Papers by Suleiman Hamdan
Advances in educational technologies and instructional design book series, Mar 29, 2024
Advances in educational marketing, administration, and leadership book series, Jun 2, 2023
THE GLOBAL eLEARNING JOURNAL , 2022
Emerging standards for technology integration create an opportunity for teacher preparation insti... more Emerging standards for technology integration create an opportunity for teacher preparation institutions to reshape existing curricula and academic preparation requirements. In response to these standards, as those advocated by the National Council for Accreditation of Teacher Education (NCATE), some educational institutions began to encourage and train faculty and pre-service teachers to go beyond the simple use of technology, as in the use of systemwide networks to exchange e-mail or post student assignments and grades, to utilizing more complex integration as in the development of electronic portfolios. By using these portfolios, learners in pre-service teacher programs employ the tools of learning to integrate technology, and to document and demonstrate professional growth and development. This paper discusses the theoretical underpinnings of the study of student learning and collaboration through the development of electronic portfolios and the relevant research on the efficacy of their utilization as a form of self-evaluation and reflection within the context of school reform.
An examination of perceptions of ethnoviolence among urban middle and high school students" ... more An examination of perceptions of ethnoviolence among urban middle and high school students" (1999). Wayne State University Dissertations. Paper 1246.
Journal of Health Education, 2000
ABSTRACT In August 1998, 178 middle and high school students from six urban school districts in t... more ABSTRACT In August 1998, 178 middle and high school students from six urban school districts in the county of Wayne, Mich., completed a questionnaire assessing their perceived experiences with ethnic/cultural violence. Comparisons were made based on gender, age, grade level, and ethnicity. Variables assessed included the frequency and type of perceived ethnic/cultural violence, self-reported stress symptoms, and students mode of conflict management. The findings, based on a Kruskal-Wallis one-way analysis of variance, provided no evidence of significant differences in perceived experiences with ethnic/cultural violence among students of different ethnic/racial backgrounds. Additional findings based on a number of other statistical analyses revealed lack of significant differences in students' perceptions of ethnic/cultural violence experiences based on gender and length of residency in the United States. However, statistically significant differences existed within grade level comparisons in relationship to overt violence, with ninth grade students having the highest level of perceived experiences. Further findings showed that the majority of students preferred using a confrontational and reciprocal approach in responding to ethnic/cultural incidents of violence. The information obtained from this study could be useful in developing conflict management programs and school-community collaboration to reduce ethnic/cultural violence in urban high schools.
n Open Access Library Journal · , 2015
The purpose of this qualitative study was to examine the 7 th grade reading performance among a r... more The purpose of this qualitative study was to examine the 7 th grade reading performance among a random sample of urban public school academies (charter schools) in Wayne County, Michigan, compared with a random sample of traditional urban public schools within the same geographic area. This study was conducted using the fall 2012 Michigan Educational Assessment Program (MEAP) reading test scores, as reported by the Michigan Department of Education. A total of 11 public charter schools were selected and represented 15% of the total public charters in Wayne County that serviced middle school aged children. The 11 randomly selected Traditional Public Schools used for the comparison represented 10% of these traditional public schools that were located within a 5-mile radius of the public charter schools. Contingency tables were constructed (type of school vs. reading proficiency) and the data was analyzed using the nonparametric chi-square test for independence. According to the data, the traditional public schools had a higher percentage of grade 7 students who were proficient readers when compared with the public charter schools (30.7% vs. 18.6%, respectively). The difference, however, was not statistically significant and the null hypothesis was not rejected. These results suggested that the public charter schools were not outperforming traditional public schools in grade 7 reading proficiency.
Conference Presentations by Suleiman Hamdan
This a report containing conference proceedings in collaboration between the Richard Lewis Instit... more This a report containing conference proceedings in collaboration between the Richard Lewis Institute for European Studies VUB and Frederic Pearson Center for Peace and Conflict Studies-Wayne State University
August 2008
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Papers by Suleiman Hamdan
Conference Presentations by Suleiman Hamdan
August 2008
August 2008