This paper investigates how
academic librarians perceive the role of social networks in enhancing the
professional skills of library staff, and how they can be used to promote
library services. It is based on case study design in real organizational
settings, which are two academic libraries in Jordan, namely the University of
Jordan library and Al-Balqaa’ Applied University library. The authors used questionnaires
to collect the required data in order to investigate the perceptions of library
staff in relation to social networks and how they used social networks to
promote library services. The results indicate high awareness and extensive use
of social networks for professional development. However, it appears that
social networks were not fully exploited to promote library services. It was
noted that “job title” (staff position) was the only factor that affected the
results, while other factorssuch as gender, experience, frequency of use and
age had no effect on the results. It is concluded that academic libraries in
Jordan should make better use of social networks to promote library services.
This paper compares two projects that adopted
social bookmarking (SB) technology in different educational contexts at the
same institution, a large, research-intensive university in the north of
England. The first study used social bookmarking in a multicultural
postgraduate class to increase interactivity within the whole class and to
produce an archive of course-related online resources to engage potentially
isolated students. The second study used social bookmarking to support first
year undergraduate students' independent research activities, to facilitate
collaboration and to aid the tutor's preparation for seminar classes. The paper
provides an outline of the two studies, including a description of the
pedagogic approaches adopted in them, developments in the pedagogy over time
and evaluative and usage data that were collected. The discussion focuses on
five main issues: SB literacy; SB benefits; SB costs and risks; SB pedagogy;
and SB alternatives.
The great influx of international students into UK
universities has led to internationalisation becoming an important issue.
Previous studies have focused on the integration of home and international
students, illustrating a lack of intercultural interaction. Yet there has been
a lack of research investigating international students' networks and how these
networks evolve over time. The study reported in the current paper sought to
fill this gap. The research findings were interpreted through the lens of
community of practice (COP) and social networks (SN) theories. Findings
confirmed that international students have four distinct types of network. The
class did not evolve towards a single cohesive network, rather there were
changing clusters of relationship. The findings showed that although
co-national factors are important at the beginning of students' learning, they
are not always the main influences shaping student networks. The findings are
significant for both institutions and teachers.
International education studies
International Journal of Special Education
The proper assessment of math computational skills is essential for monitoring progress, predicting achievement, and identifying students with disabilities. The current study extends previous research on assessment of curriculum-based measurement in mathematics(M-CBM) . The purpose of this research was to examine the effects of the M-CBM computation assessment on improving third-grade math achievement. This paper presents a comparison study of two classrooms; one used a M-CBM computation in addition to the summative assessment and one used summative assessment only. Each class consisted of 35 students; three who had a Specific Learning Disability in math. The results of a 15-week CBM process demonstrated the effectiveness of using the M-CBM with third- grade students. Furthermore, when compared to the traditional way of assessment, the use of the MCBM produced significant gains in students’ achievement, specifically, for the students who were struggling with math.
Hermann's Brain Dominance Instrument Psychometric Characteristics and its Use to Reveal Patterns of Brain Dominance
Damascus University Journal
The purpose of this analytical study is to investigate the extent of having the basic skills of English, Arabic, and computer science by the first-year students in the Faculty of Educational Sciences and Arts - UNRWA, in view of some variables: specialization (English, Arabic, and Class teacher), and type of study (Envoy, and non-Envoy). The study was applied to students enrolled at the college, who are (337) students, distributed as follows: (82) students in the English department, (88) students of Arabic, and (167) students of a class teacher. The results revealed that the average performance of students in the computer test was the highest, followed by the average performance in the Arabic language, and next the performance mean in English, there were statistically significant differences between the means of students on placement tests according to student specialty, in favor of English specialty, and according to the type of study, in favor of envoy students. There was also a reasonable correlation between the scores on placement tests and the students' average in the end of the first semester.
This study aimed to investigate the impact of electronic portfolio on the development of reflective thinking and self -directed learning readiness of the students in the Faculty of Educational Sciences at UNRWA. To achieve this goal, the researchers used a reflective thinking scale, consists of (16) items, and a self directed learning readiness scale, (41) items, and applied them, after investigating their psychometric properties, on a sample of (49) students, from fourth-year faculty students, enrolled in the practice education program, the sample divided into two groups, the experimental group, using the e-portfolio assessment strategy, and the control group, with the traditional assessment strategy, analysis of covariance (ANCOVA) was used. The results of the study showed statistically significant differences between the two groups on reflective thinking and self directed learning readiness, and on the majority of their subscales, in favor of the experimental group. The study ended with some recommendations aimed at activating the e-portfolio strategy, in evaluation, in different areas, and various levels
This study aimed to investigate the technical characteristics of the questions contained in the books of Islamic education for grades I, II and III in Jordan, an analysis instrument has been developed, it consists of (6) domains, each has a number of subordinate levels, it was used in the analysis of Islamic education books, the number of questions that have been analyzed was 140 questions for the first grade, 204 questions for the second grade, and 161 questions for the third grade. The study found that in terms of outcomes measured by the question, the questions focus on the cognitive domain, and in terms of cognitive level of question the focus was on the level of knowledge and remembering, about the form of questions, the questions were divided on the different forms but they focus on the essay questions and MC questions, about the question language it was generally clear, and about their suitability for the grade level it was appropriate, but in terms of the prevalence of activity and familiarity, the majority of questions were traditional, with regard to the impact of difference of grade level in the technical characteristics of the questions it was noted that there is dependence of the distribution of frequencies to levels of the following aspects: outcomes measured by the question, the cognitive level, the form of the question, and the prevalence of the question and familiarity, the study recommends paying attention to the higher levels of cognitive domain, and diversify the forms of questions in a balanced manner
The purpose of this study was to investigate the characteristics of classroom questions used by the teachers of social and national education at UNRWA schools from their point of view, a questionnaire consisting of 50 items has been developed, it distributed into three main domains: formulation of classroom questions, purposes, and asking, it was applied to a sample of (152) teachers from social and national education teachers. The results showed high degrees of estimation of the characteristics of questions used by the teachers, the study found no statistically significant differences between the teachers in the degree of questioning skills due to sex of the teacher (male and female) , scientific qualification (diploma, bachelor, diploma after bachelor, and master or above), and the number of experience years as a teacher (less than 5 years, 5-10 years, and greater than 10 years), also, a statistically significant difference between the teachers in questions' formulation was found, due to the specialization of the teacher, in favor of the history and geography teachers. The study concluded some recommendations, including training teachers in skills related to classroom questions that measure higher-order thinking and problem-solving.
This study aimed to investigate the impact of Thinking Actively in Social Contexts (TASC Wheel) on developing self-directed learning readiness and academic self efficacy on a sample of seventh graders in Jordan. To achieve this objective, the researchers administered, after investigating their psychometric properties, a self-directed learning readiness scale consisting of (41) items, and a self efficacy scale consisting of (30) items to a sample of (73) seventh grade students. The study sample was divided into two groups, the experimental group, using TASC wheel strategy, and the control group, using analysis of covariance (ANCOVA). Results of the study showed statistically significant differences between the two groups on self directed learning readiness scale only, and on the majority of its subscales, in favour of the experimental group. The study ended with some recommendations aimed at activating TASC wheel strategy, in different areas, and various levels.
This study aimed at investigating the effect of a portfolio strategy on acquiring the scientific concepts. The sample consists of 70 female students from the 3rd graders in Amman new camp school, distributed into two groups: experimental group and control group, a pretest of scientific concepts was applied on the two groups to find alternative concepts, after testing its psychometric properties using the suitable procedures, the experimental group has been taught one chapter in science using portfolio strategy and at the end of the experiment, the post test of scientific concepts was applied on the two groups The findings showed a significant effect of the portfolio strategy on acquiring scientific concepts. The study recommended applying portfolio strategy for the different grades, and conducting more similar researches on different grades and samples.
This study aimed to investigate the Attitudes of accounting students in the Bachelors programs at Jordan universities towards accounting as a future profession, and their difference according to specific educational varaibles. The study was undertaken on a stratified-randomly selected (120) students studying at Jerash University and Al-Balqa'a University. The researchers developed a questionnaire like attitude scale utilizing scaled developed by Marriott and Marriott (2003) and Cheliki and Serinkan (2011). It consists of (15) items. Results revealed positive students' attitudes towards accounting as a future profession. Also, there were no statistically significant differences in the level of the students' attitudes towards acconting as a future profession due to the variables of the gender of the students, the academic year, the type of the university, the educational stream and the average in the secondary stage. Among the study recommendations were to promote integration between theoretical information and practical application, to provide opportunities for better field practice, and to use different authentuic assessment methods for students' performance.
This study aimed to determine the degree of inclusion in textbooks of art education to higher basic stage in Jordan for Islamic arts, and to investigate the problems faced by teachers of arts education in the implementation of the curriculum. A content-analysis list and a questionnaire were developed. Textbooks of Arts Education were analysed, and the questionnaire was addressed to 120 techers of Art education in the capital of Amman. The results of the study showed that some of the contents of Islamic arts were not included in any of the textbooks, while the ninth gradetextbook has the greater percentage of the inclusion of the areas of Islamic art. The results also indicated a number of problems faced by teachers of art education in the implementation of the curriculum: the highest is the weakness of specialized training programs to develop teachers in art education, the teaching of the subject by material by non-specialised teachers, the high number of students per class, the reluctance to accept students for the education course as a curricular course, the lack of motivation of parents to encourage students to bring items of art education, and inadequate tools and competence available in the workshop, in addition to the lack of computers in proportion to the number of students in the school.
The purpose of the study was to explore the relationship between
lifestyles and anxiety and depression, as well as the ability of these
lifestyles in predicting anxiety and depression. The sample consisted of (277)
students (male and female) from the faculty of educational sciences at the university
lifestyle personality Inventory (LSPI), (Mullins, Kern and Curlette
Trait anxiety Inventory (TAI) (Spielberger,
Gorsuch & Lushene (1970), and the
Beck depression Inventory (BDI) were used.
The results of the study showed no relationship between lifestyles and
anxiety except the controlling theme,
passive and conforming theme, Active.
This study aimed at identifying the effect of flipped classroom strategy on acquisition of the grammar concepts among sixth grade students in Jordan. A purposeful random sample (n=56) consisting of male and female students was selected. Participants were recruited from the University of Jordan Model School. To ensure student exposure to same instructional conditions, participants were assigned to an experimental (n=28) taught using the flipped classroom strategy and control group (n-28) taught traditionally. To achieve the study objectives, participants completed a pretest-posttest, and results revealed statistically significant differences at (α=0.05) between the mean scores of the experimental and control groups attributed to the strategy used in favor of the experimental group. The study revealed no statistically significant differences in the mean scores at (α=005) of both groups attributed to gender or interaction between strategy and gender. The study, therefore, recommends application of the flipped classroom strategy in teaching basic grammar concepts to sixth grade students.
Keywords: flipped classroom strategy, grammar concepts, sixth grade students, Jordan.