Amani Zaier
Biographic Data
| ID | 213439 |
|---|---|
| NAME | Amani Zaier |
| GIVEN NAMES | Amani |
| FAMILY NAME | Zaier |
| SIGNATURE | ZAIER A |
| AFFILIATIONS | Texas Tech University |
| ORCID | 0000-0001-9379-250X |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Perceptions of the Revise-Resubmit Feedback Approach in Doctoral Students’ Development
An essential component of doctoral students’ academic achievement is assessed through research practice. The revise-resubmit feedback process fosters graduate student academic achievement by promoting continuous improvement, critical thinking, skill development, and preparation for the rigors of scholarly research and publishing. Therefore, motivation plays a crucial role in driving student engagement and active learning through the collaborative…
Navigating uncharted paths to the American professoriate
Purpose This study aims to examine the challenges of immigrant black female faculty (IBFFs) from Africa who have joined the American professoriate and also explore the cognitive processing behind student and staff perception and expectations of immigrant professors of color. This category of scholars faces the intersectional “triple bind” of being females, immigrants and people of color; as a result, they may encounter peculiar challenges in thei…
Assessing Preservice Teachers' Perceptions and Practices to Differentiate Instruction for Culturally and Linguistically Diverse Students in Secondary Classrooms
This study examined self-reports and instructional videos provided by 25 preservice teachers to demonstrate differentiated instruction in meeting the needs of culturally and linguistically diverse students (CLDS) in the United States. Self-reported journals were thematically analyzed and compared with corresponding instructional videos. The results revealed a mismatch between perceptions and practices of differentiation. Clearly, additional effor…
Foreign Language Teachers’ Self-efficacy Beliefs and Perspectives about Maintaining Their Students’ Interest
Americans do not study foreign languages long enough to achieve communicative competence, and that poses economic and security problems for the nation as well as career and personal limitations for individuals. Despite the plethora of research studies on effective approaches and methods for teaching foreign languages, there is evidence in the literature that foreign language students often experience a loss of interest in the languages, and there…
The Use of Video Annotation Tools and Informal Online Discussions to Explore Preservice Teachers’ Self- and Peer-Evaluation of Academic Feedback
This study explored the quality of preservice teachers’ self- and peer-academic feedback using video annotation tools to capture their teaching practices. They were also provided with an informal online discussion board as part of the peer support system. Twenty-five preservice teachers at a large university in the Southwestern United States volunteered to participate in this study. Data revealed a striking difference between self-evaluation and …
Navigating uncharted paths to the American professoriate
Purpose This study aims to examine the challenges of immigrant black female faculty (IBFFs) from Africa who have joined the American professoriate and also explore the cognitive processing behind student and staff perception and expectations of immigrant professors of color. This category of scholars faces the intersectional “triple bind” of being females, immigrants and people of color; as a result, they may encounter peculiar challenges in thei…
Assessing Preservice Teachers' Perceptions and Practices to Differentiate Instruction for Culturally and Linguistically Diverse Students in Secondary Classrooms
This study examined self-reports and instructional videos provided by 25 preservice teachers to demonstrate differentiated instruction in meeting the needs of culturally and linguistically diverse students (CLDS) in the United States. Self-reported journals were thematically analyzed and compared with corresponding instructional videos. The results revealed a mismatch between perceptions and practices of differentiation. Clearly, additional effor…
Foreign Language Teachers’ Self-efficacy Beliefs and Perspectives about Maintaining Their Students’ Interest
Americans do not study foreign languages long enough to achieve communicative competence, and that poses economic and security problems for the nation as well as career and personal limitations for individuals. Despite the plethora of research studies on effective approaches and methods for teaching foreign languages, there is evidence in the literature that foreign language students often experience a loss of interest in the languages, and there…
The Use of Video Annotation Tools and Informal Online Discussions to Explore Preservice Teachers’ Self- and Peer-Evaluation of Academic Feedback
This study explored the quality of preservice teachers’ self- and peer-academic feedback using video annotation tools to capture their teaching practices. They were also provided with an informal online discussion board as part of the peer support system. Twenty-five preservice teachers at a large university in the Southwestern United States volunteered to participate in this study. Data revealed a striking difference between self-evaluation and …
Navigating uncharted paths to the American professoriate
Purpose This study aims to examine the challenges of immigrant black female faculty (IBFFs) from Africa who have joined the American professoriate and also explore the cognitive processing behind student and staff perception and expectations of immigrant professors of color. This category of scholars faces the intersectional “triple bind” of being females, immigrants and people of color; as a result, they may encounter peculiar challenges in thei…
Assessing Preservice Teachers' Perceptions and Practices to Differentiate Instruction for Culturally and Linguistically Diverse Students in Secondary Classrooms
This study examined self-reports and instructional videos provided by 25 preservice teachers to demonstrate differentiated instruction in meeting the needs of culturally and linguistically diverse students (CLDS) in the United States. Self-reported journals were thematically analyzed and compared with corresponding instructional videos. The results revealed a mismatch between perceptions and practices of differentiation. Clearly, additional effor…
Perceptions of the Revise-Resubmit Feedback Approach in Doctoral Students’ Development
An essential component of doctoral students’ academic achievement is assessed through research practice. The revise-resubmit feedback process fosters graduate student academic achievement by promoting continuous improvement, critical thinking, skill development, and preparation for the rigors of scholarly research and publishing. Therefore, motivation plays a crucial role in driving student engagement and active learning through the collaborative…
Pedagogy (5 works) · Psychology (5 works) · Mathematics education (4 works) · Evaluation of Teaching Practices (2 works) · Higher education (2 works) · Perception (2 works) · Political science (2 works) · Annotation (1 work) · Business (1 work) · Collaborative Teaching and Inclusion (1 work)