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All Journal Budapest International Research and Critics in Linguistics and Education Journal (Birle Journal) Britain International for Linguistics, Arts and Education Journal (BIoLAE Journal)
Gadour, Abdelbasit
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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How Teachers are Dealing with Challenging Behaviour in Classroom Gadour, Abdelbasit
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Vol 2, No 1 (2013): Budapest International Research and Critics in Linguistics and Education, Februa
Publisher : BIRCU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birle.v1i1.7920

Abstract

Generally education is concerned with development and growth and as such most of the teachers aim to offer the best nourishment to their pupils. However the aspirations of teachers are often hindered by disruptive incidents in their classes. This problem is particularly serious in Libya. Although the Libyan educational system appears to show somehow development, many aspects of the current educational situation can be disappointing. In line with this, primary school teachers are found to spend more time on managing behaviour than actually teaching. Thus, the aim of this study is to consider pupils misbehaviour within Libyan mainstream schools. The implication of this study underline the importance of strategies to deal with pupils’ misbehaviour.
An Investigation Into Students’ Approaches To Learning in Higher Education Gadour, Abdelbasit; Amniana, Samia
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Vol 2, No 1 (2013): Budapest International Research and Critics in Linguistics and Education, Februa
Publisher : BIRCU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birle.v1i2.7965

Abstract

This study explored students’ approaches to learning in higher education with the aim of identifying the strategies and study skills that students believe lead to effective learning. A qualitative method, in the form of semi-structured interviews, was used with ten students from Newcastle University, five of whom were postgraduates. The study revealed a strong relationship between students’ approaches to learning and the study skills they use. Additionally, the study indicated that mature students (postgraduates) tend to have a more effective approach to learning than younger students (undergraduates). The implications of this study highlight the importance of having organised strategies for effective learning in higher education and achieving positive outcomes.
School Teachers’ Perceptions of Most Troublesome Pupil Behaviour Gadour, Abdelbasit
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Vol 1, No 1 (2012): Budapest International Research and Critics in Linguistics and Education, Februa
Publisher : BIRCU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birle.v1i1.7921

Abstract

A questionnaire based on Wheldall & Merrett’s survey, using a non-random sample was carried out among primary schools in Libya. The study intended to investigate the Libyan teacher’s perceptions of the most troublesome pupil behaviour commonly experienced. Of 89 questionnaires distributed to six primary schools, 84 were returned.  The result showed that more than 85% of Libyan teachers spend more time on problems of order and control than need be.  Behaviours such as lack of concentration, followed by out of seat, and talking out of turn were regarded by overall teachers as the most troublesome.  This result was based on the first and second choice of each question.  The average of class size was 23.70% of whom 3.88% were troublesome children, and of these 2.46% were boys.  However, male teachers found that girls were more troublesome than boys in their classes compared with female teachers.
An Evaluation of the Teaching Aids Used By English Teachers within Libyan Secondary Schools Gadour, Abdelbasit; Samia Amaniana
Britain International of Linguistics Arts and Education (BIoLAE) Journal Vol 1 No 1 (2015): Britain International of Linguistics, Arts and Education - March
Publisher : Britain International for Academic Research (BIAR) Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/biolae.v1i1.1143

Abstract

This study is concerned with the English language teachers' views regarding the use of teaching aids in secondary schools in Libya. The aim is to explore English teachers’ opinions of the availability, problems, sources and other characteristics of the teaching aids. In order to explore these issues, this study has made use of a combination of methods in the form of questionnaire and interview with English language teachers. One hundred questionnaires were sent to English teachers in secondary schools in Libya, of whom 85 responded. This was followed by interviews with some teachers. Although the results of this study echoed the general views on the importance of using teaching aids, it revealed that traditional teaching aids e.g. chalk and blackboard, pictures and textbooks still dominate. Apparently more teaching aids are used by English teachers in private schools than in state schools, yet teachers seemed to have common issues preventing them from using teaching aids which include: lack of money to purchase aids, lack of locally produced aids, students' language inadequacy, insufficient time, and class size. The findings of this study reflect the urgency to address these problems including that of the English curriculum in secondary schools.
Integrating Sustainable Development Goals in Higher Education: A Qualitative Case Study on Institutional Practices and Transformative Learning Gadour, Abdelbasit
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Vol 1, No 2 (2012): Budapest International Research and Critics in Linguistics and Education, August
Publisher : BIRCU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birle.v1i2.8178

Abstract

This study explores how higher education institutions integrate SDGs into their academic and institutional practices using a qualitative case study approach. Data were collected through semi-structured interviews with educators, students, and administrators, complemented by document analysis of institutional sustainability policies and academic programs. The findings reveal that although many universities demonstrate formal commitments to sustainability through strategic plans and policy frameworks, practical implementation remains limited due to several challenges, including insufficient faculty training, institutional resistance to interdisciplinary collaboration, and limited resources. The study concludes that effective SDG integration requires stronger institutional support, interdisciplinary collaboration, and the adoption of human-centered educational models. By fostering transformative learning environments, universities can play a more active role in empowering students as agents of sustainable development.
Integrating Sustainable Development Goals in Higher Education: A Qualitative Case Study on Institutional Practices and Transformative Learning Gadour, Abdelbasit
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Vol 2, No 2 (2013): Budapest International Research and Critics in Linguistics and Education, August
Publisher : BIRCU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birle.v2i2.8185

Abstract

This study explores how higher education institutions integrate SDGs into their academic and institutional practices using a qualitative case study approach. Data were collected through semi-structured interviews with educators, students, and administrators, complemented by document analysis of institutional sustainability policies and academic programs. The findings reveal that although many universities demonstrate formal commitments to sustainability through strategic plans and policy frameworks, practical implementation remains limited due to several challenges, including insufficient faculty training, institutional resistance to interdisciplinary collaboration, and limited resources. The study concludes that effective SDG integration requires stronger institutional support, interdisciplinary collaboration, and the adoption of human-centered educational models. By fostering transformative learning environments, universities can play a more active role in empowering students as agents of sustainable development.
The Techniques/Methods Used by School Psychologists to Assess Children with Emotional and Behavioural Difficulties Gadour, Abdelbasit
Britain International of Linguistics Arts and Education (BIoLAE) Journal Vol 1 No 1 (2009): Britain International of Linguistics, Arts and Education - March
Publisher : Britain International for Academic Research (BIAR) Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/biolae.v1i1.853

Abstract

The main aim of this research was to investigate the current methods used by the Libyan school psychologists for children referred to them as having emotional and behavioural difficulties (EBD), and to make comparisons, where possible, with previous research. The data presented is taken from an adapted questionnaire which was based closely on that of McCall (1993). Analysis of responses from 8 schools from the two main Libyan cities (Tripoli & Benghazi) indicated that traditional methods are in common usage among school psychologists. Intelligent tests e.g. attainment and reading tests were used more than observation assessing the children referred. Family factors were found to be the main causes of producing behavioural problems e.g. the dynamics of relationships within the family. The greater number of children referred were found at the primary level with a larger number of boys than girls. The outcome showed tendency among teachers to remove EBD children from the main setting, though their difficulties are learning based.
Co-Authors Amniana, Samia Samia Amaniana