Relevant bibliographies by topics / Teaching Arab countries

Academic literature on the topic 'Teaching Arab countries'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Teaching Arab countries"

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Elsayed, Walaa, Nagwa Babiker Abdalla Yousif, and Salah Gad. "The Specifics of Teaching Social Work at Universities in Arab Countries." Journal of Ethnic and Cultural Studies 9, no. 4 (October 20, 2022): 70–86. http://dx.doi.org/10.29333/ejecs/1193.

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The processes of democratization, observed in recent years in the traditionally conservative Arab world, actualize the need for social workers, so the aim of the study was to study the features of teaching social work in Arab communities. Twelve universities with undergraduate programs in social work were randomly selected to compare these universities' curricula and social work programs and Ajman University. One conclusion is that social work programs in Arab communities should rely on traditional values of Islamic culture and legal literacy to achieve professionally necessary competence. Improvement of curricula and social work programs following international standards of the profession and taking into account the ethnocultural and religious characteristics of the Arab world will provide the Arab communities with highly qualified social workers who can competently provide support to the needy population categories.
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Liangying, Ye. "تعليم اللغة العربية في الجامعات الصينية / Arabic Language Teaching in Chinese Universities: Inheritance and Innovation." Chinese and Arab Studies 1, no. 1 (June 1, 2021): 20–36. http://dx.doi.org/10.1515/caas-2021-2003.

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Abstract The Arabic language is the common official language for the Arab nation, and one of the most important components of its identity, and it is also the link that connects the past of the Arabs with their present and their future, as it recorded the historical changes of the Arab nation over the course of the development extending for more than 1,600 years, and embodied its characteristics and preserved its culture and civilization through time. Arabic is one of the oldest foreign languages taught in China, and it played a pivotal role in promoting exchanges between China and Arab countries in various fields, politically, economically and culturally. After the founding of the People’s Republic of China, Arabic language teaching in Chinese universities achieved a remarkable development under the enlightened educational guidance, and succeeded in preparing batches of distinguished people who contributed and are contributing to the development of relations between Arab countries and China. After entering the 21st century and with the establishment of the China-Arab States Cooperation Forum and the consolidation of Sino-Arab strategic cooperation relations, especially with the launch of the Belt and Road Initiative and the concept of “One Community with a Shared Future for Mankind”, the cooperation relations between China and the Arab countries have reached a new threshold on various levels. Simultaneously, Arabic teaching in Chinese universities has entered the path of rapid development and achieved unparalleled remarkable results.
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Aiad, A. "Teaching and Popularizing Astronomy in Egypt and other Arab Countries." International Astronomical Union Colloquium 105 (1990): 398–99. http://dx.doi.org/10.1017/s0252921100087376.

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The recent astronomy of the Arab countries began by the last decade of the 19th century in Alger and the first decade of the 20th century in Helwan. Two Arab countries have been members of the IAU, namely Egypt (since 1925) and Iraq (since 1976). Saudi Arabia, Algeria, and Morocco became members in 1988. We restrict ourselves here to the teaching and popularizing of astronomy.In Egypt there is a single department of astronomy; since 1937 it has belonged to the Faculty of Science of Cairo University. A B.Sc. in astronomy requires two years’ study of mathematics and physics followed by two more years devoted mainly to astronomy, including a small project. Elementary courses for other sciences, such as geography and geophysics, are also taught at Cairo University and the American University in Cairo.
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Abdeljaouad, Mahdi. "Issues in the History of Mathematics Teaching in Arab Countries." Paedagogica Historica 42, no. 4-5 (August 2006): 629–64. http://dx.doi.org/10.1080/00309230600806930.

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Osman, Anas M. I. "Problems Facing Promotion of Astronomy in Arab Countries." Transactions of the International Astronomical Union 24, no. 3 (2001): 157–62. http://dx.doi.org/10.1017/s0251107x00000560.

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AbstractPromotion of astronomy in Arab countries is facing many scientific and technical problems. Teaching astronomy starts very late in schools, with very simple and limited courses. Many teachers lack a suitable astronomical background, which can lead to incorrect understanding by students of many astronomical ideas and phenomena. Teaching astronomy at higher levels is also very limited, for example: aomng the 16 universities in Egypt, astronomy is taught in only two faculties of science, just for two years. Graduate students find many difficulties in obtaining jobs related to astronomical activities and this is a serious limitation on the attraction of the study of astronomy. On the other hand, astronomical institutions are suffering from a serious lack of the new sophisticated equipment, while the budget allotted for maintenance is very small, and there is a serious shortage of technical staff. The training of astronomers and technicians is badly needed, since good research work depends on modern technological equipment and the complicated software packages used in controlling such equipment and in data analysis. Good libraries are needed for promotion of astronomy especially, the Internet facilities available for the staff is very limited. The effects of culture are very clear; many authorities in developing countries believe that astronomy is a luxury. Finally, most of astronomers are engaged with a lot of administration for all matters, so the free time left for science is very limited.
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Medani, Khalid Mustafa. "Teaching the “New Middle East”: Beyond Authoritarianism." PS: Political Science & Politics 46, no. 02 (March 28, 2013): 222–24. http://dx.doi.org/10.1017/s1049096513000176.

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In 2011 the protests in the Middle East and North Africa (MENA) were not only unprecedented in terms of scale and political consequences for the region, they also highlighted a number of long-standing analytical and theoretical misconceptions about Arab politics. In particular, the conventional thesis privileging the idea of a “durable authoritarianism” in the Arab world was partially undermined by a cross-regional civil society that confronted the formidable security and military apparatus of the state. Although in some countries democratic transitions have continued, since they first occurred in Tunisia, other Arab states continue to witness a resilient authoritarianism and strong state repression of civil society activism. These historic events have also set the stage for a new teaching agenda in important ways. Specifically, an agenda for teaching the “new Middle East” must incorporate two important general components: first, a critical review of the influential scholarship on persistent authoritarianism with the objective of addressing past theoretical and methodological misconceptions, and second, the introduction of new conceptual and analytical frameworks relevant to contemporary political developments in the Arab world and the MENA region more generally.
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Kabakian-Khasholian, Tamar, Amina El-Nemer, and Hyam Bashour. "Perceptions about labor companionship at public teaching hospitals in three Arab countries." International Journal of Gynecology & Obstetrics 129, no. 3 (February 24, 2015): 223–26. http://dx.doi.org/10.1016/j.ijgo.2014.12.005.

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Sangidu, Sangidu. "Arabic Teaching Methods for Non-Native Speakers: Types, Advantages, and its Application in Indonesia." Ittishal Educational Research Journal 2, no. 1 (January 31, 2021): 1–10. http://dx.doi.org/10.51425/ierj.v2i1.19.

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The problem of learning Arabic for non-native speakers in Indonesia is influenced by two factors; linguistic factors and non-linguistic factors. Linguistic factors include phonology, morphology, syntactic, and vocabulary. Meanwhile, non-linguistic factors include social, culture, motivation, methods, learning environment and so forth. This paper discusses the problems of learning Arabic for non-native speakers in Indonesia, the types of methods, its advantages, and its application. The results of the study conclude that Islamic boarding schools, Islamic schools, and campuses that carry out Arabic lessons need to provide native speakers from Arab countries or send students to Arab countries.
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Al-Qawasmi, Jamal. "Virtualization of Architectural Design Education in the Arab Region: Potential and Cultural Implications." Open House International 32, no. 2 (June 1, 2007): 55–64. http://dx.doi.org/10.1108/ohi-02-2007-b0007.

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The influence of digital media and information technology on architectural design education and practice is increasingly evident. There has been an astonishing shift in the way architecture is being taught and produced. Networked virtual design environments such as the virtual design studio (VDS) have been introduced in many architectural schools as new ways of teaching and learning design. Applying virtual design education in developing countries such as the Arab states brings with it various opportunities and challenges. As a new phenomenon, little research has been done to study the cultural implications of the new virtual design environments (VDE). This paper examines the new paradigm of teaching and learning design virtually and the possible cultural implications of its implementation in developing countries such as the Arab world.
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Nasef, Mohamed Mahmoud, and Waleed Fekry Faris. "Teaching engineering ethics: a necessary measure for engineering capacity building in Arab countries." International Journal of Arab Culture, Management and Sustainable Development 1, no. 4 (2010): 318. http://dx.doi.org/10.1504/ijacmsd.2010.037142.

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Dissertations / Theses on the topic "Teaching Arab countries"

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Almansouri, Meshal B. "A suggested programme for developing 4th year primary pupils' performance in mathematical word problems in Kuwait." Thesis, Brunel University, 2011. http://bura.brunel.ac.uk/handle/2438/5828.

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The main objective of this study was to investigate the effect of using a suggested mathematical word-problem training programme on Primary 4 pupils' performance in mathematical word-problems. The study had a pre-post control group design. A treatment and a no-treatment group were exposed to pre-post methods of gathering data (a mathematical word-problem achievement test and a mathematical word-problem attitude scale). The treatment group was given direct and explicit training on how to solve mathematical word-problems, while the pupils of the no-treatment group received no such training; they were taught the same material they study at school. A "t" test was used to compare the means of scores of the control group pupils and those of the experimental group in the pre-post measurements. Results of the study revealed a significant improvement in the experimental group pupils' performance in mathematical word-problems because they had attended the suggested programme. Results also revealed that experimental group subjects' attitudes towards mathematical word-problems underwent an exceptional change because they had attended the suggested programme. Their attitudes towards mathematical word-problems became more positive than before. In the light of the results of the study, some recommendations were made for improving mathematics teacher training programmes, for mathematics teaching, and for further research.
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Books on the topic "Teaching Arab countries"

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L, Sullivan Earl, and Ismael Jacqueline S, eds. The Contemporary study of the Arab world. Edmonton, Alta., Canada: University of Alberta Press, 1991.

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2

1927-, Sharabi Hisham, and Georgetown University. Center for Contemporary Arab Studies., eds. Theory, politics, and the Arab world: Critical responses. New York: Routledge, 1990.

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Farooqi, F. U. Lucknow, a centre of Arabic and Islamic studies during the nineteenth century. New Delhi: Falāḥ-E-Dārain Trust, Publication Wing, 1999.

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Lucknow, a centre of Arabic and Islamic studies during the nineteenth century. New Delhi: Falāḥ-E-Dārain Trust, Publication Wing, 1999.

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5

Arab cultural studies: Mapping the field. London: I.B. Tauris, 2012.

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Dziekan, Marek M. A bibliography of Arabic and Islamic studiesin Poland, (1945-1992). Warszawa: Uniwersytet Warszawski, Instytut Orientalistyczny, Zaklad Arabistyki i Islamistyki, 1993.

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Arabic resources: Acquisition and management in British libraries. London: Mansell Pub., 1986.

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8

Ḥūwwar, Muḥammad Ibrāhīm. al- Manhaj wa-al-ẓāhirah: Dirāsāt fī al-turāth al-adabī. Bayrūt: al-Muʾassasah al-ʻArabīyah lil-Dirāsāt wa-al-Nashr, 1997.

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Wunderle, William D. Through the lens of cultural awareness: A primer for US Armed Forces deploying to Arab and Middle Eastern countries. Fort Leavenworth, Kan: US Army Combat Studies Institute Press, 2006.

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al-Ḥaqq, Muḥammad Zuhayr ʻAbd. al-Dalīl al-sharʻī lil-qāḍī wa-al-muḥāmī. Dimashq: Dār al-Majd lil-Ṭibāʻah wa-al-Nashr wa-al-Tawzīʻ wa-al-Khidmāt al-Ṭibāʻīyah, 1994.

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Book chapters on the topic "Teaching Arab countries"

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Karami-Akkary, Rima, and Waheed Hammad. "The Knowledge Base on Educational Leadership and Management in Arab Countries: Its Current State and Its Implications for Leadership Development." In Teaching Educational Leadership in Muslim Countries, 77–92. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6818-9_5.

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BouJaoude, Saouma, Abdullah Ambusaidi, and Sara Salloum. "Teaching Nature of Science with Multicultural Issues in Mind: The Case of Arab Countries." In Springer International Handbooks of Education, 545–72. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-83122-6_17.

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BouJaoude, Saouma, Abdullah Ambusaidi, and Sara Salloum. "Teaching Nature of Science with Multicultural Issues in Mind: The Case of Arab Countries." In Springer International Handbooks of Education, 1–28. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-37743-4_17-2.

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Krotowa, M. V. "The Guidelines For National-Oriented Research And Teaching Of Management Disciplines In Russia." In Theory and Practice of Institutional Reforms in Russia [Text]: Collection of Scientific Works. CEMI Russian Academy of Sciences, 2021. http://dx.doi.org/10.33276/978-5-8211-0799-2-116-126.

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Understanding the civilizational differences between Russia and Western countries, as well as China, the Arab world is an integral element of the study and teaching of any fundamental humanitarian discipline. But the very understanding of the direction in which to develop the national economy of the Russian Federation will be incomplete, if not to revise approaches to compiling literature and teaching a number of basic economic, organizational and managerial disciplines, the most common of which is management. The author considers a number of applied issues in which the connection of national values and economic traditions to be taught and explored differently in Russia, according to national traditions and standard business practices.
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Wheeler, Deborah L. "Digital Governance and Democratization in the Arab World." In Global Information Technologies, 1451–62. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-939-7.ch106.

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Making the choice to be an Internet society is not a process governed simply by a state’s attitudes towards computers and the data that flows between them. Rather, being an Internet society means fostering the wide embrace of perspectives modeled on the technology itself. The basic components of designing an Internet society include a commitment to the free flow of information across and among hierarchies; a belief that it is best not to privilege any single information node; a realization that censorship is difficult if not futile; and a commitment to the idea that communities, companies and individuals have the right to represent themselves within electronic landscapes. All of these information attitudes have spill over effects in the real world. While constructing an Internet society is also about building information infrastructure and teaching people to use new tools, it is the clear spill over effects linked with the technology’s design principles that have most developing countries proceeding with caution. For many countries around the world, especially (semi) authoritarian ones, no matter how strong the economic incentives for being an Internet society are, politically and socially, accepting such processes of change without selective state intervention is uncommon. Nowhere are these interventions more apparent than in the puzzling mosaic of Internet led development in the Arab World. This article entertains a series of questions regarding emerging Internet societies in the Arab World: 1. To what degree is the Internet spreading in the Arab World and what factors are most commonly driving (or inhibiting) these processes of technological change? 2. In what way is the Internet contributing to processes of political change in the region? And how is the authoritarian state intervening to regulate Internet use in an attempt to control the spill over effects of such use? 3. What might be the longer term impacts of emergent Internet cultures in the region?
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Al-Mahdi, Osama, Marloes de Munnik, Beatrix Henkel, Luke Meinen, and Marissa Green. "Professional Learning Communities: Reflections on Cases in Bahrain, Oman and the United Arab Emirates." In Development of Innovative Pedagogical Practices for a Modern Learning Experience, 51–96. CSMFL Publications, 2021. http://dx.doi.org/10.46679/978819484836303.

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This chapter explores the different definitions and, characteristics of international and regional research on a professional learning community (PLC) approach. The chapter discusses models of professional development that are used in international educational systems then it reflects on possible ways for adopting these models in the educational context in Bahrain, Oman and The United Arab Emirates. A focus on the educational context in the countries is included with recommendations for the implications thereof on policy and practice. This chapter has two parts: the first is a literature review that synthesizes key ideas, research, and results in the field of PLCs. The chapter thereby is connecting to ideas from a socio-material practice perspective in the field of workplace learning. This results in a focus on professional responsibility, accountability and experience. The second part includes two detailed cases that illustrate how PLCs are translated into learning and teaching practice in two private schools in Bahrain and Oman, and a third case reflecting on PLC initiatives in The United Arab Emirates. The chapter recommends promoting a PLC approach in educational systems in the Gulf Council Countries (GCC) and globally by focusing on the following practical implementations: expanding its use in pre- and in-service teacher training programs, adapting PLCs’ best international practices to the localized educational context, preparing school principals to lead PLCs in their schools, providing human and financial support to these communities, and working on changing school cultures to become more collaborative by using initiatives such as coaching. A shortage of studies about PLCs, specifically in the GCC region, may lead to a limited spread of improved professional teaching practices applied in GCC schools and the wider network of schools associated with GCC schools. This chapter highlights the importance of a PLC approach and provides examples of how this approach is being used. We suggest that other practitioners, school leaders and researchers may benefit by embracing a PLC approach for increased professional teaching practice, subsequent learner success and improved organizational education outcomes.
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Al-Amin, Tarig Hassan, and Maged Mohamed Gazar. "Relative Efficiency of Universities Using Data Envelopment Analysis." In Global Approaches to Sustainability Through Learning and Education, 78–100. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0062-0.ch006.

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The purpose of this chapter is to evaluate the relative efficiency of universities using data envelopment analysis (DEA). The authors developed a map of efficiency indicators of universities depending on the three main functions of any university; i.e., teaching, research, and community service. Using hypothetical data of 27 universities in a given country, the authors developed the inputs and outputs for each of the three main functions of the universities. The DEA revealed some interesting results concerning the efficient and inefficient universities, and how to improve the inefficient ones. Moreover, the DEA was better than the traditional accounting method for performance evaluation. The authors concluded with some recommendations to improve efficiency of universities through the teaching, research, and community service activities. Finally, some implications for the Arab countries were discussed.
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Sawsaa, Ahlam, Joan Lu, and Zhaozong Meng. "Using an Application of Mobile and Wireless Technology in Arabic Learning System." In Learning with Mobile Technologies, Handheld Devices, and Smart Phones, 171–86. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-0936-5.ch011.

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Mobile and Wireless technologies has been used in various areas, and it begins to have a huge impact on how education takes place in several disciplines. This technology has been improved considerably, making mobile devices extraordinarily suitable and reasonable in M-Learning a reality. Wireless Response System (WRS) is a developed generation of Student Response System (SRS). It uses devices that enable students and trainers to provide definite responses to many questions during the lesson with an immediate feedback to the students about their level of knowledge and understanding. However, teaching in Arabic language needs some specific features which have been included in the existing WRS and the steps of implementing them are considered in this paper. The developed version of WRS seeks to increase the users’ interactions and engagement through adding a new function to WRS which is Arabic language. Nevertheless, some universities and institutes in Arab world signed strategic corporations with mobile service providers to start this type of services for their education branches. This paper contains an analysis of ICT penetration and the level of m-learning environments in Arabic countries.
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Conference papers on the topic "Teaching Arab countries"

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Traifeh, Hanadi, Raad Bin Tareaf, and Christoph Meinel. "E- Learning Experiences from the Arab World." In 2nd International Conference on Advanced Research in Education. Acavent, 2019. http://dx.doi.org/10.33422/2nd.educationconf.2019.11.791.

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Although most Arab countries offer free public education, the majority of their educational systems do not prepare students for the labour market or equip them with the skills needed to compete in today’s global society. Teaching methods and techniques do not encourage critical and analytical thinking, and are still teacher-centred instead of being designed with intentional focus on students and learners. E-learning technologies have the potential to address most of these challenges. For example, digital technologies can make education more efficient, scalable and accessible. And with the wide spread of the internet in the region, an increased adoption of e-learning has been witnessed among Arab students and life-long learners. To assess the current state of the e-learning sphere in the Arab world, we conducted a survey to learn more about the digital learning experiences of Arab students. In this paper, we report our findings. Most of the 200 participants who responded to our survey hold a bachelor degree and higher, and claimed to spend more than 4 hours online. However, only 19.5% of all participants have enrolled in an Arabic e-learning program or MOOC, and 70% still prefer to take their courses in English. We also assess the different factors Arab learners take into consideration when joining an online course, and also explore the reasons that lead 80% of participants not to join any online courses. Our observations show that adoption of digital learning in the Arab world is very low but has significant potential for growth. The paper concludes with recommendations on how to spread digital learning in the region.
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Alqadoumi, Omar Mohamed. "Using Corpus Linguistics as a Tool for Reform in English Language Teaching and Learning: The Case of Public Schools in Arab Countries." In 2013 Fourth International Conference on e-Learning "Best Practices in Management, Design and Development of e-Courses: Standards of Excellence and Creativity". IEEE, 2013. http://dx.doi.org/10.1109/econf.2013.61.

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