Adequacy and Consistency in Instructional Planning Processes as a Means for Evaluating and Developing Teacher’s performance.

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dc.contributor.authorAfnan Darwazeh
dc.date.accessioned2016-09-07T10:17:34Z
dc.date.available2016-09-07T10:17:34Z
dc.date.issued2008
dc.description.abstractThe aim of this research was to clarify the quality of instructional planning processes as a means for evaluating and developing teacher’s performance. In order to accomplish this end, the researcher referred to the theoretical background of the instructional design science, for defining the concept of planning instruction, its domains and types. The researcher differentiated among the mental, written, and mental and written types of planning on one hand, and the daily, monthly, seasonally, and yearly types of planning on the other. The researcher also determined the elements of instructional plan to be as follows: educational goals, instructional content, behavioral objectives, instructional strategies, mass media, educational activities, cognitive activators, and evaluation procedures, along with the loop of feedback. In addition, the researcher clarified the reference frame of the instructional plan such as: target population, instructional environment, psychological climate, and budget to be as guidance for the planner during her/his planning. At the end, the researcher draws an ideal picture of the instructional plan by checking the adequacy and consistency of its items. The research came along with applications to be as recommendations for the people who are interested in educational planning and development affairs.en
dc.identifier1727-8449
dc.identifier.urihttp://hdl.handle.net/20.500.11888/2446
dc.titleAdequacy and Consistency in Instructional Planning Processes as a Means for Evaluating and Developing Teacher’s performance.en
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An-Najah University Journal for Research - B (Humanities)