An Investigation of Math and Science Teaching and Learning in Qatari Independent Elementary Schools

Abstract

Following the establishment of a set of key elements for educational reform in Qatar, this chapter presents the findings from a research study in 67 randomly selected third and fourth grade math and science classrooms in Qatari Independent Schools on the status of the key educational reform elements. Observations were conducted to determine teacher and student classroom behaviors related to student-centered teaching and learning. Surveys were administered in these classes to investigate students’ perceptions of inquiry and learning environment and teachers’ perceptions of reform-based instruction and teacher efficacy. Achievement data were obtained from reports of the Qatar Comprehensive Educational Tests. Findings indicated a mismatch between observed behaviors, including achievement per-formance, and participant perceptions of student-centered teaching and learning. In general, participant perceptions indicated greater implementation of reform-based elements than were evident in observations and achievement data. Few differences in profiles of higher- and lower-performing schools were found, although lower-performing schools exhibited more student-centered classroom characteristics with more student off-task behavior. Implications of the findings are also discussed in the chapter.