The Perceived Purpose of Professional Development Programs from the Science Teachers’ Perspective in Saudi Arabia
Bibliographic record
Abstract
The Saudi Arabian Government has made a substantial investment in reforming the science curriculum in Saudi Arabia. Creating sustainable education is a top priority of Saudi Arabian policy makers (BenDehash, 2005). The level of education received by students must prepare them for fieldwork in their area of expertise and, ultimately, help them to contribute to improving the economic position of the country. Studies have shown that reforms to the science curriculum that consider developments in local contexts increase the quality of students’ outcomes. For this reason, the government has developed a new curriculum in 2008 to target key learning areas of students and, ultimately, increase their academic performance. As BenDehash (2005) rightly asserts, radical development of the old curriculum addressed the rapid changes in local and international environments and assisted Saudi students to gain appropriate and relevant skills that will allow them to contribute both locally and internationally. This study will seek to address the discrepancies in PD programs in Saudi Arabia as well as provide insight for other countries in implementing successful PD programs for teachers.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.002 | 0.002 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".