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Conference on Education 2015. Partners in Excellence
- Conference date: 02-03 May 2015
- Location: Qatar National Convention Center, Doha, Qatar
- Volume number: 2015
- Published: 30 April 2015
21 - 40 of 52 results
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A study of Emirati undergraduates students' perceptions of cooperative learning
More LessThe purpose of this study is to investigate the Emirati students’ perception of using cooperative learning to progress their learning process. The study site is one of the Higher Colleges of Technology campuses in the United Arab Emirates. The sample size is two hundred and twenty four participants that have been selected randomly from different programs. This study combines both the quantitative and qualitative research methods, which include questionnaires and interviews to reach the final research findings and researcher recommendations. The findings of this research prove the importance of using cooperative learning to improve the students’ learning process. The final overall recommendations indicate the need to increase the usage of cooperative learning techniques to ensure a sustained improvement of students’ learning process
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To what extent are SQU first year students willing to adjust to college life?
More LessThis paper investigates first year students’ willingness to accommodate to college life and its demands. It first reviews the literature on the topic, and shows how factors such as family, peers, self-esteem, extroversion and students counselling centres may influence students’ adjustment process. This paper is based on a study conducted at Sultan Qaboos University (SQU) in Oman. Moreover, the paper analyses data obtained through two different questionnaires distributed among 72 students, and interviews with 8 participants; for example, the Tutorial Centre Coordinator, a teacher of Career Guidance Subject, a parent, and first year students and freshmen students’ class observation. The findings of this study are interesting as they contradict with the literature in some aspects. They show that, in the Omani context, students tend to be self-confident and optimistic; therefore, they could cope easily with college life. The paper concludes that this result could be due to media and globalization as they can get information about college life and get prepared. Indeed, it recommends that more research needs to be done regarding the influence of college teachers and cultural issues like gender on students’ adjustment to college environment.
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Using online communication tools in group activities to develop collaborative learning skills
More LessThough each student is assessed individually, group activities in the classroom support the success of the individual as well as the group. More often students’ success relies on collaborative learning when sharing ideas in online discussions and simulations (Mandernach, 2010). From an online class perspective, designing methods for social interaction and collaboration provides their basic foundation. The key to a successful online class is to evaluate and to select the types of communication tools that fit the instructor’s pedagogy, the needs of the learner, and the objectives of the course. Electronic communication tools have the potential to be used for communication purposes and to provide instructional resources in educational environments (Farmer, Yue and Brooks, 2008; Tekinarslan, 2008). It is claimed that the access and use of these tools is a useful practice for the development of higher order thinking skills, learner centered pedagogy, active and authentic learning, associative thinking, and for supporting online learning communities (O'Donnell, 2006; Farmer, Yue and Brooks, 2008). Online communication tools have a considerable promise for supporting collaborative learning. When designing course activities, categorizing electronic communication tools in separate categories by asynchronous (e.g. anytime communication) and synchronous (e.g. live communication) will help to identify the composition of the activity. Asynchronous communication and collaboration tools include emails, discussion forums, wikis, and blogs, while synchronous tools include chats, videoconferencing or etherpad (Schaffert & Ebner, 2010). These tools are relatively easy to use and help build a sense of community in the online classroom. Porter (2004) indicated that both types of communication tools are providing group learners with different preferences, and allow the flexibility of matching the students’ preferred learning style. The purpose of this study is to describe the effect of using synchronous and asynchronous communication tools in group activities to develop collaborative skills. Thus, the design of two experimental groups was used, a group used synchronous communication tool (video call), and another group used asynchronous communication tool (wiki). Participants belonged to one of two groups of learners. They are 3rd year students at Khaled Ibnelwalled preparatory school at Mansoura. The findings highlighted the fact that using communication tools is a useful practice for the development of higher order thinking skills, learner centered pedagogy, active and authentic learning, associative thinking, and collaborative learning skills. However, this study found out that using asynchronous communication tools are more appropriate to develop collaborative learning skills than synchronous communication tools. Asynchronous communication tools were ideal for participants to work and cooperate with each other. Finally, the study supports using asynchronous communication tools for online group activities to develop collaborative skills.
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Improving essay writing through ICT and task- based approach: a strategy that works- the case of 2nd year EFL students at Jijel University in Algeria
Authors: Boutkhil Guemide, Celllali Benachaiba and Ibtissam BedriIn EFL, learners strive to acquire the necessary language skills in order to be able to communicate effectively in the target language. Writing is amongst EFL pillars and one of the skills that takes time and practice to master. It helps EFL students with certain opportunities, such as communicating ideas and researching papers. Algerian EFL students suffer in their writing process- essay writing in particular, and they, most of the times, fail in their writing performances because of some crucial factors. This paper analyzes the different factors affecting Algerian EFL learners in their essay writing. It also proposes a helpful strategy for improving their essay writing through ICT and Task- Based Approach which was conducted as an action research with second year EFL students at the English department at Jijel University during the second semester of 2013- 2014 academic year. The results showed an improvement in students’ writing skills after conducting the aforementioned strategy of task- based learning approach together with the use of ICTs.
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Implementing technology- enhanced tools to improve EFL learning in Algerian Higher education: the case of EFL students at the english department in Jijel University
Authors: Boutkhil Guemide, Celllali Benachaiba and Ibtissam BedriEducation has been an important instrument for social and economic transformation. Presently, higher education in Algeria is experiencing a major transformation in terms of access and quality. This transition is highly influenced by the swift development in information and communication technologies (ICTs) all over the world. As Information and Communication Technology (ICT) has become one of the basic building blocks of modern society, its introduction in higher education has profound implications for the whole education process, especially in the issues of access, equity, management, efficiency, pedagogy, and quality. Inventive use of ICT is defined as the use of ICT applications that hold up the learning objectives based on the requirements of the modern information society. Hence, there is a need to bring out the facts on the impact of ICT on educational trainers. At the same time, the optimal utilization of opportunities arising due to diffusion of ICTs in higher education system presents a profound challenge for higher education institutes. The purpose of this paper is to discuss how implementation of ICT in EFL will improve the learning process in higher education in Algeria. It addresses the opportunities that can be gained through the integration of ICTs in various aspects of higher education. The study will be purely quantitative, and one questionnaire is administered for students to be analyzed.
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Reflections of scientific literacy team members related to use of reading strategies
Authors: Maha Cherif Ellili, Nancy Jane Allen and Samah Al SabbaghThe efficacy of reflection in improving teaching practices has long been recognized. Deconstructing reflective conversations provides a window into thinking; tracking changes in those conversations over time can reveal the level of understanding and levels of growth and development of those involved. This qualitative study analyzes the reflection of teachers participating in a six-week project, the goal of which was to improve reading instruction. It analyses the breadth, depth, and content of their weekly sessions and relates this to observed classroom practice. The sample for this pilot project was eleven teachers in two preparatory schools, one for boys and one for girls. Each team consisted of teachers in science, English, or scientific English from either the seventh or eighth grade level. Each week the groups were given a professional development session focused on some aspect of reading instruction, then collaboratively planned a lesson that one member of the team would teach the following week and that all members would observe. The focus of this study, however, is the collaborative reflection conducted at the first of the next week’s session, in which the team members evaluated and critiqued the lesson. These conversations, paired with the classroom observations of the lesson they were critiquing, revealed what they did and did not understand from the professional development and what was and was not incorporated into practice. The sessions were recorded, transcribed, coded, and entered into frequency charts. This presentation, however, will focus on the qualitative analysis of the sessions – the meaning making – of the interactions of the participants and what these interactions revealed about their learning and teaching of the targeted outcomes. A better understanding of the nature of collaborative reflection can help teachers and teacher educators use reflection to improve the effectiveness of professional development.
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Teachers' practices for the purpose of developing creativity among children in primary learning stage and its relation to a number of variables
More LessThe purpose of this study is to examine teachers’ practices performed to develop creativity among children in primary learning stage in Jordan. It also aimed to determine the differences between teachers' creative practices according to class grade level, teachers' specification, and type of school. To achieve the research objective, a questionnaire was developed and distributed among 200 primary grade teachers. The findings indicated that the ratings of teachers' practices that develop creativity were related to creative climate classroom and to students’ awareness of their creative potentials. Practices that were most perceived as least contributing to developing creativity were related to educational material, family support, instructional creative practices, and lesson planning. Furthermore, the findings indicated that there was a statistically significant difference due to the class grade level, except for the variable of teachers’ awareness of their creative potential and creativity in lesson planning, which was in favor of preschool grade level, and due to the type of school in favor of private schools. Whereas no statistically significant differences were found due to teacher specification except for students awareness of their creative potentials and creativity in lesson planning. In light of the findings, the researcher put a number of suggestions and recommendation.
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To what extent does drama enhance teaching English at Sultan Qaboos University?
More LessTeaching English language through performance is one way of teaching that help students to gain several useful skills. Study skills, social and communication skills and cultural expression awareness are three basic skills that drama could enhance students with. Through a sample of 45 students from Sultan Qaboos University, this study conducted to study the extent to which drama enhances teaching English in Oman. Importantly the study investigates that Omani students have as similar attitude toward learning through drama as what other research stated. The students consider drama as a good source, which improves their language skills, encourages them to communicate and helps them to know more about other cultures. However, the study shows that there are some problems encountered by language teachers while teaching through drama such as: Teachers are not having enough background and training in drama and the lack of well designed pedagogic materials that can be used by language teachers. Nevertheless, this study suggests several solutions to avoid the challenges which are providing education students with a course that guide them in teaching through drama, more workshops and lectures are needed to master this technique of teaching and to start apply it in a wider range. Moreover, more research in different educational institutions in Oman is needed to have a better scope on teaching language through drama in Oman.
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Analytical view of statistics and probability curriculum standards in Qatar
More LessTen years ago, Qatar initiated an education reform based on curriculum standards that draw on international expectations of what students should know, understand, and be able to do at each stage of their schooling. The mathematics curriculum being developed according to this reform is based on four major standards (strands): reasoning and problem solving, numbers and algebra, geometry and measure, and data handling and probability. Therefore, statistics is one of the major focus areas of the new mathematics curriculum in Qatar. This paper employs a comparative analysis approach in highlighting the mathematics national curriculum standards related to statistics and probability in Qatar. Content analysis for these standards is made and compared to the recent common international expectations of learning statistics and probability as presented at the major international conference for teaching statistics in the USA in 2014. The rationale of this study is based on the importance of the discipline of statistics and probability, which has been receiving increasing attention due to its relevance to all scientific fields, as well as daily life. Employers today are looking for people who have the skills to assess data from many areas of work and daily life; hence, statistics education—including curriculum, teaching, and learning—has become a strong focus area of international research. The results presented here suggest that the necessary development of statistics and probability education in Qatar is being implemented. Comparing statistics and probability in the old and new mathematics curricula (before and after 2004) reveals many significant changes. For example, students start studying statistics and probability according to the new standards in first grade, instead of starting statistics in the middle school and probability in secondary school. Also, many statistics concepts and procedures that were not included in the old curriculum are represented in the new standards’ statements, with instructions requiring students to, for example, “specify the problem,” “implement a plan,” “collect data from a variety of sources,” “deal with real data,” “represent data,” “evaluate results,” and “interpret data”. In spite of this progress in line with the international approach regarding statistics and probability education for reasoning and problem solving, some weakness was found in the standards being developed in Qatar. For example the important idea of “variation” is not considered properly; there is an absence of the words “variation” and “variability” and of measures of variation in the National Mathematics Scope. This paper therefore provides some recommendations, the most important of which is the need for an awareness that the fundamental issue in statistics, and thus statistics education, is variability. Indeed, this is the reason that statistics exists as a science; without variation, sources of variation, and attempts to measure and control variation, statistics would not ever have been invented. Considering that very few studies have looked at teaching and learning statistics and probability in Arab countries, including Qatar, it is hoped that this paper will activate research regarding the issue of variability and its place in statistics and probability education by a reconsideration of the standards being developed.
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Re-examination of islamic educational policies and practices from a critical pedagogical perspective
More LessCritical pedagogy has become a central issue of educational discussion because of its fundamental commitment to the development of different culture of education that seeks to transform the authoritarian classroom structures and promotes social justice and human freedom. Even though most of the suggestions contributed by critical pedagogue do have close relationship with some of the Islamic values, Muslim scholars apart from few, haven’t given enough attention to the possible importance of critical pedagogy in an Islamic educational context. Considering this reality, this study has attempted to find a possible philosophical justification for an Islamized critical pedagogy believing that re-examination of contemporary Islamic educational practice and policies from a critical pedagogical perspective is imperative. It is assumed that the analysis of Islamic educational practice from a critical pedagogical perspective will alter Islamic educational practice of today in a more positive sense. Therefore, this study has aimed at 1) identifying the main problems of Islamic educational practice 2) identifying in what ways the Islamic educational practices can be improved with the help of critical pedagogical perspective, 3) highlighting the significance of an Islamic critical pedagogical approach in resolving the educational challenges of the Muslim community. The overall study aspires to draw a number of general conclusions which may be useful to the Islamic educational policy. The research questions raised for this study are addressed from a philosophical perspective. The research employed is an in-depth semi structured interview with two experts in the field of Islamic critical pedagogy. They were chosen due to their in-depth knowledge and understanding of the contemporary Islamic education practice and philosophical ideas of critical pedagogy as well. The interview guideline included 10 open-ended questions which were developed based on the four major issues that address the objectives of the study. The data was analyzed using thematic analysis and critical approach was used to scrutinize the latent assumptions of the theme in focus, i.e., critical pedagogical perspective on Islamic educational practice.
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Dynamic assessment strategies and their relationship to annual tests' results with general education teachers
More LessThe researcher aims to investigate dynamic assessment strategies and their relationship with academic achievement of students with a sample of general education teachers (N=282). They completed dynamic assessment scale. The results of their students were recorded. Using explanatory factor analysis, correlation coefficients the findings indicated that the dynamic strategies of assessment includes: identifying students weaknesses and providing remedial learning, modifying teaching and assessment styles during learning session, monitoring students’ progress, considering students’ preferences of teaching and assessment, assessing students’ understanding of each element of the lesson, discussing student’s suggested ideas, using questions and tasks that help students to learn, reviewing students’ homework, assignments and provide them with feedback. The findings also indicated that the relationships among these strategies and students’ academic achievement were significant. These relationships were high in the case of identifying students’ weaknesses and providing remedial learning, modifying teaching and assessment styles during learning session, reviewing students’ homework, assignments and provide them with feedback and assessing students’ understanding for each element of the lesson. These findings support the orientations of employing dynamic assessment strategies as an effective approach to improve students’ learning.
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استراتيجية مقترحة لتعزيز الشراكة بين وزارة التربية والتعليم وكليات التربية بالجامعات الفلسطينية
More LessIt has become clear that the partnership between the Ministry of Education and universities plays an important role in achieving the level of quality education, from the training of teachers before and during the service, through contributing to the solution of educational problems, and to improving the quality of the curriculum by participating in its construction and ongoing evaluation. Colleges of Education in Palestinian universities have gained much attention ensuing the development processes carried out by the Ministry of Education, especially when the ministry focused during the fourth session of a project on improving the quality of education (QIF Quality Improvement Fund) funded by the World Bank and the European Union on the subject (partnerships concerning the upgrade of teacher preparation programs at higher education institutes) in 2010. (http://www.tep.ps) This comes in accordance with the recommended strategy for the preparation and training of teachers approved by the ministry for the year 2008, which aims at developing a cadre of qualified teachers to improve the educational opportunities for students in all Palestinian schools, especially the development of teacher training programs and education colleges that offer them. It is worth noting that any attempt for educational reform that is not founded on the principle of partnership between them, is not a real reform. Hence, colleges of education and institutes of the Ministry of Education are to be viewed as complementary partners with respect to significance and role. The establishment of such a relationship is not easy, though, as it requires the integration of contrasting cultures and the launch of a line of communication; a set of serious challenges that have to be taken into account. Research issues: Despite the attention given to achieve cooperation in the educational decision making between the Ministry of Education and colleges of education industry, the results of several studies have concluded a weak level of cooperation between the two parties, especially with respect to the responsibility towards the quality of the preparation and training of teachers as dictated by the status quo, the absence of realism in the educational programs at the colleges of education, and after researching the real problems of schooling. (Haouli, 2010, Sukkar, 2011, Jerjawy, 2011, 2014 Shireer). In light of the above, the research problem is determined in answering the following questions: 1. What are the challenges that necessitate the need for partnership between the Colleges of Education and the Ministry of Education? 2. What are the areas of the expected partnership between the Ministry of Education and colleges of education in light of the global and regional expertise? 3. What is the reality of the partnership between the Ministry of Education and colleges of education in the Palestinian universities from the point of view of experts and educator leaders? 4. What is the proposed strategy to strengthen the partnership between the Ministry of Education and colleges of education? Research significance: · The significance of research lies in its being a response to the recommendations of many previous local, Arab and international previous studies. · Taking advantage of the departments at the colleges of education in providing services to the Ministry of Education institutions, such as training, consulting and research. · Educational experts at the colleges of education can benefit from the results of this research in order to develop their academic programs. · The ability to taken advantage of the proposed strategy since it identifies clear steps and procedures to achieve a true partnership, away from theorizing and general recommendations. Research methodology and tools: The research will use the descriptive method to characterize the concept of partnership between the two parties and to disclose the reality of this partnership. The research will depend on a questionnaire as a tool to identify the strengths, weaknesses, opportunities and threats in the internal and external environment of the partnership system; and in light of the strategic analysis, the researcher will use the Delphi Technique to adjust the proposed strategy in reference to the guidance of some experts and educational leaders at the Ministry of Education and the Palestinian universities.
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تصور مقترح لتطوير تقويم أداء أعضاء هيئة التدريس بالجامعات المصرية
More LessThe research aims to improve the assessment tools that are utilized for the purpose of evaluating the performance of faculty in Egyptian universities. The paper focuses on two aspects of the performance assessment and they are: annual evaluation and promotion evaluation. The research is considering international standards for the two types of assessment and it utilized a descriptive method and a survey method that was completed by 80 faculty members at various Egyptian universities. The survey indicated that the current assessment tools for the annual evaluation are not effective and that’s pertaining to the ways it’s done. Although faculty members agreed to its necessity they had some reservations regarding the methods used. Faculty members also expressed dissatisfaction with the promotion assessment. This paper subsequently recommended to restrict the role of the Central Committees to monitor peer-reviewed and accomplished scientific journals and based on each discipline and not to peer-review the articles once more and that’s to eliminate double standards between the peer-reviewers and reviewers of the Promotion Committee. In addition, this paper suggest eliminating the time period between achieving a promotion and that’s for appreciating the value of the one’s work rather than adhering to time periods. The paper suggests that this will constitute an incentive to scholars. The paper proposed various other recommendations to improve the annual performance evaluation for faculty.
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الذكاء المنظومى واثره على الانجاز الاكاديمي فى ضوء نظرية العبء المعرفى لدى طلاب الجامعة.
More LessSystemic intelligence is considered to be the newest type of intelligences recently discovered, as this term came to existence in 2002. It is considered to be the ability to recognize the impact and vulnerability relationships between elements of the system, the realization feedback reciprocity between those elements, the ability to control the elements and development of the system to achieve the best products of the system, and enhance its effectiveness. The theory of cognitive burden aims to develop the educational model so that the learning process takes place within the working memory, thus limiting the additional cause of a cognitive burden. This theory also aimed at optimal allocation of limited cognitive resources to the working memory of the learner through the formation of cognitive structures in long-term memory in order to bring about learning. The present study aimed to identify the systemic intelligence and its impact on the academic achievements of students at Hael University in Saudi Arabia. The research sample consisted of 200 male and female students at the university. A gauge of systemic intelligence, a measure of the cognitive burden, a descriptive approach for research, and a statistical treatment using SPSS statistical package program were all utilized in the study. The results concluded a correlation between systemic intelligence and academic achievement. While there were no significant differences between males and females in the systemic intelligence.
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رؤية مستقبلية لرفع مستوى أداء طلاب المرحلة الابتدائية في الاختبارات الوطنية بدولة قطر
More LessThe National Curricula Guidelines is considered the basis upon which the initiative of education reform in Qatar was built. These guidelines emphasize the student’s ability to learn, achieve and score well in the national standardized exams. This will subsequently lead to good results in admissions into international universities which will also facilitate comparisons between the performance of Qatari students and students from other nations. Examining the performance of this student sample in national exams in four main subject areas in recent years reveals a decline. Therefore, this research aims to identify the performance trends among students in primary schools in the following four main subjects: Arabic, English, Science and Math in the three advanced classes and examine whether or not the National Curricula Guidelines are being fulfilled in both school-based an national exams and identify the difficulties and reasons for this decline. The following step will be to suggest and identify methods and ways to solve the problem and improve the future of the academic operation in order for it to develop and achieve its goals. A descriptive and analytical approach in both its qualitative and quantitative features has been followed in order to identify the relationships that connect all the elements of this phenomenon and help shed the light on the most common practices. The studied sample consists of: 1- All independent primary schools in Doha 4th-6th grades from 2012-2013. In total, there are 79 schools (boys/girls); the study focused on only 35 schools with average 44.3% locals. The sample included 41 principals and assistant principals, and 90 academic coordinators in Arabic, English, Science and Math. It also included 321 teachers in these four subjects. As for parents, the overall number of parents covered in the study is 1750. For focus groups, it covered 56 teachers, 20 coordinators, 4 principals, 4 assistant principals, 8 specialists from the Center of Professional Developments in the College of Education at Qatar University. 2- Samples from the following academic material: 421 academic units in the four subjects; 417 tests, and 36 national exams. The study utilized the following tools: A- Surveys completed by principals, assistant principals, coordinators, teachers, and parents. B- Focus groups, which included it teachers, coordinators, principals, assistant principals, and specialists from the Center of Professional Developments in the College of Education at Qatar University. C- Evaluation data, which evaluated the academic units, schools tests, and the national exams. The tools used in this study were confirmed to be truthful and concrete. The study reached certain conclusions pertaining to: academic policies, action plans, teachers’ competencies, curricula content and guidelines, national exams, and the role of parents. In addition, the study shed the light on identifying in further details issues of statistical indicators for change on the learning experience in the context of the different studies academic subjects, classroom environment, school type, and the year of implementing the models. The study offered some recommendations for improving the performance of students in primary schools in the above-mentioned four academic subjects and in the three advanced grades.
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تنمية التعاطف لدى الأطفال العاديين وأثره على اتجاهاتهم نحو أقرانهم من ذوي الاحتياجات الخاصة في فصول الدمج بالمملكة العربية السعودية
More LessThe study aims to develop a sense of empathy based on providing the pupil a way through which to feel what the other is suffering from, while trying to put him/herself in the others’ shoes, creating positive feelings and behaviors. With the need to note that the sympathy aimed at in the current study is completely different from mere sympathy based only on mere abstract understanding of sincere feelings. Through the development of this positive force, the study endeavors to reflect positively on the direction and behavior of ordinary students towards their peers with special needs. The study sample consists of an exploratory sample of 150 male and female students at the elementary level; and it consists of an experimental sample of 50 male and female students who scored negatively on a tendencies’ scale towards people with special needs and at the same time were assessed negatively by their teachers and the student counselor. The study population is determined in some primary schools in Saudi Arabia as per the Eastern Region where the system applied involves merging ordinary people with those of special needs. As for the study tools, the researcher 1) prepared a measure of the study sample of ordinary pupils' attitudes towards their peers with special needs. 2) He also set up note cards to solicit the views of teachers and the student counselor and their assessment of their students in this regard. (3) Finally, the researcher designed and developed a set of classroom and extra-curricular activities based on the development of empathy, which included stories, films and Psychodrama based on role-playing games & switching roles etc… and the organization of a variety special trips & the provision of enhancing prizes and methods. The student counselor and a group of teachers were involved in its application. A number of parametric & non-parametric statistical methods were implemented, & two levels of the attitudes of ordinary students toward their peers with special needs have been identified; Level I represents students who have a negative and hostile attitudes toward their peers with special needs. The second level represents students who have sound positive attitudes. The prepared classroom and extra-curricular activities were implemented with level I students over the course of a whole semester, subsequently, these activities were applied to the rest of the students. Following that, the tendencies’ scale was applied towards families with special needs once again, & the views of teachers and the student counselor were sought. Study results concluded the efficacy of the classroom and extra-curricular activities used in the development of empathy and the modification of negative attitudes of ordinary students toward their peers with special needs. This was further confirmed through reconnoitering the views of teachers and the student counselor in their assessment of the behavior of students. A follow-up measurement was completed at the end of another semester, which ensured the continued effectiveness of the applied activities.
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القيادة الملهمة كمدخل لتطوير الأداء وتحقيق التميز المدرسي
More LessThe study addressed the inspiring leadership, performance development, and the role of the teacher as an inspiring leader, through a review of a conceptual framework for inspiring leadership characteristics and the difference between the teacher as an inspiring leader and the teacher as manager of the students, the method by which the teacher acts as an inspiring leader towards his students, the formation of work teams such that each team will have a student for an inspiring commander, a review of the inspirational leadership & its dimensions, and its role in the achievement of excellence and development of performance. The study issue was identified in dealing with the governing regulatory powers, and in taking advantage of the inspiring leadership in performance and achieve educational excellence through the development of the teacher's role as an inspiring leader? The study aimed to address the role of the teacher in inspiring students to practice behaviors that lead to academic excellence, raise the level and efficiency of students and develop their performance within the teams. The significance of the study is manifested in the application inside the classroom; in addition to the prominence of the tools and methods of active learning, and their role in raising the effective and efficient performance, along with the exerted efforts to cover the Arab Studies on the theme of inspiring leadership. The study presented the organizational structure of governing regulatory powers as follows: The figure shows the existence of a set of governing regulatory powers for the development of performance, and the formation of student working groups, including a student commander responsible for leading his/her colleagues to achieve excellence through the use of cooperative learning methods. This is expressed in the following figure: The study concluded the following: 1. The inspiring leadership influences in the development of cooperative teams for the exercise of cooperative learning activities. 2. The inspiring leadership significantly affects the behavior of teachers and students towards achieving high performance and developing higher thinking levels. 3. The inspiring leadership significantly affects the behavior of students among themselves in order to thus enhancing higher level performance, design capabilities and innovation. 4. The inspiring leadership affects the type of skills acquired through contact and communication among teams, and the ability to manage meetings. 5. The inspiring leadership affects the governing regulatory powers at the senior management levels at school and in the classroom resulting in performance development and academic excellence. Accordingly the study recommends: 1. Create training programs and workshops designed to address the concept of inspirational leadership at senior management level to highlight the significance of academic excellence. 2. To encourage senior management to listen and communicate with subordinates in solving problems and enabling teachers to continuously utilize the inspiring leadership to develop their performance in the classroom. 3. Strengthening the leadership behaviors among students who enjoy the inspiring leadership skills by allowing them to lead teams at school. 4. Spread the awareness among school staff regarding the inspirational leadership and its significance. 5. Identify the need for training and programs, which in turn improve the performance according to specified standards to attain academic excellence. 6. To strengthen and train administrative leaders using the most current management theories, tools and techniques; and provide the elements that enhance the efficacy of the inspirational leader.
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أثر اختلاف أنماط التفاعل في معمل اللغات الافتراضي على تنمية مهارات القراءة الإلكترونية للغة الإنجليزية لدى طلاب المرحلة الإعدادية
More LessAn era in which we live is characterized by constant change and evolution in the existing educational technology innovations to employ information and communications technologies (ICT). Organizations and organs of society have been affected by this and subsequently new interactive learning environments have emerged to provide the educational needs however such entities need significant incorporation and the creation of new tools of development to suit these changes. On top of those alternatives and changes comes the virtual learning technology, which enables learners to experience the world through virtual reality which is achieved through the construction of artificial and imaginary living environments designed specifically to mirror reality and to prepare individuals to interact with it. An example of employing virtual reality in education is the emergence of virtual laboratories that provide learning through an artificial environment on computers. These labs are similar to real ones and enable learners to using lab tools and equipment which were designed by three-dimensional, virtual and highly sophisticated and interactive programs which essentially eases learning through the different learning methods that the learners are exposed to. Researching the types of interaction in virtual laboratories is considered a contemporary concern which educators must be attentive to. The varied patterns of interaction in the virtual lab include: synchronous and asynchronous types of interaction. Synchronous is characterized by the simultaneous availability and exchange of educational and research issues between the learner and the teacher in real time for the purpose of teaching content; this enables students to foster their education retrospectively. While through asynchronous, learners obtain intensive lesson based on a structures educational program where the learner chooses the best place and time that fits them; this is achieved by using email, announcements, and bulletin boards. It is possible to employ virtual laboratories and types of interaction to develop different skills including e-reading, which helps learners to think clearly, widen their knowledge, enrich their experiences, stimulate their imagination, and develop their language vocabulary. Therefore, attention must be paid to providing learning with e-reading skills, and hence this study attempts to answer the following major question: What is the effect of the different types of interaction in the virtual language lab on the development of e-reading skills of the English language among middle-school students? Descriptive analytical method and experimental approach were used to identify the impact of the types of interaction in virtual language laboratories on the development of e-reading skills. A sample of second grade secondary students was chosen from the Institute of Timai El-Amdîd Middle School and divided into to two experimental groups: Group 1, where e-reading is taught through synchronous in the virtual lab type; Group 2, where e-reading is taught through asynchronous in the virtual lab type. The statistical difference between the two types was in favor of Group 1. The study recommended to train 8th graders in e-reading of English language skills, and to incorporate the proposed virtual language laboratory in order to improve learning and develop the various other cognitive aspects of learning.
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توظيف الخرائط الإلكترونية في التدريس التفاعلي لمناهج الجغرافيا بالمدارس المستقلة بقطر (رؤى وتطبيقات مقترحة)
More Lessتعد الخرائط الإلكترونية منظومة تكنولوجية متكاملة تعبر عن حالة تطورية لأدوات الجيل الثاني للإنترنت، والتي تمثل منصة تعلم تفاعلية، تتسم قدراتها بالجاهزية والتوافر الدائم والحداثة والانتشار والمجانية والتفاعلية والإتاحة عبر شبكة الإنترنت وتطبيقات الهواتف النقالة والأجهزة اللوحية، وتزداد يوما بعد يوم فاعليتها ووظيفيتها في مجالات حياتية مختلفة، وتحديداً في تطوير التدريس التفاعلي بمجالات تعليمية مختلفة لعل أبرزها مناهج الجغرافيا. إذ أشارت تجارب مختلفة ودراسات عديدة إلي قدراتها في تنمية حب الاستطلاع والدافعية للتعلم وبقاء أثر التعلم وتنمية مهارات قراءة وفهم واستخدام الخرائط والخبرات الميدانية ونمو المفاهيم العلمية والقدرة علي التخيل التاريخي والتفكير المكاني إضافة إلي تنمية إتجاهات إيجابية نحو تعلم المادة وربطها بحل مشكلات الحياة. ومن هنا تأتي أهمية التركيز عليها والدعوة لنشرها بالصفوف التعليمية وبأنشطة التربية الجغرافية، إذ تهدف هذه الورقة إلي تقديم دراسة تحليلية ورؤى تطبيقية لتوظيف الخرائط الإلكترونية مثل جوجل ماب وجوجل إيرث وياهو ماب وغيرها العشرات، كأداة تدريسية لها فاعليتها في تحقيق المعايير الوطنية للجغرافيا وتنمية جوانبها المعرفية والمهارية والوجدانية في مراحل التعليم المختلفة بالمدارس المستقلة بقطر، وذلك من خلال استعراض ودراسة المحاور التالية: المحور الأول: ويتعلق بمناقشة طبيعة ومفاهيم وخصائص وأنواع ووظائف الخرائط الإلكترونية الحديثة كمنصة تعلم وأداة تدريس. المحور الثاني: ويستعرض تحليل لأهمية ووظيفية الخرائط الإلكترونية كمنصة تعلم وأداة للتدريس الفعال لمناهج الجغرافيا. المحور الثالث: ويناقش المعايير الواجب توافرها لتوظيف الخرائط التفاعلية في التدريس الفعال لمناهج الجغرافيا بالمدارس المستقلة بقطر. المحور الرابع: يحدد علاقة ودور الخرائط الإلكترونية في تحقيق المعايير الوطنية لمناهج الجغرافيا في المدارس المستقلة بقطر. المحور الخامس: ويعرض لبعض الدراسات والتجارب والمشروعات العالمية في مجال توظيف الخرائط الإلكترونية في تعليم الجغرافيا وتنفيذ مناهجها ببعض دول العالم. المحور السادس: ويتم من خلاله استعراض وطرح بعض الأفكار والنماذج والتطبيقات العملية لتوظيف أنماط من الخرائط التفاعلية كجوجل إيرث وجوجل ماب في تدريس بعض دروس الجغرافيا، كرؤى استرشادية يمكن للمعلم البناء عليها في تخطيط مواقف تدريسية في ضوئها. المحور السابع: ويهتم بعلاقتها بمعلم الجغرافيا، من خلال محاولة تحديد الكفايات اللازمة والمهارات الأساسية للمعلم لتوظيف الخرائط التفاعلية في التدريس الفعال لمناهج الجغرافيا. المحور الثامن: وأخيراً يتم رصد وتحديد بعض التوصيات الإجرائية ذات العلاقة بكل من تخطيط وتطوير المناهج والتنمية المهنية للمعلم والإدارة المدرسية؛ لضمان تفعيل ونشر الخرائط الالكترونية في التدريس الفعال للجغرافيا في مراحل التعليم بالمدارس المستقلة بقطر مستقبلاً إن شاء الله.
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صناعة المناهج وتطويرها باستخدام التقنيات الحديثة... نحو منهج معاصر للغة العربية
By Amr GomaaThis paper presents practical steps towards constructing an educational curriculum for the purpose of teaching contemporary Arabic. Through incorporating modern techniques including some linguistic computing applications, statistics, and indexing in order to provide contemporary curricula to teach contemporary Arabic while incorporating modern educational technologies. The paper emphasizes, through computing technologies, how to prepare a curriculum from a range of essential ingredients needed in the contemporary Arab education for both natives and foreigners. For example, utilizing the terms that are mostly used to communicate in Arabic and highlighting the sentence-structures that are most common would help analyze and index contemporary Arabic. These computed results would help constructing a contemporary curriculum for natives and foreigners, one that is based on highly used terms, structures, grammar and tools. The next step consists of building a contemporary lexicon that is based on the learning technologies which is based on used Arabic, instead of on what’s “supposed” to be used. Then a modern lexicon will act as a quick reference to used Arabic, just like other nations. An explanation is included to show how such results were achieved through the usage of statistics and indexing in treating the huge body of the Arabic language with all its linguistic levels and different indicative properties.
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