The perceived challenges to online learning during the COVID-19 pandemic: A nationwide study of K-12 parental perspectives (Arab and other parents) in Qatar.

This study aimed to explore self-reported challenges Arab and other parents encountered during the sudden shift to online teaching and learning due to the COVID-19 pandemic. The researchers investigated the likely effect of demographic and contextual factors on the perceived challenges reported by parents. To achieve the study's objectives, the researchers utilized a mixed-method design involving a random sample of students' parents (Arab and other parents) in public and private schools in Qatar. The study's sample consisted of 2781 parents who responded to the online survey and 25 parents who participated in online semi-structured interview. The results derived from this study identified several challenges like lack of social interaction with schoolteachers, lack of motivation among children to participate in online classes and complete their homework, and dealing with the technical problems encountered during the online learning experience. The results further disclosed differences between Arab and other parents regarding the technologies and devices used during online teaching and learning. Finally, the results revealed differences between schools that do not organize additional activities in the curriculum compared to those that organize such activities. The study recommends home-school communication in order to empower parents and train them on how to manage effective learning at home and deal with children's learning behaviors. The study proposes developing parents' technical skills for online earning and the provision of material support for parents. Finally, it is important to raise a flag calling for revisiting the current curriculum to enrich children's schooling experiences and strengthen the bonds with their schools.

The impact of teacher preparation on preservice teachers' attitudes toward inclusive education in Qatar.

Teachers' beliefs and attitudes are a significant component in the development and success of inclusive education. Research indicates that the foundation of positive attitudes toward inclusive education can be established in preservice-teacher-preparation programs. This study examines the change in preservice teachers' attitudes toward inclusive education following an inclusion-centered course, combined with an 18-hr practicum. Using the Multidimensional Attitudes toward Inclusive Education Scale (MATIES), 98 preservice teachers from primary and secondary teacher education programs in the College of Education at Qatar University in Doha, Qatar, were surveyed pre and post-course. It was found that all the participants' attitudes toward inclusive education changed significantly. No significant differences between primary and secondary preservice teachers were found at the end of the course. The results illustrated that combining information-based instruction with structured fieldwork experiences can potentially change preservice teachers' attitudes toward inclusive education. Implications for practice and future directions in research are considered.