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The Integration of Knowledge in Isla...

Md Yusof, Noryani.

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The Integration of Knowledge in Islamic Secondary Religious Schools in Malaysia: Translating Theory into Practice.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Integration of Knowledge in Islamic Secondary Religious Schools in Malaysia: Translating Theory into Practice./
作者:	Md Yusof, Noryani.
面頁冊數:	270 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.
Contained By:	Dissertation Abstracts International76-11A(E).
標題:	Education policy. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3707871
ISBN:	9781321827293

The Integration of Knowledge in Islamic Secondary Religious Schools in Malaysia: Translating Theory into Practice.
Md Yusof, Noryani.

The Integration of Knowledge in Islamic Secondary Religious Schools in Malaysia: Translating Theory into Practice. - 270 p.

Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2014.

This study examines the continuing efforts to integrate secular and religious sciences in Islamic secondary religious schools in Malaysia. It explored the differences that exist among the three stakeholders: the Ministry of Education, the scholars of education, and the teachers in understanding and practicing an integrated Islamic education in classroom teaching. This study also looks at teachers' conceptions of the integration of knowledge and their understanding of translating it into pedagogical strategies.

ISBN: 9781321827293Subjects--Topical Terms:

2191387
Education policy.

The Integration of Knowledge in Islamic Secondary Religious Schools in Malaysia: Translating Theory into Practice.
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245 1 4 $a The Integration of Knowledge in Islamic Secondary Religious Schools in Malaysia: Translating Theory into Practice.
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500 $a Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.
500 $a Adviser: Mark Johnson.
502 $a Thesis (Ph.D.)--The University of Wisconsin - Madison, 2014.
520 $a This study examines the continuing efforts to integrate secular and religious sciences in Islamic secondary religious schools in Malaysia. It explored the differences that exist among the three stakeholders: the Ministry of Education, the scholars of education, and the teachers in understanding and practicing an integrated Islamic education in classroom teaching. This study also looks at teachers' conceptions of the integration of knowledge and their understanding of translating it into pedagogical strategies.
520 $a This study highlights the problems faced by Muslim teachers at Islamic secondary religious schools on how to integrate religious and secular sciences in their classroom teaching. This study also shows the gap in communication between Islamic scholars and the Ministry of Education (MOE) in developing and implementing an integrated Islamic education based on the Quranic framework. The lack of cohesion between these two stakeholders in defining and translating the integration of knowledge into pragmatic solutions in classroom teaching has led to a disorganized approach to the training of teachers in this specialized field. As a result, the MOE has not been able to successfully formulate a pragmatic training program to empower teachers to integrate religious and secular sciences in classroom teaching.
520 $a For the integration of knowledge to happen more successfully in Islamic secondary religious schools in Malaysia, the MOE, with the support of religious scholars and other educators, should allow for more targeted and relevant inquiry and representation from teachers on how best to teach the integration of knowledge in Islamic secondary religious schools. Teachers' role is crucial in highlighting the contextual approach and in introducing the integration of knowledge based on their own cognitive frameworks. The implications of this study are that the MOE, scholars and teachers working in cohesion would likely lead to greater clarity regarding the integration of knowledge and the successful development of a holistic educational model.
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710 2 $a The University of Wisconsin - Madison. $b Educational Policy Studies. $3 2097939
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