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The problem on which this research was based was that little data were available for describing the Adult Basic Education (ABE) teachers--how they teach and how certain variables contribute to their teaching. Accordingly, the purpose of the study was to describe ABE teachers in Kuwait--who they were, how they taught, and how they were viewed by adult Kuwaiti students. This description was organized around four questions:1. How does the culture of the ABE teacher—educational background and training, language, habits and customs-contribute to what happens in the classroom?2. How does the planned curriculum--goals, objectives, materials, instructional approach, evaluation--contribute what happens in the classroom?3. How does the ABE teachers' role in Kuwaiti society contribute to what happens in the classroom?4. How does Quality of Personal Life contribute to what happens in the classroom?A variety of methods were used to gather data-teacher and student surveys and interview guides, a classroom observation instrument and a diary. Forty-one teachers and 155 students were surveyed. Ten teachers and thirty-six students were interviewed. Sixteen teachers were observed on one occasion. Three teachers were observed on three different occasions--at the beginning, the middle and the end of the study--over an eight-week period. A diary was kept on a daily basis.Mean scores on each item and a composite score for all items were tabulated for the surveys. Raw scores and percentages were tabulated in all other cases. From the analysis of data, major findings included:1. The cultural background of ABE teachers--language, customs, habits--does not interfere with their teaching because most of the teachers have been in Kuwait long enough to have adopted the Kuwaiti culture or to have adjusted to the culture.2. The ABE classroom involves a limited amount of planning, narrowly defined as use of textbook, chalkboard and lecture.3. ABE teachers see themselves as having an important role to play in Kuwaiti society, related to the development of the country. Whereas students view the teachers as respected, however, the teachers do not believe they are.4. In terms of Quality of Life--defined as the ABE teachers' perceived level of satisfaction--the ABE teachers felt underpaid and expressed resentment about differential treatment as compared to Kuwaiti ABE teachers.

The University of Kuwait is a new university founded in the latter part of the twentieth century in an oil-rich, developing nation. This inquiry deals with the purposes of such a university and the extent to which it is able to fulfill them. / The role of the University has been determined by the evolution of the purposes of universities in the West and the Arab Muslim Middle East, by the development of Kuwait, and by the growth of modern formal education there. The University's establishment and its development during the first eleven years are documented and analysed in the light of these influences. / The University initially served a primarily utilitarian role in Kuwait. The question is raised as to whether, given the peculiarities of Kuwait's economy, this role will be sufficient to ensure its future. The conclusion reached is that, as the University develops a broader role in Kuwait, it will find long-term support.

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This study aims to identify the effect of using the blended learning method on students' academic achievement and satisfaction level in a university course for female student teachers who follow the General Teaching Method Course (304) at the College of Basic Education in Kuwait. The content of the course (304) was based on the five stages of the ADDIE instructional design model, comprising five phases: (1) Analysis, (2) Design, (3) Development, (4) Implementation, and (5) Evaluation. The research questions of the study can be summarised in two main questions: 1. What is the effect of using the method of blended learning in the General Teaching Method Course (304) on students’ academic achievement, compared to using face–to–face approaches to learning alone? 2. What is the effect of using the method of blended learning in the General Teaching Method Course (304) on students’ satisfaction, compared to using face–to-face approaches to learning alone? The researcher answered these questions through a mixed method research approach using the Explanatory Sequential Design, in order to determine the nature and objectives of the study. In this, the researcher started with the collection and analysis of quantitative data (using a quasi-experimental approach), which has priority for addressing the two research questions, and then followed this with the collection and analysis of qualitative data (using group interviews) to help explain the quantitative results. The researcher identified the study sample as 96 female students’ teachers at the College of Basic Education in Kuwait. The sample consisted of a first experimental group (n= 39)who followed the General Teaching Method Course (304) by blended learning using virtual learning environment (VLE) of Blackboard, a second experimental group (n=31) who followed the course (304) by blended learning using personal learning environment (PLE) of Facebook, and the control group (n= 26) who followed the course (304) using face-to-face approaches to learning alone. The dependent variables were academic achievement (as assessed in the course’s midterm, final and practical exams) and students’ satisfaction (as assessed by the questionnaire, giving a total mark and 3 sub-marks in reference to the students’ satisfaction about the teaching method of the course, the content of the course, and the instructor's support during the course). When answering the first question of the research, the study found that there was a significant difference in both mid-term and final tests between the first experimental group (studying through the blended learning method using VLE of Blackboard) and the control group (studying through face-to-face learning alone). However, there was no significant difference in both mid-term and final tests between the second experimental group (studying through the blended learning method using PLE of Facebook) and the control group. And there was also no significant difference in the practical test between the two experimental groups (each separately) and the control group. When answering the second question of the research, the study found that there was a significant difference in the teaching method dimension of the satisfaction questionnaire between the two experimental groups (each separately) and the control group. And there was also a significant difference in the instructor’s support dimension of the satisfaction questionnaire between the first experimental group and the control group, but no significant difference was found between the second experimental group and the control group. There was also no significant difference in the course content dimension of the satisfaction questionnaire between the two experimental groups (each separately) and the control group.

This study focused on the development of a proposal for a secondary alternative program that would be effective in the state of Kuwait. A professional preparation program that would function in support of the alternative school was also included. The investigator attempted to find the answers to the following questions: What are some of the major features of selected secondary school alternative programs in southeastern Arizona? How could these features be utilized in developing an alternative program for the secondary schools of Kuwait? What type of staff preparation program would be appropriate to effectuate the proposed alternative program? A review of the major elements of Kuwaiti history and culture was presented. Additionally, a summary of the development of the educational institutions in Kuwait was included, with special attention to current methods and practices. A review of the related literature indicated that the alternative school movement has become widespread in the United States as a means of providing youngsters with educational experiences different from those found in traditional schools. The recent increase in the number of alternative schools seems to be based on the assumption that differences among students require diversity in learning experiences. A theoretical framework was formulated from the literature to guide the collection of further data. It consisted of the following categories: (1)philosophy; (2)structure; and (3)function. Under each of these categories, several sub-categories were discussed. The study was conducted by the investigator as a participant observer in local alternative programs in a southwestern metropolitan area. The alternative programs under investigation participated in the study on a voluntary basis and included Cougar Alternative High School, Jefferson Alternative High School, Jackson High Alternative School, and Oak High School. The first three schools listed above serve a population of individuals who could not attend regular secondary schools. The fourth program is a conventional high school that includes an alternative program as part of its function. An interview schedule consisting of various questions regarding philosophy, structure, and function was developed and completed by selected staff at the schools under investigation. The resulting data was recorded and analyzed according to the three framework categories. A proposal for a secondary alternative program appropriate to the country of Kuwait was formulated, and a staff preparation program was included. A major element in the structure of the proposed program was the development of a cross-cultural team consisting of United States and Kuwait members and a representative from Kuwait University. The cross-cultural team would focus on the training of Kuwaiti educators for the proposed secondary alternative school. The investigator would function as coordinator for the training program and director of the proposed alternative program.

No description available.