Abstract

Supervisors from the Central science, technology, engineering, and mathematics (STEM) Unit conduct unannounced classroom observations to ameliorate the quality of teaching and learning inside public STEM schools. After conducting several classroom visits, supervisors posited that teachers integrate instructional methodologies that reinforce low-order thinking skills and rote memorization of facts (World Bank, 2017). Thus, the aim of this quantitative study is to describe teachers’ views about the effectiveness of short visits on their instructional performances. Sixty-four teachers were conveniently selected from three public Egyptian STEM schools, located in Giza, Cairo, and Qalyubia governorates and were requested to complete a 5-point Likert survey, involving twenty statements, adapted from Kubicek’s Classroom Walkthrough Observation Process Model (2015). As a result, the data obtained from the research participants suggested that the short visits’ model has a positive effect on teachers’ instructional performances at one of the three schools. However, the short visits’ model has been perceived by STEM teachers at two schools to have a minimal impact on their instructional performances, since it lacks improvement plans, follow-ups, and resources. Last, recommendations for future research and implications for teachers were developed based on the study’s results.

Department

International & Comparative Education Department

Degree Name

MA in International & Comparative Education

Graduation Date

Spring 5-31-2020

Submission Date

May 2020

First Advisor

Wolsey, Thomas

Second Advisor

NA

Third Advisor

NA

Committee Member 1

Toprak, Mustafa

Committee Member 2

Abate, Teklu

Committee Member 3

NA

Extent

103 p.

Document Type

Master's Thesis

Library of Congress Subject Heading 1

Educational Leadership

Rights

The author retains all rights with regard to copyright. The author certifies that written permission from the owner(s) of third-party copyrighted matter included in the thesis, dissertation, paper, or record of study has been obtained. The author further certifies that IRB approval has been obtained for this thesis, or that IRB approval is not necessary for this thesis. Insofar as this thesis, dissertation, paper, or record of study is an educational record as defined in the Family Educational Rights and Privacy Act (FERPA) (20 USC 1232g), the author has granted consent to disclosure of it to anyone who requests a copy. The author has granted the American University in Cairo or its agents a non-exclusive license to archive this thesis, dissertation, paper, or record of study, and to make it accessible, in whole or in part, in all forms of media, now or hereafter known.

Institutional Review Board (IRB) Approval

Approval has been obtained for this item

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