at an elementary level. A concept map and rubric were developed based on the TPACK model to assess teachers' understanding and an in-depth interview technique was used to collect more data from the teachers. For the analysis, the concept map was graded based on the rubric and in-depth interviews were thematically analyzed. The data indicated that teachers have a negative perception about integrating technology and literacy in their classes, due to several barriers. This paper concludes with recommendations to facilitate the use of technology and literacy when teaching science in the elementary schools in Kuwait.

Purpose-The aim of this study was to measure the readiness of science and mathematics supervisors to utilize technology and online learning platforms for teachers' plans and professional development, during and after the period of the COVID-19 pandemic. Design/methodology/approach-To achieve this aim, the researchers developed a questionnaire comprising of 55 items based on the instruments used in pertinent studies. A mixed-methods research design was employed, whereby a quantitative online survey was supplemented by focus group discussions with selected supervisors. Survey data were subjected to one-way analysis of variance and t-test, while information obtained via focus groups was coded to identify common themes related to the obstacles and challenges supervisors face. Findings-When completing the survey, the supervisors approached proficiency using technology; however, focus group discussions revealed misconceptions related to e-leaning and limitations in their abilities to use technology in schools, as well as obstacles imposed by the structure and management of the educational system. T Practical implications-These findings indicate that supervisors need support in acquiring the competencies required for integrating technology in education, and that their support to teacher community needs to be grounded in clear and systematic approaches and best educational practices. Originality/value-These findings indicate that supervisors need support in acquiring the competencies required for integrating technology in education, and that their support to teacher community needs to be grounded in clear and systematic approaches and best educational practices.

The increasing reliance of corporations on teamwork and peer evaluation of job performance requires the acquisition of these skills in high school. An approach called the Peer and Self-Evaluation System (PSES) informs teachers about group interaction from the student view. This strategy enables students to identify and record teamwork skills demonstrated by peers and themselves in cooperative activities. Based upon these observations, which are kept anonymous, students get con®dential feedback about personal strengths and limitations. Field testing of the system with 300 high school students and their teachers con®rmed its worthwhileness. Moreover, the ®ndings showed that girls were identi®ed by the boys and by themselves as having greater cooperative teamwork skills. The PSES method of evaluating group work can be used in most subject matter areas, results are appropriate for student and teacher portfolios, and outcomes can guide the united effort of parents and teachers